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St. Lucie Public Schools St. Lucie County Social Studies Scope & Sequence Documents, Grades 6-12 2100310/20 11 th Grade US History 2013-2014 The St. Lucie County Scope & Sequence, Suggested Pacing Guide, and Common Core State Standards Appendix should be used in concert as a teaching and learning tool in our continuing effort to improve the rigor of instruction and better prepare our students for future learning (including college and career readiness) and to address skills requirements of the Common Core State Standards for Literacy in History/Social Studies in Grades 6-12. Instruction should be based on content / skills from the St. Lucie County Public Schools Scope and Sequence, Suggested Pacing Guides, and the Common Core State Standards Appendix. These documents should serve to guide instruction, rather than a textbook or any other specific resource. Use the Learning Goal and Scale as your starting point: have it posted, and review it regularly with your students to provide them with a framework for instruction and a purpose for learning all the related content. The same holds true for the target(s) you are focusing on each day. They should be visible and discussed before and after instruction. Strategies must include Document-Based instruction (analytical reading and writing involving individual and collections of primary and secondary sources), methodology affecting the multiple intelligences, and utilizing both individual and cooperative learning (e.g. History Alive/DBQ Project). Students should be engaged in higher order writing on a regular basis, short and extended responses, more in-depth essays such as Document Based Questions (DBQ’s), and authentic writing. Students must be able to produce historical writing, that is, they must be able to take a position on a subject (thesis) and defend it with examples (facts) and sound reasoning (logic). Students should conduct extended research projects related to the History Fair (Grades 6, 8, 10, and 11) or Project Citizen (Grade 7). Social Studies Literacy Strategies should be utilized regularly (Cornell Notes, Dialectical Notes, or similar note-taking method, SOAPStone or APPARTS analysis tools, and PERSIA or G-SPRITE categorization tools). Assessment should include both formative assessments “for learning,” and summative assessments. Questions should follow Webb’s Depth of Knowledge / Cognitive Complexity and include Level 1 items that involve low order, foundational knowledge/skills; Level 2 items that require students to infer or draw conclusions; and Level 3 items that require more abstract thought or an extension of the information at hand. Students should keep a Notebook as they help students organize information (previews, teacher directed activities, and process assignments). Notebooks provide cohesion and structure to a unit of study, and they place responsibility for learning on students (e.g. an AVID or Interactive Student Notebook). Teachers should assign, and students should complete targeted homework - students should be expected to complete homework regularly but homework shouldn’t be assigned simply for the sake of giving homework. Homework can include preview or process activities, vocabulary/concept building, work related to projects, etc. (Read Marzano’s article “The Case For and Against Homework” available on SHARE). o Previews involve activating prior knowledge, preparing students for the next topic of instruction. o Process activities relate to content/skills recently learned where students are involved in metacognition. The Common Core State Standards for Literacy in History/Social Studies are integrated with the Scope and Sequence and are also available on the at www.corestandards.org.

St. Lucie County Social Studies Scope & Sequence … · St. Lucie Public Schools St. Lucie County Social Studies Scope & Sequence Documents, Grades 6-12 2100310/20 11th Grade US History

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St. Lucie Public Schools

St. Lucie County Social Studies Scope & Sequence Documents, Grades 6-12

2100310/20 11th Grade US History 2013-2014

The St. Lucie County Scope & Sequence, Suggested Pacing Guide, and Common Core State Standards Appendix should be used in concert as a teaching and

learning tool in our continuing effort to improve the rigor of instruction and better prepare our students for future learning (including college and career

readiness) and to address skills requirements of the Common Core State Standards for Literacy in History/Social Studies in Grades 6-12.

Instruction should be based on content / skills from the St. Lucie County Public Schools Scope and Sequence, Suggested Pacing Guides, and the Common Core State Standards Appendix. These documents should serve to guide instruction, rather than a textbook or any other specific resource.

Use the Learning Goal and Scale as your starting point: have it posted, and review it regularly with your students to provide them with a framework for instruction and a purpose for learning all the related content. The same holds true for the target(s) you are focusing on each day. They should be visible and discussed before and after instruction.

Strategies must include Document-Based instruction (analytical reading and writing involving individual and collections of primary and secondary sources), methodology affecting the multiple intelligences, and utilizing both individual and cooperative learning (e.g. History Alive/DBQ Project).

Students should be engaged in higher order writing on a regular basis, short and extended responses, more in-depth essays such as Document Based Questions (DBQ’s), and authentic writing. Students must be able to produce historical writing, that is, they must be able to take a position on a subject (thesis) and defend it with examples (facts) and sound reasoning (logic).

Students should conduct extended research projects related to the History Fair (Grades 6, 8, 10, and 11) or Project Citizen (Grade 7).

