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MIAMI-DADE COUNTY PUBLIC SCHOOLS District Pacing Guide- Social Studies GRADE LEVEL OR COURSE TITLE: Ninth Grade- World History Course Code: 2109310 COURSE DESCRIPTION: World History 9-12 Course -The grade 9-12 World History course consists of the following content area strands: World History, Geography and Humanities. This course is a continued in-depth study of the history of civilizations and societies from the middle school course, and includes the history of civilizations and societies of North and South America. Students will be exposed to historical periods leading to the beginning of the 21st Century. 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 from ancient and classical civilizations. Honors/Advanced courses offer scaffolded learning opportunities for students to develop the critical skills of analysis, synthesis, and evaluation in a more rigorous and reflective academic setting. Students are empowered to perform at higher levels as they engage in the following: analyzing historical documents and supplementary readings, working in the context of thematically categorized information, becoming proficient in note-taking, participating in Socratic seminars/discussions, emphasizing free-response and document-based writing, contrasting opposing viewpoints, solving problems, etc. Students will develop and demonstrate their skills through participation in a capstone and/or extended researchbased paper/project (e.g., history fair, participatory citizenship project, mock congressional hearing, projects for competitive evaluation, investment portfolio contests, or other teacher-directed projects). The following pacing guide replaces the Competency-Based Curriculum for Social Studies as the required curriculum for grades K-12 in Miami-Dade County Public Schools. Please note the following important general information regarding the Pacing Guides: The Pacing Guides outline the required curriculum for social studies, grades K-12, in Miami-Dade County Public Schools. Social Studies Pacing Guides have been developed for all elementary grade levels (K-5) and for each of the required social studies courses at the middle and senior high school levels. The Social Studies Pacing Guides are to be utilized by all teachers, grades K-12, when planning for social studies instruction. The Pacing Guides outline the required sequence in which the grade level or course objectives are to be taught. The Pacing Guides outline the pacing in which instruction should occur. Specifically, the Pacing Guides are divided into 9 week segments and provide an estimate of the number of traditional or block days needed to complete instruction on a given topic. Teachers should make every effort to stay on pace and to complete the topics in a given nine weeks. Slight variations in pacing may occur due to professional decisions made by the teacher or because of changes in school schedules. Each Social Studies Pacing Guide is divided into the following headings/categories to assist teachers in developing lesson plans: Grade Level or Course Title - The grade level and course title are listed in the heading of each page. Course Code - The Florida Department of Education Course Code is listed for the course. Topic - The general topic for instruction is listed; e.g., Westward Expansion. Pacing - An estimated number of traditional or block instructional days needed to complete instruction on the topic is provided. Strands and Standards – Strands and Standards from the Next Generation Sunshine State Standards (NGSSS) are provided for each topic. Nine Week Grading Period - Grading periods (1-4) are identified. Essential Content – This critically important column provides a detailed list of content/topics and sub topics to be addressed during instruction. NGSSS-SS Benchmarks – This critically important column lists the required instructional Benchmarks that are related to the particular topic. The Benchmarks are divided into Content Benchmarks and Skill Benchmarks. These benchmarks should be identified in the teacher’s lesson plans. Instructional Tools - This column provides suggested resources and activities to assist the teacher in developing engaging lessons and pedagogically sound instructional practices. The Instructional Tools column is divided into the following subparts: Core Text Book, Key Vocabulary, Technology (Internet resources related to a particular topic), Suggested Activities, Assessment, English Language Learner (ELL) Instructional Strategies, Related Programs (National, State, and/or District programs as they relate to a particular topic), and SPED (A link to the NGSSS-SS Access Points for Students with Cognitive Disabilities). Curriculum and Instruction: Division of Social Science s and Life Skills Pacing Guide 44 MIAMI-DADE COUNTY PUBLIC SCHOOLS District Pacing Guide- Social Studies GRADE LEVEL OR COURSE TITLE: Ninth Grade- World History Topic 17: Empires, Colonies and Peoples of the America’s Course Code: 2109310 Pacing: Traditional: 8 Days Block: 4 Days STRAND(S) and STANDARD(S): World History (Standard 1: Utilize historical inquiry skills and analytical processes) (Standard 4: Analyze the causes, events, and effects of the Renaissance, Reformation, Scientific Revolution, and Age of Exploration) Humanities (Standard 1: Identify and analyze the historical, social, and cultural contexts of the arts) (Standard 2: Respond critically and aesthetically to various works in the arts) (Standard 3: Understand how transportation, trade, communication, science and technology influence the progression and regression of cultures) 3rd Nine Weeks NGSSS-SS Benchmarks Instructional Tools Essential Content Content Benchmarks: Core Text Book: TBA The Spanish Empire in the SS. 912.W.4.12: Evaluate the scope and impact of the Americas Vocabulary/Identification: plantations, viceroys, haciendas, mita system, Columbian Exchange on Europe, Africa, Asia, and the peninsulares, creoles, mestizos, mulattoes, Potosi, Olaudah Equiano, Haiti, Americas. From Conquest to Control Brazil, sugar mill, sugar cane, cotton industry, maroon communities, resistance, o Gender and Race SS.912.W.4.13: Examine the various economic and political manumission, abolitionism, abolitionist, slave narrative, Yucatan Rebellion, o The Casta System Sitting Bull, Buffalo Bill Cody, Metis Rebellion, race, ethnicity, gender, master systems of Portugal, Spain, the Netherlands, France, and o Yucatan Rebellion and colony England in the Americas. o Sitting Bull o Metis Rebellion Technology: SS.912.W.4.14: Recognize the practice of slavery and other An extensive set of links hosted by a noted scholar of abolitionism forms of forced labor experienced during the 13th through Brazil, the Dutch, New France http://www.brycchancarey.com/slavery/links.htm 17th centuries in East Africa, West Africa, Europe, Southwest Asia, and the Americas. and England’s Mainland Colonies Suggested Activities: SS.912.W.4.15: Explain the origins, developments, and o The Portuguese and Brazil Have students take the role of a mestizo, mulatto, creoles, etc, and write a impact of the trans-Atlantic slave trade between West Africa o The Dutch in Americas journal entry reflecting the life that they led in the colony. The entry should and the Americas. o New France include why they are content or not content. Mainland English Colonies in North America o The Atlantic Plantation System o Abolition of the British Slave Trade SS.912.G.2.1:Identify the physical characteristics and the human characteristics that define and differentiate regions. SS.912.G.2.2: Describe the factors and processes that contribute to the differences between developing and developed regions of the world. T SS.912.G.2.3: Use geographic terms and tools to analyze r case studies of regional issues in different parts of the world a have critical economic, physical, or political that d ramifications. e A SS.912.G.4.1: Interpret population growth and other r demographic data for any given place. t SS.912.G.4.2: Use geographic terms and tools to analyze a push/pull factors contributing to human migration within the n among places. and d Curriculum and Instruction: Division of Social Science s and Life Skills Pacing Guide Have students chart or diagram the decline of the abolition of the slave trade and evaluate the countries who were most widely influenced and utilized the practice of abolition. http://slavevoyages.org/tast/index.faces Have students compare and contrast the plantation to the hacienda system using either a chart or a Venn Diagram. Have students research the meaning of race and ethnicity utilizing the terms mestizo, mulatto, etc as a foundation. http://www.frenchcreoles.com/CreoleCulture/creoleterminology/mestizo_NEW.ht ml Have students create a map of goods and services produced throughout the region and explain how and where they diffused. Have students create a map outlining the mother countries and the corresponding colonies in which it oversaw. http://www.umflint.edu/history/pdfs/Ellis/17.1.pdf 45 MIAMI-DADE COUNTY PUBLIC SCHOOLS District Pacing Guide- Social Studies GRADE LEVEL OR COURSE TITLE: Ninth Grade- World History Course Code: 2109310 3rd Nine Weeks Essential Content NGSSS-SS Benchmarks SS.912.G.4.3: A Use geographic terms and tools to analyze the r effects of migration both on the place of origin and destination, c including border areas. h SS.912.G.4.7: i Use geographic terms and tools to explain cultural t diffusion throughout places, regions, and the world. e SS.912.G.4.9: c Use political maps to describe the change in boundaries t and governments within continents over time. u SS.912.H.3.1: r Analyze the effects of transportation, trade, communication, e science, and technology on the preservation and diffusion of culture. ( SS.912.W.1.1: Use timelines to establish cause and effect relationships D of historical events. o Skill m Benchmarks: SS.912.G.1.1: e Design Maps using a variety of technologies based on descriptive data to explain physical and cultural attributes H of major world regions. a SS.912.G.1.2: g Use spatial perspective and appropriate geographic i terms and tools, including the Six Essential Elements, a as organizational schema to describe any given place. S SS.912.G.1.3: o Employ applicable units of measurement and scale p to solve simple locational problems using maps and globes. h i SS.912.H.1.3: a Relate works in the arts to various cultures. ) SS.912.W.1.2: M Compare time measurement systems used by o different cultures. s SS.912.W.1.3: a Interpret and evaluate primary and secondary i sources. c SS.912.W.1.4: C Explain how historians use historical inquiry and a other sciences to understand the past. t SS.912.W.1.5: h Compare conflicting interpretations or schools o of thought about world events and individual Curriculum and Instruction: Division of Social Science s and Life Skills Pacing Guide Instructional Tools Have students chart the Spanish colonial government system. Have students compare and contrast the varying roles of men and women in the plantation system. Assessment: Develop rubrics and share with students for each of the above mentioned projects in order to increase opportunities for mastery of content and historical thinking skills. Each project or assignment should be assessed for content accuracy and skill development in terms of writing and reading comprehension. ELL: Use visual depictions of historical events in order to increase ELL students’ mastery of related content. Additional ELL Strategies: Provide students with oral and visual cues for directions Provide students with pictures, graphs, charts, and videos. Provide students with oral reading strategies (i.e., read-a-loud, jump in reading) Provide students with peer grouping for activities Provide students with teacher read-a-loud strategies Provide students with the opportunity to use of audio books Provide students with the use of manipulative items (i.e.,3-D objects) Provide students with cooperative learning activities (small/large group settings) Provide students with structured paragraphs for writing assignments Provide students with the use of simplified/shortened reading text Provide students with semantic mapping activities to enhance writing Provide students with the opportunity to use the Language Experience Approach http://www.literacyconnections.com/InTheirOwnWords.php Games and activities for the ELL Classroom http://iteslj.org/c/games.html What are read-a-louds, and what can they do for instruction? http://www.esiponline.org/classroom/foundations/reading/readalouds.html Brigham Young University offers printable World History blank outline maps, divided by region: http://www.geog.byu.edu/outlineMaps.dhtml This ELL website offers free blank printable graphic organizers and semantic webs: http://www.everythingesl.net/inservices/graphic_organizers.php?ty=print State and District Instructional Requirements: 46 MIAMI-DADE COUNTY PUBLIC SCHOOLS District Pacing Guide- Social Studies GRADE LEVEL OR COURSE TITLE: Ninth Grade- World History Course Code: 2109310 3rd Nine Weeks Essential Content NGSSS-SS Benchmarks contributions l to history (historiography). i SS.912.W.1.6: c Evaluate the role of history in shaping identity and character v LA.910.1.6.1: s The student will use new vocabulary that is introduced . and taught directly; LA.910.1.6.2: O The student will listen to, read, and discuss familiar r and conceptually challenging text; t LA.910.1.6.3: h The student will use context clues to determine o meanings of unfamiliar words; d LA.910.2.2.1: o The student will analyze and evaluate information x from text features (e.g., transitional devices, table of contents, glossary, index, bold or italicized text, C LA.910.2.2.2: h The student will use information from the text tou answer questions or to state the main idea or provide relevant r details; c LA.910.2.2.3: h The student will organize information to show understanding or relationships among facts, ideas, and events (e.g., representing key points within LA.910.6.2.4: The student will understand the importance of legal and ethical practices, including laws regarding libel, slander, copyright, and plagiarism in the Instructional Tools Teachers should be aware that State and District Policy requires that all teachers K-12 provide instruction to students in the following content areas: AfricanAmerican History, Character Education, Hispanic Contributions to the United States, Holocaust Education, and Women’s Contributions to the U.S. Detailed Lesson Plans can be downloaded from the Division of Social Sciences and Life Skills web-site. http://socialsciences.dadeschools.net , under the headings “Character Education” and “Multicultural Support Documents.” Please note that instruction regarding the aforementioned requirements should take place throughout the entire scope of a given social studies course, not only during the particular month or day when a particular cultural group is celebrated or recognized. SPED: Go the Division of Social Sciences’ website, http://socialsciences.dadeschools.net/, and look under “Curricular Documents,” Next Generation Sunshine State Standards” in order to download the PDF of Access Points for Students with Cognitive Disabilities related to this particular headings, charts and graphs, illustrations, subheadings); grade level. text through charting, mapping, paraphrasing, summariz use of mass media and digital sources, know the associate LA.910.6.3.1: The student will distinguish between propaganda and ethical reasoning strategies in print and nonprint media. MA.912.A.2.1: Create a graph to represent a real-world situation. Curriculum and Instruction: Division of Social Science s and Life Skills Pacing Guide 47 MIAMI-DADE COUNTY PUBLIC SCHOOLS District Pacing Guide- Social Studies GRADE LEVEL OR COURSE TITLE: Ninth Grade- World History Topic 18: The Industrial Revolution Course Code: 2109310 Pacing: Traditional: 6 Days Block: 3 Days STRAND(S) and STANDARD(S): World History (Standard 1: Utilize historical inquiry skills and analytical processes) (Standard 5: Analyze the causes, events, and effects of the Enlightenment and its impact on the American, French and other Revolutions) (Standard 6: Understand the development of Western and non-Western Nationalism, industrialization and imperialism, and the significant processes and consequences of each) Humanities (Standard 1: Identify and analyze the historical, social, and cultural contexts of the arts) (Standard 2: Respond critically and aesthetically to various works in the arts) (Standard 3: Understand how transportation, trade, communication, science and technology influence the progression and regression of cultures) 3rd Nine Weeks NGSSS-SS Benchmarks Instructional Tools Essential Content Content Benchmarks: Core Text Book: TBA The Origins of the Industrial SS.912.W.6.1: Describe the agricultural and technological Revolution Vocabulary/Identification: enclosuree movement, crop rotation, Industrial innovations that led to industrialization in Great Britain and o Europe Revolution, factors of production, mechanization, factory system, cottage its subsequent spread to continental Europe, the United States, and Japan. o United States industry, entrepreneur, tenements, mass production, fordism, corporation, o Japan monopoly, strikes, unions, collective bargaining, Eli Whitney, James Watt, Henry SS.912.W.6.2: Summarize the social and economic effects Bessemer, Richard Arkwright, Robert Fulton, Samuel Morse, Henry Ford, JP of the Industrial Revolution. New Production Morgan, leisure, immigration, emigration, push and pull factors, textiles, middle o Textile class, Jane Adams, child labor law, John Stuart Mill, utilitarianism, Meiji SS.912.W.6.4Describe the 19th and early 20th century o Iron Restoration. social and political reforms and reform movements and their o Railroads effects in Africa, Asia, Europe, the United States, the Technology: o Growth of Factories Caribbean, and Latin America. Videos on various aspects of the Industrial Revolution and its effects http://www.learner.org/courses/worldhistory/unit_video_19-1.html Emergence of New Social SS.912.H.3.1: Analyze the effects of transportation, trade, Structures communication, science, and technology on the Global Industrialization, Video Segment: Liebig's Beef o Women’s Roles preservation and diffusion of culture. http://www.learner.org/courses/worldhistory/unit_video_19-2.html o Middle Class o Living and Working SS.912.W.1.1: Use timelines to establish cause and effect Conditions Video Segment: The Silk Industry of Japan: Gender and Industrialization relationships of historical events. o Labor Unions and Strikes http://www.learner.org/courses/worldhistory/unit_video_19-3.html The Growth of Cities o Leisure Activities o Immigration o Migration SS.912.G.4.1: Interpret population growth and other demographic data for any given place. SS.912.G.4.2: Use geographic terms and tools to analyze the push/pull factors contributing