Social Studies Literacy Strategies should be utilized regularly (Cornell Notes, Dialectical Notes, or similar note-taking method, SOAPStone or APPARTS analysis tools, and PERSIA or G-SPRITE categorization tools).

Assessment should include both formative assessments “for learning,” and summative assessments. Questions should follow Webb’s Depth of Knowledge / Cognitive Complexity and include Level 1 items that involve low order, foundational knowledge/skills; Level 2 items that require students to infer or draw conclusions; and Level 3 items that require more abstract thought or an extension of the information at hand.

Students should keep a Notebook as they help students organize information (previews, teacher directed activities, and process assignments). Notebooks provide cohesion and structure to a unit of study, and they place responsibility for learning on students (e.g. an AVID or Interactive Student Notebook).

Teachers should assign, and students should complete targeted homework - students should be expected to complete homework regularly but homework shouldn’t be assigned simply for the sake of giving homework. Homework can include preview or process activities, vocabulary/concept building, work related to projects, etc. (Read Marzano’s article “The Case For and Against Homework” available on SHARE).

o Previews involve activating prior knowledge, preparing students for the next topic of instruction. o Process activities relate to content/skills recently learned where students are involved in metacognition.

The Common Core State Standards for Literacy in History/Social Studies are integrated with the Scope and Sequence and are also available on the at www.corestandards.org.

2100310/20 11th

Grade US History – Suggested Pacing Guide

St. Lucie Public Schools

Timeframe Topic of Study Targets Key Terms, People, Places, Events Benchmarks

1 Day (Block) August

Rules, Procedures,

Pre‐Tests

Establish course content (Syllabus).

Explain class expectations.

Establish rules and procedures.

Conduct pre‐tests and initial evaluations.

Initial Activities.

2 Days (block) August

Historical Inquiry & Research:

Introduction of annual History

Fair theme

Identify supporting details, audience, purpose, and author from sources

Determine cause and effect and use timelines to identify the time sequence of events

Describe the History Fair theme

Identify History Fair categories

Integrate complementary visual and/or audio elements into a project

Identify the four components of a process paper

Differentiate between primary and secondary sources

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

Evaluate the validity of sources and interpret historical events using historiography

Organize research for a History Fair topic

Compare interpretations of key events and issues

Form conclusions and sort information for a History Fair topic

NHD Theme for 2013-2014:

Rights and Responsibilities in History Requires documented primary and secondary sources using MLA style. Please refer to published rule information provided by the District or go to www.nhd.org Six most common elements for historical analysis: Social, political, religious, intellectual, technological, economic (SPRITE) historiography, primary sources, secondary sources, historical significance, validity, reliability, bias, authenticity, decade, century, epoch, era, millennium, BC/BCE, AD/CE, time period designations, history fair theme, five history fair categories (exhibit, documentary, research paper, website, performance), process paper, annotated bibliography

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

and Common Core

Literacy Standards for History/Social

Studies

Rules, suggested topics,

and introductory

PowerPoint are

available on Share or

from your school History

Fair coordinator or

department chair.

2100310/20 11th

Grade US History – Suggested Pacing Guide

St. Lucie Public Schools

Timeframe Topic of Study Targets Content Focus Benchmarks

6 Days (block) August-

September

Civil War & Reconstruction

Identify freedoms guaranteed by the Reconstruction Amendments (13th, 14th, 15th) to the Constitution

Describe the influence of significant people or groups on Reconstruction

Identify the issues that divided Republicans during the early Reconstruction era

Summarize the sharecropper and debt peonage systems and the effect of Jim Crow laws following the Civil War

Explain the rationale for and the impact of the Emancipation Proclamation

Identify the causes, battles, war strategies, and effects on civilians of the Civil War

Evaluate the long-term social, political, and economic effects of Reconstruction on the South

Assess the impact of national and regional politics on Reconstruction including the Compromise of 1877

Distinguish the freedoms guaranteed to African Americans and other groups with the 13th, 14th, and 15th amendments to the Constitution

Compare the effects of the Black Codes and Jim Crow laws, and analyze the sharecropping system and debt peonage as practiced in the United States

Assess the strengths and weaknesses of the Union and Confederacy including the impact of new technology

Evaluate the roles of Lincoln, Davis, Grant, and Lee

These terms are given in addition to those found in the standards, benchmarks, and benchmark clarifications. Additional items may include, but are not limited to, the following: Ulysses S. Grant, Robert E. Lee, Jefferson Davis, Ft. Sumter, Bull Run, Antietam, Shiloh, Vicksburg, Gettysburg, Sherman’s March to the Sea, Appomattox, Andrew Johnson, Buffalo Soldiers, Harriet Tubman, Ku Klux Klan, 13th, 14th, 15th Amendments, Scalawags, Carpetbaggers, Anaconda Plan, Black Codes, debt peonage, Dred Scott decision, Emancipation Proclamation, Freeport Doctrine, Gettysburg Address, Jim Crow laws, Radical Republicans, sharecropping