to human migration within and among places. SS.912.G.4.3: Use geographic terms and tools to analyze the effects of migration both on the place of origin and destination, including border areas. SS.912.G.4.7: Use geographic terms and tools to explain cultural diffusion throughout places, regions, and the world. University of Florida-The Industrial Revolution- this site provides an overview and background to the Scientific Revolution, bibliographic essays, outlines, timelines, a glossary, biographies of major sources, well organized links to primary and secondary sources, manuscript and archive sources. http://www.clas.ufl.edu/users/ufhatch/pages/03-Sci-Rev/SCI-REV-Home/ Women in World History is a project of the Center for History and New Media, George Mason University, and part of World History Matters, with support from the National Endowment for the Humanities and includes primary sources, interactive modules as well as case studies http://chnm.gmu.edu/wwh Children and Youth in World History is a project of the Center for History and Curriculum and Instruction: Division of Social Science s and Life Skills Pacing Guide 48 MIAMI-DADE COUNTY PUBLIC SCHOOLS District Pacing Guide- Social Studies GRADE LEVEL OR COURSE TITLE: Ninth Grade- World History Course Code: 2109310 3rd Nine Weeks Essential Content NGSSS-SS Benchmarks Skill Benchmarks: SS.912.G.1.1: Design Maps using a variety of technologies based on descriptive data to explain physical and cultural attributes of major world regions. Instructional Tools New Media, George Mason University, and part of World History Matters, with support from the National Endowment for the Humanities and includes primary sources, interactive modules as well as case studies http://chnm.gmu.edu/cyh/ 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. Oracle Think- quest- The Industrial Revolution: Of Men and Machines- this site has information, links as well as printable activities on the Industrial Revolution http://library.thinkquest.org/05aug/01419/cities.html 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.2.2: Describe the factors and processes that contribute to the differences between developing and developed regions of the world. SS.912.G.2.3: 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. SS.912.G.4.9: Use political maps to describe the change in boundaries and governments within continents over time. SS.912.H.1.3: Relate works in the arts to various cultures. SS.912.W.1.2: Compare time measurement systems used by different cultures. SS.912.W.1.3: Interpret and evaluate primary and secondary sources. SS.912.W.1.4: Explain how historians use historical inquiry and other sciences to understand the past. SS.912.W.1.5: Compare conflicting interpretations or schools of thought about world events and individual contributions to history (historiography). Curriculum and Instruction: Division of Social Science s and Life Skills Pacing Guide Extensive web links and access to primary sources on the Industrial Revolution in Britain http://www.historyteacher.net/APEuroCourse/Weblinks?webLinksIndustrialRevolution.htm Suggested Activities: Have students develop a chart in which they list new inventions of the Industrial Revolution as well as their inventor, function and how it changed a particular industry. http://www.spartacus.schoolnet.co.uk/Textiles.htm Have students create a graphic short story, fictional but historically accurate in seeing and details, about life in an Industrial City. Have students, discuss and research the importance of women and children in the Industrial Revolution. http://www.schoolshistory.org.uk/IndustrialRevolution/womenandchildren.htm http://www.schoolshistory.org.uk/IndustrialRevolution/workingconditions.htm http://www.spartacus.schoolnet.co.uk/IRwages.htm Have students create a time-line or flow chart outlining the shift in daily activities as a result of the Industrial Revolution. Have students compare the roles of unions in the Industrial revolution to the role of unions in today’s society. Have students research and chart the number of railroads and factories that emerged throughout the course of the Industrial Revolution in Japan, U.S. and England. http://www.fordham.edu/halsall/mod/indrevtabs1.html Have students write a diary entry from the perspective of an industrial worker working in a factory describing specifically the working conditions and subsequent living conditions they had to endure. 49 MIAMI-DADE COUNTY PUBLIC SCHOOLS District Pacing Guide- Social Studies GRADE LEVEL OR COURSE TITLE: Ninth Grade- World History Course Code: 2109310 3rd Nine Weeks Essential Content NGSSS-SS Benchmarks SS.912.W.1.6: Evaluate the role of history in shaping identity and character LA.910.1.6.1: The student will use new vocabulary that is introduced and taught directly; LA.910.1.6.2: The student will listen to, read, and discuss familiar and conceptually challenging text; LA.910.1.6.3: The student will use context clues to determine meanings of unfamiliar words; LA.910.2.2.1: The student will analyze and evaluate information from text features (e.g., transitional devices, table of contents, glossary, index, bold or italicized text, LA.910.2.2.2: The student will use information from the text to answer questions or to state the main idea or provide relevant details; LA.910.2.2.3: The student will organize information to show understanding or relationships among facts, ideas, and events (e.g., representing key points within LA.910.6.2.4: The student will understand the importance of legal and ethical practices, including laws regarding libel, slander, copyright, and plagiarism in the LA.910.6.3.1: The student will distinguish between propaganda and ethical reasoning strategies in print and nonprint media. MA.912.A.2.1: Create a graph to represent a real-world situation. MA.912.A.2.2: Interpret a graph representing a real-world situation. Instructional Tools Have students graphically depict the growth of cities in the aftermath of the Industrial Revolution- while also showing what pre-industrial cities looked like. Have students graph or chart the growth of cities in Japan, England, and United States after the Industrial Revolution. Assessment: Develop rubrics and share with students for each of the above mentioned projects in order to increase opportunities for mastery of content and historical thinking skills. Each project or assignment should be assessed for content accuracy and skill development in terms of writing and reading comprehension. ELL: Use visual depictions of historical eventscharts in order increase ELL students’ headings, andtographs, illustrations, subheadings); mastery of related content. Additional ELL Strategies: Provide students with oral and visual cues for directions Provide students with pictures, graphs, charts, and videos. Provide students with oral reading strategies (i.e., read-a-loud, jump in reading) Provide students with peer grouping for activities Provide students with teacher read-a-loud strategies text through charting, mapping, paraphrasing, summariz Provide students with the opportunity to use of audio books Provide students with the use of manipulative items (i.e.,3-D objects) Provide students with cooperative learning activities (small/large group settings) Provide students with structured paragraphs for writing assignments of mass media and digital sources, know the associate Provide students with the useuse of simplified/shortened reading text Provide students with semantic mapping activities to enhance writing Provide students with the opportunity to use the Language Experience Approach http://www.literacyconnections.com/InTheirOwnWords.php Games and activities for the ELL Classroom http://iteslj.org/c/games.html What are read-a-louds, and what can they do for instruction? http://www.esiponline.org/classroom/foundations/reading/readalouds.html Brigham Young University offers printable World History blank outline maps, divided by region: http://www.geog.byu.edu/outlineMaps.dhtml This ELL website offers free blank printable graphic organizers and semantic webs: http://www.everythingesl.net/inservices/graphic_organizers.php?ty=print Curriculum and Instruction: Division of Social Science s and Life Skills Pacing Guide 50 MIAMI-DADE COUNTY PUBLIC SCHOOLS District Pacing Guide- Social Studies GRADE LEVEL OR COURSE TITLE: Ninth Grade- World History Course Code: 2109310 3rd Nine Weeks Essential Content NGSSS-SS Benchmarks Instructional Tools State and District Instructional Requirements: Teachers should be aware that State and District Policy requires that all teachers K-12 provide instruction to students in the following content areas: African-American History, Character Education, Hispanic Contributions to the United States, Holocaust Education, and Women’s Contributions to the U.S. Detailed Lesson Plans can be downloaded from the Division of Social Sciences and Life Skills web-site. http://socialsciences.dadeschools.net , under the headings “Character Education” and “Multicultural Support Documents.” Please note that instruction regarding the aforementioned requirements should take place throughout the entire scope of a given social studies course, not only during the particular month or day when a particular cultural group is celebrated or recognized. SPED: Go the Division of Social Sciences’ website, http://socialsciences.dadeschools.net/, and look under “Curricular Documents,” Next Generation Sunshine State Standards” in order to download the PDF of Access Points for Students with Cognitive Disabilities related to this particular grade level. Curriculum and Instruction: Division of Social Science s and Life Skills Pacing Guide 51 MIAMI-DADE COUNTY PUBLIC SCHOOLS District Pacing Guide- Social Studies GRADE LEVEL OR COURSE TITLE: Ninth Grade- World History Topic 19: The Age of Revolutions ( American and French) Course Code: 2109310 Pacing: Traditional: 6 Days Block: 3 Days STRAND(S) and STANDARD(S): World History (Standard 1: Utilize historical inquiry skills and analytical processes) (Standard 5: Analyze the causes, events, and effects of the Enlightenment and its impact on the American, French and other Revolutions) (Standard 6: Understand the development of Western and non-Western Nationalism, industrialization and imperialism, and the significant processes and consequences of each) Humanities (Standard 1: Identify and analyze the historical, social, and cultural contexts of the arts) (Standard 2: Respond critically and aesthetically to various works in the arts) (Standard 3: Understand how transportation, trade, communication, science and technology influence the progression and regression of cultures) 3rd Nine Weeks NGSSS-SS Benchmarks Instructional Tools Essential Content Content Benchmarks: Core Text Book: TBA SS.912.W.5.4: Evaluate the impact of Enlightenment ideals American revolution on the development of economic, political, and religious Vocabulary/Identification: King George III, Taxation without representation, the o French and Indian War structures in the Western world. o Intensification of Imperial Stamp Act, George Washington, Redcoats, Continental Army, Seven Years War, Control Loyalists, patriots, Thomas Jefferson, Declaration of Independence, The three SS.912.W.5.5: Analyze the extent to which the o Stamp Act Estates, Louis XV, Louis XVI, Mario Antionette, Versailles, Burgeiuouse, Enlightenment impacted the American and French o King George III National Assembly, Estates General, Declaration of Rights of Man, Constitition of Revolutions. o Loyalists and Patriots 1791, émigrés, radicals, moderates, conservatives, Reign of Terror, Jacobins, o Declaration of Maximillen Robespeiire, Guillotine, conscription, coup d’etat, The Directory, SS.912.W.5.6: Summarize the important causes, events, Independence detenete, Napolean Bonaparte, Counter-revolutionary, napoleanic code, and effects of the French Revolution including the rise and o The war consulate, waterloo, Nationalism, Duke of Wellington, Tennis court Oath, rule of Napoleon. o Peace Bastille, Congress of Vienna, French Revolution o The Three Estates o Louis XVI and the Financial Crisis o Spread of Revolution o Storming the Bastille o Estates General to the National Assembly o Tennis Court Oath and Declaration of Rights of Man o Constitution of 1791 o Legislative Assembly o The End of the Monarchy The Reign of Terror o Maximilien Robespierre o Napoleonic Era o Emergence and SS.912.W.1.1: Use timelines to establish cause and effect relationships of historical events. SS.912.W.1.3: Interpret and evaluate primary and secondary sources. SS.912.W.1.4: Explain how historians use historical inquiry and other sciences to understand the past. Skill Benchmarks: SS.912.G.1.1: Design Maps using a variety of technologies based on descriptive data to explain physical and cultural attributes of major world regions. 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 Curriculum and Instruction: Division of Social Science s and Life Skills Pacing Guide Technology: Short video on the American Revolution http://www.learner.org/courses/worldhistory/unit_video_17-2.html Short video on the French Revolution http://www.learner.org/courses/worldhistory/unit_video_17-1.html PBS-Napoleon-The site offers summaries and expert commentary on the following topics on Napoleon as well as an interactive timeline and video clips. http://www.pbs.org/empires/napoleon/home.html Extensive web links and primary sources documents related to the American War of Independence. http://www.historyteacher.net/APUSH-Course/Weblinks/Weblinks4.htm Liberty, Equality, Fraternity- Exploring the French Revolution-more than 600 primary documents from maps, to songs to letters-collaboration of the Center for History and New Media (George Mason University) and American Social History Project (City University of New York), supported by grants from the Florence Gould Foundation and the National Endowment for the Humanities 52 MIAMI-DADE COUNTY PUBLIC SCHOOLS District Pacing Guide- Social Studies GRADE LEVEL OR COURSE TITLE: Ninth Grade- World History Course Code: 2109310 3rd Nine Weeks o Essential Content Decline o A Return to Peace Congress of Vienna NGSSS-SS Benchmarks globes. SS.912.G.2.1:Identify the physical characteristics and the human characteristics that define and differentiate regions. SS.912.G.2.2: Describe the factors and processes that contribute to the differences between developing and developed regions of the world. SS.912.G.2.3: 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. SS.912.G.4.1: Interpret population growth and other demographic data for any given place. SS.912.G.4.2: Use geographic terms and tools to analyze the push/pull factors contributing to human migration within and among places. SS.912.G.4.3: Use geographic terms and tools to analyze the effects of migration both on the place of origin and destination, including border areas. SS.912.G.4.7: Use geographic terms and tools to explain cultural diffusion throughout places, regions, and the world. SS.912.G.4.9: Use political maps to describe the change in boundaries and governments within continents over time. Instructional Tools http://chnm.gmu.edu/revolution/ Extensive, high-quality links to information on French history, including the Revolution and Napoleonic empire http://www9.georgetown.edu/faculty/schneidz/web.html Suggested Activities: Have students graphically represent the population in each estate prior to the French Revolution. Have students chart the government of France under the constitution of 1791. http://sourcebook.fsc.edu/history/constitutionof1791.html Have students discuss the role of violence in society and whether or not it can be justified, using the Reign of Terror as a starting point. Have students map the expansion of Napolean’s empire. http://highered.mcgrawhill.com/sites/0073406929/student_view0/chapter16/interactive_maps.html Have students compare the effectiveness of the Napoleanic Code with that of Justinian’s code. http://www.napoleon-series.org/research/government/c_code.html Have students discuss whether the French Revolution was caused more by economic or political issues. Have students compare the Declaration of Rights of Man with the United States Declaration of Rights of Woman. http://avalon.law.yale.edu/18th_century/rightsof.asp http://ecssba.rutgers.edu/docs/decl.html SS.912.H.1.3: Relate works in the arts to various cultures. SS.912.H.3.1: Analyze the effects of transportation, trade, communication, science, and technology on the preservation and diffusion of culture. SS.912.W.1.2: Compare time measurement systems used by different cultures. SS.912.W.1.5: Compare conflicting interpretations or schools of thought about world events and individual contributions to history (historiography). Curriculum and Instruction: Division of Social Science s and Life Skills Pacing Guide Have students research and analyze Napoleon’s actions. Have students create a list of said actions and identify each action’s consequence as either positive or negative. http://history-world.org/Napoleon.htm Have students research the role of women in the French Revolution http://staff.gps.edu/mines/French%20Revolution%20-%20women.htm Have students research any of the acts passed by parliament that caused conflicts within the colonies as well as the colonist reaction to those acts. Have students create a picture of propaganda from a colonists perspective 53 MIAMI-DADE COUNTY PUBLIC SCHOOLS District Pacing Guide- Social Studies GRADE LEVEL OR COURSE TITLE: Ninth Grade- World History Course Code: 2109310 3rd Nine Weeks Essential Content NGSSS-SS Benchmarks SS.912.W.1.6: Evaluate the role of history in shaping identity and character LA.910.1.6.1: The student will use new vocabulary that is introduced and taught directly; LA.910.1.6.2: The student will listen to, read, and discuss familiar and conceptually challenging text; LA.910.1.6.3: The student will use context clues to determine meanings of unfamiliar words; LA.910.2.2.1: The student will analyze and evaluate information from text features (e.g., transitional devices, table of contents, glossary, index, bold or italicized text, LA.910.2.2.2: The student will use information from the text to answer questions or to state the main idea or provide relevant details; LA.910.2.2.3: The student will organize information to show understanding or relationships among facts, ideas, and events (e.g., representing key points within LA.910.6.2.4: The student will understand the importance of legal and ethical practices, including laws regarding libel, slander, copyright, and plagiarism in the LA.910.6.3.1: The student will distinguish between propaganda and ethical reasoning strategies in print and nonprint media. MA.912.A.2.1: Create a graph to represent a real-world situation. MA.912.A.2.2: Interpret a graph representing a real-world situation. Instructional Tools against the Stamp Act. Assessment: Develop rubrics and share with students for each of the above mentioned projects in