SS.912.A.2.1 SS.912.A.2.2 SS.912.A.2.3 SS.912.A.2.4 SS.912.A.2.5 SS.912.A.2.6

SS.912.A.3.13

2100310/20 11th

Grade US History – Suggested Pacing Guide

St. Lucie Public Schools

Timeframe Topic of Study Targets Content Focus Benchmarks

5 Days (block)

September

Gilded Age &

Industrialization

Describe the decline of the Native American culture of the West: Impact of settlement and railroad expansion, cultural differences, and the Indian Wars

Use statistics to identify the movement from rural to urban settings

Describe the technological innovations of the time period

Examine the factors leading to the rise of modern capitalists

Explain the influence of bimetallism on the United States’ political and economic affairs

Compare the political and social movements of the Gilded Age

Organize the communication, manufacturing, and transportation innovations of the Gilded Age

Compare the first and second Industrial Revolutions

Compare “Old” vs. “New” Immigrants including the motives (push/pull factors) by which immigrants came to the United States

Compare the pros and cons of political machines

These terms are given in addition to those found in the standards, benchmarks, and benchmark clarifications. Additional items may include, but are not limited to, the following: agricultural surplus, business monopolies, Cross of Gold, Farmers Alliance, Gentlemen’s Agreement, Grange, Granger laws, Homestead Act (1862), industrialization, Interstate Commerce Act (1887), populism, Populist Party, urbanization, African-American inventors, American Federation of Labor, Bessemer process, Chinese Exclusion Act, Everglades, immigration, innovation, political machines, railroads, settlement houses, Sherman Silver Purchase Act (1894), Social Darwinism, transportation, urbanization, urban centers

SS.912.A.2.7

SS.912.A.3.1

SS.912.A.3.2

SS.912.A.3.3

SS.912.A.3.4

SS.912.A.3.5

SS.912.A.3.6

SS.912.A.3.7

SS.912.A.3.11

September 17 Constitution

Day

The federal government requires that we provide “an educational program pertaining to the United States Constitution” on this day. (If Constitution Day falls on a Saturday or Sunday, activities shall be conducted on the preceding Friday).

FEDERAL

STATUTE

2100310/20 11th

Grade US History – Suggested Pacing Guide

St. Lucie Public Schools

Timeframe Topic of Study Targets Content Focus Benchmarks

6 Days (Block)

September -

October

Progressivism

DBQ:

Progressivism:

Where Will You

Put Your Million

Dollars?

Define Progressivism and explain its view of the role of government Examine the role of third parties, such as the Populist Party, in

influencing national issues Describe the role of the labor movement during the Progressive Era Identify the issues taken up by Progressives and muckrakers Define the “isms”: capitalism, socialism, communism, and anarchism Analyze the role of the Muckrakers in reforming and affecting change Analyze the role of the Progressive Movement in affecting social and

economic change Evaluate the different philosophies of African-Americans throughout

the Progressive Movement Analyze the successes and failures of Progressive Era presidents Evaluate the role of Henry Flagler in the growth of Florida during the

late 19th and early 20th centuries Compare and contrast the “isms”: capitalism, socialism, communism,

and anarchism

These terms are given in addition to those found in the standards, benchmarks, and benchmark clarifications. Additional items may include, but are not limited to, the following: Cross of Gold, government regulation of food and drugs, American Federation of Labor, child labor, Haymarket Riot (1886), Homestead Strike (1892), Knights of Labor, labor unions, communism, Everglades, government regulation, Henry Flagler, Ida Tarbell, muckrakers, National Woman Suffrage Association, settlement houses, Sherman Antitrust Act (1890), Social Gospel movement, suffrage movement

SS.912.A.3.8

SS.912.A.3.9

SS.912.A.3.10

SS.912.A.3.12

SS.912.A.3.13

1 Day October

History Fair Topic Research

Refine topics

Review categories and rules

Monitor progress of research

Model creation of annotated bibliography in MLA format

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

and Common Core

Literacy Standards for History/Social

Studies

End of Q1

2100310/20 11th

Grade US History – Suggested Pacing Guide

St. Lucie Public Schools

Timeframe Topic of Study Targets Content Focus Benchmarks

5 Days (block) October

U.S. Imperialism

DBQ: Should the United States Have Annexed

the Philippines?