order to increase opportunities for mastery of content and historical thinking skills. Each project or assignment should be assessed for content accuracy and skill development in terms of writing and reading comprehension. ELL: Use visual depictions of historical events in order to increase ELL students’ mastery of related content. Additional ELL Strategies: Provide students with oral and visual cues for directions Provide students with pictures, graphs, charts, and videos. headings, charts(i.e., andread-a-loud, graphs, illustrations, subheadings); Provide students with oral reading strategies jump in reading) Provide students with peer grouping for activities Provide students with teacher read-a-loud strategies Provide students with the opportunity to use of audio books Provide students with the use of manipulative items (i.e.,3-D objects) Provide students with cooperative learning activities (small/large group settings) Provide students with structured paragraphs for writing assignments Provide students with the use of simplified/shortened reading text textmapping throughactivities charting, mapping, paraphrasing, summariz Provide students with semantic to enhance writing Provide students with the opportunity to use the Language Experience Approach http://www.literacyconnections.com/InTheirOwnWords.php use Classroom of mass media and digital sources, know the associate Games and activities for the ELL http://iteslj.org/c/games.html What are read-a-louds, and what can they do for instruction? http://www.esiponline.org/classroom/foundations/reading/readalouds.html Brigham Young University offers printable World History blank outline maps, divided by region: http://www.geog.byu.edu/outlineMaps.dhtml This ELL website offers free blank printable graphic organizers and semantic webs: http://www.everythingesl.net/inservices/graphic_organizers.php?ty=print State and District Instructional Requirements: Teachers should be aware that State and District Policy requires that all teachers K-12 provide instruction to students in the following content areas: African-American History, Character Education, Hispanic Contributions to the Curriculum and Instruction: Division of Social Science s and Life Skills Pacing Guide 54 MIAMI-DADE COUNTY PUBLIC SCHOOLS District Pacing Guide- Social Studies GRADE LEVEL OR COURSE TITLE: Ninth Grade- World History Course Code: 2109310 3rd Nine Weeks Essential Content NGSSS-SS Benchmarks Instructional Tools United States, Holocaust Education, and Women’s Contributions to the U.S. Detailed Lesson Plans can be downloaded from the Division of Social Sciences and Life Skills web-site. http://socialsciences.dadeschools.net , under the headings “Character Education” and “Multicultural Support Documents.” Please note that instruction regarding the aforementioned requirements should take place throughout the entire scope of a given social studies course, not only during the particular month or day when a particular cultural group is celebrated or recognized. SPED: Go the Division of Social Sciences’ website, http://socialsciences.dadeschools.net/, and look under “Curricular Documents,” Next Generation Sunshine State Standards” in order to download the PDF of Access Points for Students with Cognitive Disabilities related to this particular grade level. Curriculum and Instruction: Division of Social Science s and Life Skills Pacing Guide 55 MIAMI-DADE COUNTY PUBLIC SCHOOLS District Pacing Guide- Social Studies GRADE LEVEL OR COURSE TITLE: Ninth Grade- World History Topic 20:Age of Revolutions ( Latin American and Caribbean) Course Code: 2109310 Pacing: Traditional: 8 Days Block: 4 Days STRAND(S) and STANDARD(S): World History (Standard 1: Utilize historical inquiry skills and analytical processes) (Standard 5: Analyze the causes, events, and effects of the Enlightenment and its impact on the American, French and other Revolutions) (Standard 6: Understand the development of Western and non-Western Nationalism, industrialization and imperialism, and the significant processes and consequences of each) Humanities (Standard 1: Identify and analyze the historical, social, and cultural contexts of the arts) (Standard 2: Respond critically and aesthetically to various works in the arts) (Standard 3: Understand how transportation, trade, communication, science and technology influence the progression and regression of cultures) 3rd Nine Weeks NGSSS-SS Benchmarks Instructional Tools Essential Content Content Benchmarks: Core Text Book: TBA Latin American & Caribbean Independence Movements Vocabulary/Identification: Toussaint L’Ouverture, Saint Domingue, Miguel SS.912.W.5.7:Describe the causes and effects of 19th Latin o The Haitian Revolution Hidalgo, Castilla, Simon Bolivar, Gran Colombia, Pedro I and Pedro II, Monroe American and Caribbean independence movements led by o Toussaint –Louverture Doctrine, Porfillio Diaz, Benito Juarez, War of the Pacific, Emiliano Zapato, people including Bolivar, de San Martin, and L' Ouverture. o Saint Domingue Poncho Villa, Vaqueros, Unification, Napolean, Brazil, slave revolt, King John VI, o Mexico and Central Liberals, conservatives, Caudillos, Antonio Lopez De Santa Anna. SS.912.W.6.4: Describe the 19th and early 20th century America social and political reforms and reform movements and their o Miguel Hidalgo y Castilla Technology: effects in Africa, Asia, Europe, the United States. Caribbean, and Latin America. Teaching for Change, The Haitian Revolution and America Spanish South America http://teachingforchange.org/publications/haiti/revolution SS.912.G.2.3: Use geographic terms and tools to analyze o Simon Bolivar case studies of regional issues in different parts of the world o Brazil Information and video on the Haitian Revolution that have critical economic, physical, or political o Napolean http://www.pbs.org/wgbh/aia/part3/3p2990.html ramifications. o The Power of the Pedros Latin American Unity o Gran Columbia Mexican Revolution o Emiliano Zapato o Poncho Villa SS.912.G.4.1: Interpret population growth and other demographic data for any given place. 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.H.3.1: Analyze the effects of transportation, trade, communication, science, and technology on the preservation and diffusion of culture. SS.912.W.1.1: Use timelines to establish cause and effect relationships of historical events. SS.912.G.4.9: Use political maps to describe the change in boundaries and governments within continents over time. Skill Benchmarks: SS.912.G.1.1: Design Maps using a variety of technologies Curriculum and Instruction: Division of Social Science s and Life Skills Pacing Guide Links to Latin American independence leaders, including sources in both English and Spanish http://www.pachami.com/English/latinoamereicaE.html Information on Mexican history in the nineteenth century http://historicaltextarchive.com/links.php?op=viewslink&sid=0&cid=1 Historical Texts with background on the Mexican Revolution http://historicaltextarchive.com/links.php?op=viewslink&sid=224 Suggested Activities: Have students create a comparative chart on the motives and outcomes of the Latin American and Caribbean Independence Movements. http://www.wheaton.edu/History/long/Latin%20Amer%20292/IndependenceByCo untry_ho.htm Have students research one of the revolutionaries and create a biography on the individuals background and specific actions in their respective revolution. http://latinamericanhistory.about.com/od/latinamericaindependence/The_History 56 MIAMI-DADE COUNTY PUBLIC SCHOOLS District Pacing Guide- Social Studies GRADE LEVEL OR COURSE TITLE: Ninth Grade- World History Course Code: 2109310 3rd Nine Weeks Essential Content NGSSS-SS Benchmarks based on descriptive data to explain physical and cultural attributes of major world regions. 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.2.2: Describe the factors and processes that contribute to the differences between developing and developed regions of the world. 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. Instructional Tools _of_Latin_America_the_Independence_Era_18071825.htm Have students compare and evaluate the relationship and impact of the American and French Revolutions on the Latin American and Caribbean independence movements. Have students describe the events which led to the independence of Portugal’s and Spain’s Latin American Colonies. Have students write an essay answering the following question: “Why do you think that Creoles, a group that suffered far less oppression than other groups, would be the group to lead the revolution against Spain?” Have students, compare and contrast the social classes that were involved in and led each of the Latin American Revolutions. Have students locate on a world map, colonial possessions obtained by the industrialized nations before 1914. Have students list the tactics and methods utilized by revolutionaries in their campaign to gain support for the cause SS.912.H.1.3: Relate works in the arts to various cultures. Assessment: Develop rubrics and share with students for each of the above mentioned projects in order to increase opportunities for mastery of content and historical thinking skills. Each project or assignment should be assessed for content accuracy and skill development in terms of writing and reading comprehension. SS.912.W.1.2: Compare time measurement systems used by different cultures. ELL: Use visual depictions of historical events in order to increase ELL students’ mastery of related content. SS.912.G.4.7: Use geographic terms and tools to explain cultural diffusion throughout places, regions, and the world. SS.912.W.1.3: Interpret and evaluate primary and secondary sources. SS.912.W.1.4: Explain how historians use historical inquiry and other sciences to understand the past. SS.912.W.1.6: Evaluate the role of history in shaping identity and character LA.910.1.6.1: The student will use new vocabulary that is introduced and taught directly; LA.910.1.6.2: The student will listen to, read, and discuss familiar and conceptually challenging text; Curriculum and Instruction: Division of Social Science s and Life Skills Pacing Guide Additional ELL Strategies: Provide students with oral and visual cues for directions Provide students with pictures, graphs, charts, and videos. Provide students with oral reading strategies (i.e., read-a-loud, jump in reading) Provide students with peer grouping for activities Provide students with teacherSS.912.W.1.5: read-a-loud strategies Compare conflicting interpretations or schoo Provide students with the opportunity to use of audio books Provide students with the use of manipulative items (i.e.,3-D objects) Provide students with cooperative learning activities (small/large group settings) Provide students with structured paragraphs for writing assignments Provide students with the use of simplified/shortened reading text Provide students with semantic mapping activities to enhance writing Provide students with the opportunity to use the Language Experience Approach 57 MIAMI-DADE COUNTY PUBLIC SCHOOLS District Pacing Guide- Social Studies GRADE LEVEL OR COURSE TITLE: Ninth Grade- World History Course Code: 2109310 3rd Nine Weeks Essential Content NGSSS-SS Benchmarks LA.910.1.6.3: The student will use context clues to determine meanings of unfamiliar words; LA.910.2.2.1: The student will analyze and evaluate information from text features (e.g., transitional devices, table of contents, glossary, index, bold or italicized text, LA.910.2.2.2: The student will use information from the text to answer questions or to state the main idea or provide relevant details; LA.910.2.2.3: The student will organize information to show understanding or relationships among facts, ideas, and events (e.g., representing key points within LA.910.6.2.4: The student will understand the importance of legal and ethical practices, including laws regarding libel, slander, copyright, and plagiarism in the LA.910.6.3.1: The student will distinguish between propaganda and ethical reasoning strategies in print and nonprint media. MA.912.A.2.1: Create a graph to represent a real-world situation. MA.912.A.2.2: Interpret a graph representing a real-world situation. Instructional Tools http://www.literacyconnections.com/InTheirOwnWords.php Games and activities for the ELL Classroom http://iteslj.org/c/games.html What are read-a-louds, and what headings, can they charts do for and instruction? graphs, illustrations, subheadings); http://www.esiponline.org/classroom/foundations/reading/readalouds.html Brigham Young University offers printable World History blank outline maps, divided by region: http://www.geog.byu.edu/outlineMaps.dhtml This ELL website offers free blank printable graphic organizers and semantic webs: text through charting, mapping, paraphrasing, summariz http://www.everythingesl.net/inservices/graphic_organizers.php?ty=print State and District Instructional Requirements: Teachers should be aware that State and District Policy requires that know all teachers use of mass media and digital sources, the associate K-12 provide instruction to students in the following content areas: AfricanAmerican History, Character Education, Hispanic Contributions to the United States, Holocaust Education, and Women’s Contributions to the U.S. Detailed Lesson Plans can be downloaded from the Division of Social Sciences and Life Skills web-site. http://socialsciences.dadeschools.net , under the headings “Character Education” and “Multicultural Support Documents.” Please note that instruction regarding the aforementioned requirements should take place throughout the entire scope of a given social studies course, not only during the particular month or day when a particular cultural group is celebrated or recognized. SPED: Go the Division of Social Sciences’ website, http://socialsciences.dadeschools.net/, and look under “Curricular Documents,” Next Generation Sunshine State Standards” in order to download the PDF of Access Points for Students with Cognitive Disabilities related to this particular grade level. Curriculum and Instruction: Division of Social Science s and Life Skills Pacing Guide 58 MIAMI-DADE COUNTY PUBLIC SCHOOLS District Pacing Guide- Social Studies GRADE LEVEL OR COURSE TITLE: Ninth Grade- World History Topic 21: The Age of Ism’s Course Code: 2109310 Pacing: Traditional: 12 Days Block: 6 Days STRAND(S) and STANDARD(S): World History (Standard 1: Utilize historical inquiry skills and analytical processes) (Standard 6: Understand the development of Western and non-Western Nationalism, industrialization and imperialism, and the significant processes and consequences of each) (Standard 7: Recognize significant causes, events, figures, and consequences of the Great War period and the impact on worldwide balance of power) Humanities (Standard 1: Identify and analyze the historical, social, and cultural contexts of the arts) (Standard 2: Respond critically and aesthetically to various works in the arts) (Standard 3: Understand how transportation, trade, communication, science and technology influence the progression and regression of cultures) 3rd Nine Weeks NGSSS-SS Benchmarks Instructional Tools Essential Content Content Benchmarks: Core Text Book: TBA Economic Philosophy SS.912.W.6.3: Compare the philosophies of capitalism, o Capitalism Vocabulary/Identification: socialism, utopia, Robert Owen, Karl Marx, socialism, and communism as described by Adam Smith, o Adam Smith communism, proletariat, democratic socialism, communist manifesto, capitalism, Robert Owen, and Karl Marx. o Socialism Thomas Malthus, David Ricardo, dictatorship, laissez-faire, Adam Smith, o “Utopian Socialism” Frederech Engels, Declaration of Rights of Woman, suffrage, romanticism, SS.912.W.6.4: Describe the 19th and early 20th century o Thomas Moore Realism, naturalist, Beethoven, Mark Twain, cartography, Social Darwinism, social and political reforms and reform movements and their o Frederick Engels Charles Darwin, Albert Einstein, Relativity, Sigmund Freud, modernism, effects in Africa, Asia, Europe, the United States, the Caribbean, and Latin America. o Communism impressionism, Monet, Natural Selection, Pyotr Ilich Tchaikovsky, opera, ballet, o Karl Marx Frankenstein. SS.912.W.6.6: Analyze the causes and effects of imperialism. The Other Social “ism’s” Technology: o Romanticism Boston College- Digital copies of art form the 19th Century-including realism, SS.912.W.6.7: Identify major events in China during the o Impressionism romanticism, impressionism and naturalism 19th and early 20th centuries related to imperialism. o Realism http://www.bc.edu/bc_org/avp/cas/fnart/art/19_ptg.html o Feminism SS.912.W.7.1: Analyze the causes of World War I including Rethinking the rise of the West: World Systems critique video segment the formation of European alliances and the roles of http://www.learner.org/courses/worldhistory/unit_video_18-2.html imperialism, nationalism, and militarism. SS.912.G.4.3: Use geographic terms and tools to analyze the effects of migration both on the place of origin and destination, including border areas. SS.912.G.4.7: Use geographic terms and tools to explain cultural diffusion throughout places, regions, and the world. 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. 1.2: Describe how historical events, social context, and culture impact forms, techniques, and purposes of works in the arts, including the relationship between a government and its citizens. Curriculum and Instruction: Division of Social Science s and Life Skills Pacing Guide Video Segment: The "Great Divergence" and Comparative World History http://www.learner.org/courses/worldhistory/unit_video_18-3.html Suggested Activities: Have students develop a list comparing romanticism and realism. Have students research and locate a piece of art either the Romantic, Realism of Impressionist movement and identify the characteristics within the art piece. http://home.vs.moe.edu.sg/whitenoise/Impressionism.html http://www.huntfor.com/arthistory/c17th-mid19th/romanticism.htm http://www.lilithgallery.com/arthistory/feminist/ http://www.huntfor.com/arthistory/c19th/realism.htm Have students compare the advantages and disadvantages of the three economic philosophies ( Socialism, Communism, Capitalism) Have students evaluate the theory of socialism vs. the reality of socialism. 