Define imperialism and identify the philosophies behind it

Summarize the reasons why the United States acquired overseas territories

Describe the obstacles involved in the construction of the Panama Canal

Identify the contributions of the following: Queen Liliuokalani, Alfred T. Mahan, Sanford B. Dole, Jose Marti, George Dewey, Emilio Aguinaldo, William Randolph Hearst

Evaluate the motivations behind imperialism

Compare and contrast the views of Imperialists and Anti-Imperialists

Analyze the causes and effects of the Spanish-American War

Evaluate the military, security, and economic motivations for the building of the Panama Canal

These terms are given in addition to those

found in the standards, benchmarks, and

benchmark clarifications. Additional items

may include, but are not limited to, the

following:

big stick, expansionism, imperialism, Open

Door policy, Panama Canal, Philippines,

Platt Amendment, Roosevelt Corollary,

Spanish-American War, yellow fever,

yellow press, jingoism, Jose Marti, William

Randolph Hearst, Joseph Pulitzer, Sphere

of Influence, Boxer rebellion, Dollar

diplomacy, Pan-Americanism, Alfred T.

Mahan

SS.912.A.4.1 SS.912.A.4.2 SS.912.A.4.3 SS.912.A.4.4

5 Days (block) November

World War I Describe the causes of the war in Europe: militarism, alliances, imperialism, and nationalism

Summarize how America moved from neutrality to involvement and intervention

Describe how the home front was organized to support the war effort and limit dissent

Examine the debate over American ratification of the Treaty of Versailles and the League of Nations

Identify the provisions of the Treaty of Versailles and the failure of the United States to support the League of Nations

Evaluate the use of propaganda in obtaining support for American entry into the war

Analyze the war by examining major theaters and innovations in warfare, Wilson’s Fourteen Points, and the Treaty of Versailles

Draw conclusions about significant cultural and social movements during the war including the changing role of women, the Great Migration, and isolationism

These terms are given in addition to those

found in the standards, benchmarks, and

benchmark clarifications. Additional items

may include, but are not limited to, the

following:

Selective Service Act, war bonds,

Espionage Act, Sedition Act, Lusitania,

arms race, draft, trench warfare, war

bonds, propaganda, Wilson’s 14 points,

armistice, Big Four, entangling alliances,

Great Migration, home front, League of

Nations, militarism, reparations, Sussex

Pledge, unrestricted submarine warfare,

Treaty of Versailles, Zimmermann

Telegram

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

2100310/20 11th

Grade US History – Suggested Pacing Guide

St. Lucie Public Schools

Timeframe Topic of Study Targets Content Focus Benchmarks

5 Days (block) November - December

1920’s & U.S. Foreign Policy

DBQ: Prohibition: Why Did America Change Its Mind?

• Examine reactions to radicals and immigrants • Describe significant cultural and economic developments of the

1920’s • Summarize American foreign policy and its attempts to prevent

future war • Explain how the economic boom changed consumers, businesses,

manufacturing, and marketing practices • Identify the social changes resulting from the influence of Hollywood,

the Harlem Renaissance, the Fundamentalist movement, and prohibition

• Identify the freedom movements that advocated civil rights for African Americans, Latinos, Asians, and women

• Differentiate between foreign and domestic policy • Analyze cultural movements such as the Harlem Renaissance as

outcomes and catalysts of economic and social change • Compare and contrast the views of Booker T. Washington, W.E.B. Du

Bois, and Marcus Garvey • Evaluate the impact of government policy on the economy including

Florida’s land boom and bust

These terms are given in addition to those found in the standards, benchmarks, and benchmark clarifications. Additional items may include, but are not limited to, the following: Sacco and Vanzetti, Palmer raids, fundamentalism, evolutionism and creationism, mass media, Great Migration, Langston Hughes, Zora Neale Hurston, Teapot Dome Scandal, anarchists, Communists, Dawes Plan, demobilization, Fordney-McCumber Act, Jazz Age, Prohibition, Red Scare, tariffs, Booker T. Washington, Eighteenth Amendment, Harlem Renaissance, Ku Klux Klan, Marcus Garvey, nativism, National Association for the Advancement of Colored People (NAACP), Nineteenth Amendment, normalcy, quota system, Rosewood Incident, Universal Negro Improvement Association, Volstead Act, W.E.B. Du Bois, Kellogg-Briand Pact, League of Nations, Neutrality Acts, Washington Naval Conference

SS.912.A.5.1 SS.912.A.5.2 SS.912.A.5.3 SS.912.A.5.4 SS.912.A.5.5 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.5.12