59 MIAMI-DADE COUNTY PUBLIC SCHOOLS District Pacing Guide- Social Studies GRADE LEVEL OR COURSE TITLE: Ninth Grade- World History Course Code: 2109310 3rd Nine Weeks Essential Content NGSSS-SS Benchmarks SS.912.H.3.1: Analyze the effects of transportation, trade, communication, science, and technology on the preservation and diffusion of culture. SS.912.W.1.1: Use timelines to establish cause and effect relationships of historical events. SS.912.H.1.3: Relate works in the arts to various cultures. Instructional Tools Have students describe in writing how philosophers responded to problems created by Industrialization and “laissez-faire” economics. Have students read and evaluate excerpts from the Novel Frankenstein, and identify the elements of Romanticism which are exemplified. http://etext.lib.virginia.edu/toc/modeng/public/SheFran.html http://www.class.uidaho.edu/engl_258/Lecture%20Notes/frankenstein.htm SS.912.H.1.4: Explain Philosophical beliefs as they relate to works in the arts. Have students compare and contrast the Declaration of Rights of Women and the Declaration Rights of Man. http://www.constitution.org/fr/fr_drm.htm http://ecssba.rutgers.edu/docs/decl.html Skill Benchmarks: SS.912.G.1.1: Design Maps using a variety of technologies based on descriptive data to explain physical and cultural attributes of major world regions. Have students identify and compare suffrage movements among countries in the Western World. http://www.tchevalier.com/fallingangels/bckgrnd/suffrage/ http://teacher.scholastic.com/activities/suffrage/history.htm 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. Have students analyze the use of scientific thought in the political and economic realm and write a well written paragraph substantiating their findings. SS.912.G.1.3:Employ applicable units of measurement and scale to solve simple locational problems using maps and globes. Assessment: Develop rubrics and share with students for each of the above mentioned projects in order to increase opportunities for mastery of content and historical thinking skills. Each project or assignment should be assessed for content accuracy and skill development in terms of writing and reading comprehension. SS.912.G.2.1:Identify the physical characteristics and the human characteristics that define and differentiate regions. ELL: Use visual depictions of historical events in order to increase ELL students’ mastery of related content. SS.912.G.2.2: Describe the factors and processes that contribute to the differences between developing and developed regions of the world. SS.912.G.2.3: 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. SS.912.G.4.1: Interpret population growth and other demographic data for any given place. SS.912.G.4.2: Use geographic terms and tools to analyze the push/pull factors contributing to human migration within Curriculum and Instruction: Division of Social Science s and Life Skills Pacing Guide Additional ELL Strategies: Provide students with oral and visual cues for directions Provide students with pictures, graphs, charts, and videos. Provide students with oral reading strategies (i.e., read-a-loud, jump in reading) Provide students with peer grouping for activities Provide students with teacher read-a-loud strategies Provide students with the opportunity to use of audio books Provide students with the use of manipulative items (i.e.,3-D objects) Provide students with cooperative learning activities (small/large group settings) Provide students with structured paragraphs for writing assignments Provide students with the use of simplified/shortened reading text Provide students with semantic mapping activities to enhance writing Provide students with the opportunity to use the Language Experience Approach http://www.literacyconnections.com/InTheirOwnWords.php 60 MIAMI-DADE COUNTY PUBLIC SCHOOLS District Pacing Guide- Social Studies GRADE LEVEL OR COURSE TITLE: Ninth Grade- World History Course Code: 2109310 3rd Nine Weeks Essential Content NGSSS-SS Benchmarks and among places. SS.912.G.4.9: Use political maps to describe the change in boundaries and governments within continents over time. SS.912.W.1.2: Compare time measurement systems used by different cultures. SS.912.W.1.3: Interpret and evaluate primary and secondary sources. SS.912.W.1.4: Explain how historians use historical inquiry and other sciences to understand the past. SS.912.W.1.6: Evaluate the role of history in shaping identity and character LA.910.1.6.1: The student will use new vocabulary that is introduced and taught directly; LA.910.1.6.2: The student will listen to, read, and discuss familiar and conceptually challenging text; LA.910.1.6.3: The student will use context clues to determine meanings of unfamiliar words; LA.910.2.2.1: The student will analyze and evaluate information from text features (e.g., transitional devices, table of contents, glossary, index, bold or italicized text, LA.910.2.2.2: The student will use information from the text to answer questions or to state the main idea or provide relevant details; Instructional Tools Games and activities for the ELL Classroom http://iteslj.org/c/games.html What are read-a-louds, and what can they do for instruction? http://www.esiponline.org/classroom/foundations/reading/readalouds.html Brigham Young University offers printable World History blank outline maps, divided by region: http://www.geog.byu.edu/outlineMaps.dhtml This ELL website offers free blank printable graphic organizers and semantic webs: http://www.everythingesl.net/inservices/graphic_organizers.php?ty=print SS.912.W.1.5: Compare conflicting interpre State and District Instructional Requirements: Teachers should be aware that State and District Policy requires that all teachers K-12 provide instruction to students in the following content areas: AfricanAmerican History, Character Education, Hispanic Contributions to the United States, Holocaust Education, and Women’s Contributions to the U.S. Detailed Lesson Plans can be downloaded from the Division of Social Sciences and Life Skills web-site. http://socialsciences.dadeschools.net , under the headings “Character Education” and “Multicultural Support Documents.” Please note that instruction regarding the aforementioned requirements should take place throughout the entire scope of a given social studies course, not only during the particular month or day when a particular cultural group is celebrated or recognized. SPED: headings, charts and graphs, illustrations, subheadings); Go the Division of Social Sciences’ website, http://socialsciences.dadeschools.net/, and look under “Curricular Documents,” Next Generation Sunshine State Standards” in order to download the PDF of Access Points for Students with Cognitive Disabilities related to this particular grade level. LA.910.2.2.3: The student will organize information to show understanding or relationships among facts, ideas, and events (e.g., representing key points within text through LA.910.6.2.4: The student will understand the importance of legal and ethical practices, including laws regarding libel, slander, copyright, and plagiarism in the use of mass media and digital sources, know the associate charting, mapping, paraphrasing, summariz LA.910.6.3.1: The student will distinguish between propaganda and ethical reasoning strategies in print and nonprint media. Curriculum and Instruction: Division of Social Science s and Life Skills Pacing Guide 61 MIAMI-DADE COUNTY PUBLIC SCHOOLS District Pacing Guide- Social Studies GRADE LEVEL OR COURSE TITLE: Ninth Grade- World History Course Code: 2109310 3rd Nine Weeks Essential Content NGSSS-SS Benchmarks MA.912.A.2.1: Create a graph to represent a real-world situation. Instructional Tools MA.912.A.2.2: Interpret a graph representing a real-world situation. Curriculum and Instruction: Division of Social Science s and Life Skills Pacing Guide 62 MIAMI-DADE COUNTY PUBLIC SCHOOLS District Pacing Guide- Social Studies GRADE LEVEL OR COURSE TITLE: Ninth Grade- World History Topic22: Global Imperialism Course Code: 2109310 Pacing: Traditional: 8 Days Block: 4 Days STRAND(S) and STANDARD(S): World History Standard 1: Utilize historical inquiry skills and analytical processes Standard 6: Understand the development of Western and non-Western Nationalism, industrialization and imperialism, and the significant processes and consequences of each. Standard 7: Recognize significant causes, events, figures, and consequences of the Great War period and the impact on worldwide balance of power Humanities Standard 1: Identify and analyze the historical, social, and cultural contexts of the arts Standard 2: Respond critically and aesthetically to various works in the arts Standard 3: Understand how transportation, trade, communication, science and technology influence the progression and regression of cultures 3rd Nine Weeks NGSSS-SS Benchmarks Instructional Tools Essential Content Content Benchmarks: Core Text Book: TBA Imperialism SS.912.W.6.4: Describe the 19th and early 20th century Vocabulary/Identification: Imperialism, New Imperialism, King Leopold II of social and political reforms and reform movements and their New Imperialism Belgium, David Livingstone, King Leopoldand II, Scramble for Africa, Berlin effects in Africa, Asia, Europe, the United States, the Caribbean, Latin America. o Economic Imperialism Conference, Shaka, Asante Kingdom, Cecil Rhodes, Union of South Africa, Suez Canal, The Mahdi, annex, protectorate, indirect rule, Federation of Indochina, SS.912.W.6.5: Summarize the causes, key events, and Cultural Motives Colonialist, exploitation, Menelik II, Spheres of Influence, settlement colonies, effects of the unification of Italy and Germany. o White Man’s Burden dependent colonies, King Chulalongjorn, assimilation, eternalism, panama canal, o Christian Missionaries White Man’s Burden, Missionary, Meiji Restoration, Samoa, Guam, Spanish SS.912.W.6.6: Analyze the causes and effects of American War, Sino-Japanese War, Treaty of Shimonoseki, sepoys, Mumbai, imperialism. Bombay, Ruso-Japanese War, Dutch East Indies, Treaty of Nanjing, Opium War, Protectorates, Mandates