1 Day (block) November

& 1 Day December

History Fair Topic Research

Follow up

Monitor progress

Check topic focus, sources, annotated bibliography, MLA style

Review timeline for completion

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

and CCSS for History/Social Studies

End of 1st Semester

2100310/20 11th

Grade US History – Suggested Pacing Guide

St. Lucie Public Schools

Timeframe Topic of Study Targets Content Focus Benchmarks

6 Days (block) January

Great Depression/ New Deal

Evaluate the multiple causes of the Great Depression including the relationship between United States’ government policy and the collapse of the economy

Compare the policies of the Republican presidents of the 1920s with Roosevelt’s first hundred days

Analyze the goals of New Deal programs and evaluate their impact

Categorize New Deal programs as relief, recovery, or reform

Compare and contrast the views of proponents and opponents of the New Deal

Analyze the regional migrations that occurred during the Great Depression

Analyze the long-term social, political, and economic consequences of the 1930s on society in the United States

Examine the principle behind Keynesian economics

Identify the focus of major New Deal agencies

Recognize the cause-and-effect relationships of economic trends as they relate to society in the United States during the 1930s

Examine the human experience during both the Great Depression and the New Deal

These terms are given in addition to those found in the standards, benchmarks, and benchmark clarifications. Additional items may include, but are not limited to, the following: Agricultural Adjustment Act (AAA), bank holiday, Black Tuesday, Bonus (Army) Expeditionary Force, bull market, buying on margin, Civilian Conservation Corps (CCC), court-packing, dust bowl, economic boom, Federal Deposit Insurance Corporation (FDIC), Gross Domestic Product (GDP), Hooverville, Keynesian economics, National Labor Relations Act (Wagner Act), National Recovery Act (NRA), National Recovery Administration (NRA), Recovery, Reform, Relief, Roaring Twenties, Sit-Down Strike, Smoot-Hawley Tariff, Social Security, speculation boom, Tennessee Valley Authority (TVA), Works Progress Administration (WPA)

SS.912.A.5.11 SS.912.A.5.12

2100310/20 11th

Grade US History – Suggested Pacing Guide

St. Lucie Public Schools

Timeframe Topic of Study Targets Content Focus Benchmarks

5 Days (block) January – February

World War II Trace the rise of Japanese imperialism and the growth of totalitarian dictatorships in Europe.

Examine the policy of appeasement in Europe and the Pacific.

Examine the role of FDR’s leadership during this period.

Analyze the progress of WWII: theaters, technological and scientific innovations, diplomatic maneuvering, and significant individuals.

Examine how the home front was organized including: increasing productivity, war bonds, and conservation of resources.

Trace the changing roles of women and minorities.

Examine the internment of Japanese-Americans.

Assess the use and effectiveness of propaganda by all sides.

Analyze Florida’s strategic role in WWII.

Examine the significance of the following: Atlantic Charter, Lend-Lease Act, Manhattan Project, Yalta Conference, Nuremburg Trials, Congress of Racial Equality, Japanese-American Citizens League, code talkers, Tuskegee Airmen, WAVS, WACS.

Evaluate Truman’s decision and significance of using atomic weapons.

Investigate the Holocaust and global repercussions.

Analyze maps of the world before and after the war.

These terms are given in addition to those found in the standards, benchmarks, and benchmark clarifications. Additional items may include, but are not limited to, the following: Atlantic Charter, Coral Sea, Final Solution, Hiroshima, Nagasaki, Holocaust, Japanese-American internment, Lend-Lease Act, loyalty review boards, loyalty review program, Mary McLeod Bethune, Midway, national security, Normandy, Nuremberg Trials, Pearl Harbor, Potsdam, Salerno, Tehran Conference, V-E Day, V-J Day, Yalta Conference.

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

2100310/20 11th

Grade US History – Suggested Pacing Guide

St. Lucie Public Schools

Timeframe Topic of Study Targets Content Focus Benchmarks

5 Days (block) February

Post-war Prosperity

Identify the limitations of post-WWII prosperity

Identify the social, political, ethnic, racial, and cultural groups that were unaffected by post-WWII prosperity

Summarize the changing status of women in the United States after World War II

Identify post-war domestic economic affairs including the effects of the GI Bill and the Interstate Highway System

Identify the Great Society initiatives of the 1960’s

Identify key events and people in Florida during this time period as they relate to US history

Evaluate how demobilization and government policies contributed to post-WWII prosperity

Analyze the social, political, and economic factors that contributed to post-WWII prosperity

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

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

These terms are given in addition to those found in the standards, benchmarks, and benchmark clarifications. Additional items may include, but are not limited to, the following: Baby Boom, Beatnik movement, birth rate, Equal Rights Amendment, GI Bill of Rights, Great Society, Head Start, Interstate Highway System, Medicaid, Medicare, nuclear proliferation, religious revivalism (e.g., Billy Graham and Bishop Fulton J. Sheen), suburbs, War on Poverty, women in the workforce, youth culture

SS.912.A.7.1 SS.912.A.7.2 SS.912.A.7.3 SS.912.A.7.4

SS.912.A.7.13 SS.912.A.7.17

2100310/20 11th

Grade US History – Suggested Pacing Guide

St. Lucie Public Schools

Timeframe Topic of Study Targets Content Focus Benchmarks

7 Days (block) February –

March

Cold War

DBQ: The Geography of the Cold War: What

Was Containment?

Identify the role of the United Nations in promoting international peace, justice, and cooperation

Describe the effects of the Cold War on the lives of individuals in the United States

Summarize the theory of containment as it relates to Korea and Vietnam

Examine the move toward collective security through organizations like NATO and the Warsaw Pact

Identify the role of nuclear technology in shaping foreign policy during the Cold War

Identify the United States’ major goals and strategies in the Vietnam War

Assess the Cold War’s impact on foreign and domestic policy and civil liberties: Marshall Plan, 2nd Red Scare, HUAC, and McCarthyism

Evaluate the role of the media and propaganda in the Cold War

Compare the effect of the Vietnam War on the political careers of Johnson and Nixon

Analyze the role of the media in influencing American’s attitudes towards the Vietnam War

Trace the development of US presidents Cold War policies from containment and brinkmanship to détente

These terms are given in addition to those found in the standards, benchmarks, and benchmark clarifications. Additional items may include, but are not limited to, the following: 38th Parallel, arms race, Bay of Pigs, Berlin Blockade, cold war, Cuban Missile Crisis, domino theory, Dumbarton Oaks Conference, iron curtain, Korean War, loyalty review board, Marshall Plan, Mary McLeod Bethune, McCarthyism, NASA, North-Atlantic Treaty Organization (NATO), Nuremberg Trials, Panmunjom, Potsdam, Southeast Asia Treaty Organization (SEATO), Space Race, Sputnik, Truman Doctrine, U-2, Warsaw Pact, demilitarized zone (DMZ), domino theory, doves, draft, Geneva Accords, Gulf of Tonkin Incident, hawks, Indochina, Paris Peace Accords, Tet Offensive, Vietnamization, Southeast Asia Treaty Organization (SEATO), War Powers Act

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End of Q3

2100310/20 11th

Grade US History – Suggested Pacing Guide

St. Lucie Public Schools

Timeframe Topic of Study Targets Content Focus Benchmarks

6 Days (block) March –

April

Civil Rights Identify domestic civil rights policy initiatives of Presidents Kennedy and Johnson

Identify key organizations that shaped the Civil Rights Movement and Black Power Movement and their goals

Explain the role of the media in affecting social change

Describe the significance of legislation and court decisions integral to the Civil Rights Movement relating to integration, busing, affirmative action, the rights of the accused, and reproductive rights

Identify similarities of social movements of the 1960’s and 1970’s

Compare the goals and methods of the major civil rights organizations

Evaluate the effectiveness of tactics used by organizations and individuals in shaping the Civil Rights Movement and Black Power Movement

Analyze the short- and long-term impact of this era’s Supreme Court decisions on society in the United States

Analyze the influence of the media concerning the presidential civil rights policy actions of Eisenhower, Kennedy and Johnson

These terms are given in addition to those found in the standards, benchmarks, and benchmark clarifications. Additional items may include, but are not limited to, the following: affirmative action, Black Panthers, Brown v. Board of Education (1954), Cesar Chavez, Civil Rights Act (1964), Congress of Racial Equality (CORE), Equal Rights Amendment (ERA), Feminine Mystique, Freedom Riders, Gideon v. Wainright (1963), Little Rock Nine, March on Washington, Nation of Islam, National Organization for Women (NOW), Regents of the University of California v. Bakke (1978), Roe v. Wade (1973), sit-ins, Southern Christian Leadership Conference (SCLC), Student Non-Violent Coordinating Committee (SNCC), Swann v. Charlotte-Mecklenburg Board of Education (1971), Title IX, United Farm Workers (UFW), Wounded Knee

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

2100310/20 11th

Grade US History – Suggested Pacing Guide

St. Lucie Public Schools

Timeframe Topic of Study Targets Content Focus Benchmarks

6 Days (block) April

US Since 1973 Identify the major foreign policy events since 1973

Identify major presidential milestones since 1973

Identify the factors that influence United States foreign policy relating to Africa, Asia, the Caribbean, Latin America, and the Middle East

Examine how significant global and/or domestic events shape the political, economic, and social issues and concerns of Americans

Identify the changes in immigration policy and attitudes toward immigration

Evaluate the significant US foreign policy events in Africa, Asia, the Caribbean, Latin America, and the Middle East

Evaluate the influence of the media on public opinion in the United States related to US foreign policy in Africa, Asia, the Caribbean, Latin America, and the Middle East

Analyze the domestic issues that have both united and divided social, cultural, ethnic, religious, economic, and political groups in the United States

Assess the impact of foreign and domestic terrorism on the American people

Compare the advantages and disadvantages of United States’ participation in the global economy

These terms are given in addition to those found in the standards, benchmarks, and benchmark clarifications. Additional items may include, but are not limited to, the following: 9-11, Afghanistan, AIDS crisis, al-Qaeda, apartheid, Bosnia, Camp David Accords, election of 2000, glasnost, globalization, Green Revolution, global warming, inflation, Iran-Contra Affair, Iran hostage crisis, Iraq War, jihad, New York Times v. Nixon, North American Free Trade Agreement (NAFTA), oil embargo, Oklahoma City bombing, Organization of Petroleum Exporting Countries (OPEC), outsourcing of jobs, Palestinian Liberation Organization (PLO), Patriot Act, Persian Gulf War, Ping-Pong diplomacy, Reagan Doctrine, terrorism, trickle-down economics, United States v. Nixon, Watergate, World Trade Organization (WTO)

SS.912.A.7.10 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 SS.912.A.7.17

EOC Testing Window opens 4/28/14

2100310/20 11th

Grade US History – Suggested Pacing Guide

St. Lucie Public Schools

Timeframe Topic of Study Targets Key Terms Benchmarks

4 Days (block) May

Introduction to

the Principles and

Foundations of US

Government

Explain the founding principles in American government, such as limited government, representative democracy, and rule of law, individual rights, and consent of the governed

(Go to iCivics for lesson plans and ideas)

Recognize that rights are protected, but are not unlimited

Identify natural rights as expressed in the Declaration of Independence

Describe the concept of federalism in the United States

(A good resource here from Street Law).

Identify the structure and function of the three legislative branches of government identified in Articles I, II, and III of the Constitution

(Lesson material may be found here)

Analyze how government power is limited by separation of powers and checks and balances

Assess the importance of the rule of law in protecting citizens from arbitrary and abusive uses of government power

Evaluate how the Bill of Rights influences individual actions and social interactions

Analyze the relationship between natural rights and the role of government, i.e. consent of the governed

Compare concurrent, enumerated, reserved, and delegated powers

Compare roles and responsibilities of the three branches of government

amendment, Bill of Rights, checks and balances, concurrent powers, Congress, consent of the governed, Constitution, delegated powers, enumerated powers, Executive Branch, federalism, House of Representatives, individual rights, Judicial Branch, Legislative Branch, limited government, natural rights, reserved powers, rule of law, Senate, supremacy clause

SS.912.C.1.1 SS.912.C.1.5 SS.912.C.2.6 SS.912.C.3.1 SS.912.C.3.2

2100310/20 11th

Grade US History – Suggested Pacing Guide

St. Lucie Public Schools

Timeframe Topic of Study Targets Key Terms Benchmarks

5 Days (block) May

Foundations of Economics

Identify the four factors of production

Describe the characteristics of each of the major economic systems

Explain the “economic dilemma” (needs vs. wants) including scarcity and opportunity cost

Define the relationship between supply, demand, quantity supplied and quantity demanded

Identify the characteristics of a shortage or a surplus

Differentiate the factors of production and identify why they are necessary for the production of goods & services

Evaluate the three basic Economic Questions:

What to produce?

How to produce?

For whom to produce?

Categorize needs and wants

Apply the principle of supply and demand to demonstrate how the equilibrium price of a product is determined

Evaluate the market conditions that may cause a shift in quantity supplied or quantity demanded

barter, capital, capitalism, command economy, communism, complementary good, consumers/consumption, demand, economics, entrepreneurship, equilibrium, free enterprise, incentive, labor, land, macroeconomics, market economy, microeconomics, mixed economy, need, opportunity cost, price, producers/production, profit motive, quantity demanded, quantity supplied, scarcity, shortage, socialism, substitute good, surplus, supply, traditional economy, want

SS.912.E.1.1 SS.912.E.1.3 SS.912.E.1.4

2100310/20 11th

Grade US History – Suggested Pacing Guide

St. Lucie Public Schools

Cross Curricular Benchmarks - To be embedded as applicable throughout the year.

Timeframe Topic of Study Targets Key Terms, People, Places, Events Benchmarks

Year Humanities

• Examine the effects that works in the arts have on groups, individuals, and cultures.

• Describe how historical, social, cultural, and physical settings influence an audience's aesthetic response.

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

• Identify social, moral, ethical, religious, and legal issues arising from technological and scientific developments, and examine their influence on works of arts within a culture.

• Identify contributions made by various world cultures through trade and communication, and form a hypothesis on future contributions and changes.

SS.912.H.2.4 SS.912.H.2.5 SS.912.H.3.1 SS.912.H.3.2 SS.912.H.3.3

Year Geography • Design maps using a variety of technologies based on descriptive data to explain physical and cultural attributes of major world regions.

• Use spatial perspective and appropriate geographic terms and tools, including the Six Essential Elements, as organizational schema to describe any given place.

• Employ applicable units of measurement and scale to solve simple locational problems using maps and globes.

• Analyze geographic information from a variety of sources including primary sources, atlases, computer, and digital sources, Geographic Information Systems (GIS), and a broad variety of maps.

• Identify the physical characteristics and the human characteristics that define and differentiate regions.

• Describe the factors and processes that contribute to the differences between developing and developed regions of the world.

• Use geographic terms and tools to analyze case studies of regional issues in different parts of the world that have critical economic, physical, or political ramifications.

• Use geographic terms and tools to analyze case studies of how selected regions change over time.

• Use geographic terms and tools to analyze case studies of debates over how human actions modify a selected region.

SS.912.G.1.1 SS.912.G.1.2 SS.912.G.1.3 SS.912.G.1.4 SS.912.G.2.1 SS.912.G.2.2 SS.912.G.2.3 SS.912.G.2.4 SS.912.G.2.5

2100310/20 11th

Grade US History – Suggested Pacing Guide

St. Lucie Public Schools

Cross Curricular Benchmarks - To be embedded as applicable throughout the year.

Timeframe Topic of Study Targets Key Terms, People, Places, Events Benchmarks

Year Geography

• Use geographic terms to locate and describe major ecosystems of Earth.

• Use geographic terms and tools to explain how weather and climate influence the natural character of a place.

• Use geographic terms and tools to explain differing perspectives on the use of renewable and non-renewable resources in Florida, the United States, and the world.

• Use geographic terms and tools to explain how the Earth's internal changes and external changes influence the character of places.

• Use geographic terms and tools to explain how hydrology influences the physical character of a place.

• Interpret population growth and other demographic data for any given place.

• Use geographic terms and tools to analyze the push/pull factors contributing to human migration within and among places.

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

• Use geographic terms and tools to analyze case studies of issues in globalization.

• Use geographic terms and tools to analyze case studies of the development, growth, and changing nature of cities and urban centers.

• Use geographic terms and tools to predict the effect of a change in a specific characteristic of a place on the human population of that place.

• Use geographic terms and tools to explain cultural diffusion throughout places, regions, and the world.

• Use geographic concepts to analyze spatial phenomena and to discuss economic, political, and social factors that define and interpret space.

• Use political maps to describe the change in boundaries and governments within continents over time.

SS.912.G.3.1 SS.912.G.3.2 SS.912.G.3.3 SS.912.G.3.4 SS.912.G.3.5 SS.912.G.4.1 SS.912.G.4.2 SS.912.G.4.3 SS.912.G.4.4 SS.912.G.4.5 SS.912.G.4.6 SS.912.G.4.7 SS.912.G.4.8 SS.912.G.4.9

2100310/20 11th

Grade US History – Suggested Pacing Guide

St. Lucie Public Schools

Cross Curricular Benchmarks - To be embedded as applicable throughout the year.

Timeframe Topic of Study Targets Key Terms, People, Places, Events Benchmarks

Year Geography

• Analyze case studies of how the Earth's physical systems affect humans.

• Analyze case studies of how changes in the physical environment of a place can increase or diminish its capacity to support human activity.

• Analyze case studies of the effects of human use of technology on the environment of places.

• Analyze case studies of how humans impact the diversity and productivity of ecosystems.

• Use geographic terms and tools to analyze case studies of policies and programs for resource use and management.

• Analyze case studies to predict how a change to an environmental factor can affect an ecosystem.

• Use appropriate maps and other graphic representations to analyze geographic problems and changes over time.

• Develop databases about specific places and provide a simple analysis about their importance.

• Formulate hypotheses and test geographic models that demonstrate complex relationships between physical and cultural phenomena.

• Translate narratives about places and events into graphic representations.

• Develop criteria for assessing issues relating to human spatial organization and environmental stability to identify solutions

SS.912.G.5.1 SS.912.G.5.2 SS.912.G.5.3 SS.912.G.5.4 SS.912.G.5.5 SS.912.G.5.6 SS.912.G.6.1 SS.912.G.6.2 SS.912.G.6.3 SS.912.G.6.4 SS.912.G.6.5