and The Taiping Rebellion, open door policy, Self-strengthening movement, Empress Indirect Rule SS.912.W.6.7: Identify major events in China during the Ci Xi, Boxer Rebellion, Rammohun Roy, Indian Revolt of 1857, Thailand, Xhoas 19th and early 20th centuries related to imperialism. Cattle Killing, Natural Resources, Java, Sumatra Scramble for Africa o Berlin Conference SS.912.W.7.1: Analyze the causes of World War I including Technology: the formation of European alliances and the roles of Video Segment: Imperialism in Portuguese Brazil The French in North Africa imperialism, nationalism, and militarism. http://www.learner.org/courses/worldhistory/unit_video_20-1.html o The British in North Africa o European Claims in SubSS.912.G.2.1:Identify the physical characteristics and the Video Segment: Imperialism in South Africa Saharan Africa human characteristics that define and differentiate regions. http://www.learner.org/courses/worldhistory/unit_video_20-2.html Expansion into Asia o British Imperialism in India o Japanese Response to Imperialism & Growth of National Ideology o Sino-Japanese War o Treaty of Nanjing o Taiping Rebellion SS.912.G.2.2: Describe the factors and processes that contribute to the differences between developing and developed regions of the world. Southeast Asia o The United States in the Pacific Islands SS.912.G.4.1: Interpret population growth and other demographic data for any given place. SS.912.G.2.3: 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. Curriculum and Instruction: Division of Social Science s and Life Skills Pacing Guide Video Segment: Imperialism in East Asia http://www.learner.org/courses/worldhistory/unit_video_20-3.html Video Segment: Colonial Zanzibar http://www.learner.org/courses/worldhistory/unit_video_21-1.html Video Segment: Colonial India http://www.learner.org/courses/worldhistory/unit_video_21-2.html Research and information on Imperialism throughout the world http://www.casahistoria.net/imperialism.htm University of Montreal- (Brief) History of European - Asian trade- This site has 63 MIAMI-DADE COUNTY PUBLIC SCHOOLS District Pacing Guide- Social Studies GRADE LEVEL OR COURSE TITLE: Ninth Grade- World History Course Code: 2109310 3rd Nine Weeks Essential Content o Thailand: a Case Study NGSSS-SS Benchmarks SS.912.W.1.3: Interpret and evaluate primary and secondary sources. SS.912.W.1.4: Explain how historians use historical inquiry and other sciences to understand the past. SS.912.W.1.6: Evaluate the role of history in shaping identity and character SS.912.G.4.2: Use geographic terms and tools to analyze the push/pull factors contributing to human migration within and among places. SS.912.G.4.3: Use geographic terms and tools to analyze the effects of migration both on the place of origin and destination, including border areas. SS.912.G.4.7: Use geographic terms and tools to explain cultural diffusion throughout places, regions, and the world. SS.912.G.4.9: Use political maps to describe the change in boundaries and governments within continents over time. Skill Benchmarks: SS.912.G.1.1: Design Maps using a variety of technologies based on descriptive data to explain physical and cultural attributes of major world regions. 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.H.1.3: Relate works in the arts to various cultures. SS.912.H.3.1: Analyze the effects of transportation, trade, communication, science, and technology on the preservation and diffusion of culture. Instructional Tools general information as well as amps and charts detailing European and Asian relation, including the Spice Trade routes as well as imperialism http://www.iro.umontreal.ca/~vaucher/Genealogy/Documents/Asia/EuropeanExpl oration.html SS.912.W.1.5: Compare conflicting interpre British National Archives- Black Presence-this site explores Asian and Black history in the Caribbean in Britain from 1500 to 1850 through primary documents and general information http://www.nationalarchives.gov.uk/pathways/blackhistory/index.htm Columbia University- China and Europe- What is Modern- This website compares Europe and China between 1500-1937 through general information, primary documents and video segments http://afe.easia.columbia.edu/chinawh/ Useful documents hosted by the University of California Los Angeles on British India http://www.sscnet.ucla.edu/southasia?History/British/BrIndia.html Suggested Activities: Have students create a political cartoon depicting one of the reasons for imperialism (cultural, political or economic.) http://regentsprep.org/Regents/global/themes/imperialism/index.cfm Have students map the European territories and or colonies that resulted from the Scramble for Africa. Have students imagine that they are a reporter for an African nation, write an article reporting on the Berlin Conference. Have students creating a Venn Diagram comparing Japan during the Tokugawa Shogunate and Meiji Restoration Have students write an essay evaluating the impact of the Industrial Revolution on the rise of imperialism. Have students write a journal entry from the perspective of an Indian Sepoy, evaluating specifically the British insensitivity to Indian Culture. Have students research the lasting legacy of British Rule in India today. In retrospect what elements of British rule are still evident in Indian society? http://www.archaeologyonline.net/artifacts/colonial-legacy.html SS.912.W.1.1: Use timelines to establish cause and effect Curriculum and Instruction: Division of Social Science s and Life Skills Pacing Guide 64 MIAMI-DADE COUNTY PUBLIC SCHOOLS District Pacing Guide- Social Studies GRADE LEVEL OR COURSE TITLE: Ninth Grade- World History Course Code: 2109310 3rd Nine Weeks Essential Content NGSSS-SS Benchmarks relationships of historical events. Instructional Tools http://www.indiana.edu/~hisdcl/G369_2002/japanese_imperialism.htm SS.912.W.1.2: Compare time measurement systems used by different cultures. Have students chart and compare European Imperialism in Africa in regards to initial motivation and the lasting effects. LA.910.1.6.1: The student will use new vocabulary that is introduced and taught directly; Have students compare the textile industry in India, China, and Japan using charts, pictures, graphs, and other primary documents. http://www.britannica.com/EBchecked/topic/589392/textile/15596/Developmentof-textiles-and-the-textile-industry LA.910.1.6.2: The student will listen to, read, and discuss familiar and conceptually challenging text; LA.910.1.6.3: The student will use context clues to determine meanings of unfamiliar words; Have students debate the validity of the arguments presented in White Man’s Burden. http://www.fordham.edu/halsall/mod/kipling.html LA.910.2.2.1: The student will analyze and evaluate information from text features (e.g., transitional devices, table of contents, glossary, index, bold or italicized text, Have students compare the reasons for the Ruso-Japanese and Sino-Japanese war as well as the effectiveness and outcomes of each. http://www.learner.org/courses/worldhistory/unit_video_22-1.html headings, charts and graphs, illustrations, subheadings); LA.910.2.2.2: The student will use information from the text to answer questions or to state the main idea or provide relevant details; LA.910.2.2.3: The student will organize information to show understanding or relationships among facts, ideas, and events (e.g., representing key points) LA.910.6.2.4: The student will understand the importance of legal and ethical practices, including laws regarding libel, slander, copyright, and plagiarism. LA.910.6.3.1: The student will distinguish between propaganda and ethical reasoning strategies in print and nonprint media. MA.912.A.2.1: Create a graph to represent a real-world situation. MA.912.A.2.2: Interpret a graph representing a real-world situation. Assessment: Develop rubrics and share with students for each of the above mentioned projects in order to increase opportunities for mastery of content and historical thinking skills. Each project or assignment should be assessed for content accuracy and skill development in terms of writing and reading comprehension. ELL: text through charting, mapping, summariz Use visual depictions of historical events in order to increase ELLparaphrasing, students’ mastery of related content. Additional ELL Strategies: Provide students with oral anduse visual cuesmedia for directions of mass and digital sources, know the associate Provide students with pictures, graphs, charts, and videos. Provide students with oral reading strategies (i.e., read-a-loud, jump in reading) Provide students with peer grouping for activities Provide students with teacher read-a-loud strategies Provide students with the opportunity to use of audio books Provide students with the use of manipulative items (i.e.,3-D objects) Provide students with cooperative learning activities (small/large group settings) Provide students with structured paragraphs for writing assignments Provide students with the use of simplified/shortened reading text Provide students with semantic mapping activities to enhance writing Provide students with the opportunity to use the Language Experience Approach http://www.literacyconnections.com/InTheirOwnWords.php Games and activities for the ELL Classroom http://iteslj.org/c/games.html Curriculum and Instruction: Division of Social Science s and Life Skills Pacing Guide 65 MIAMI-DADE COUNTY PUBLIC SCHOOLS District Pacing Guide- Social Studies GRADE LEVEL OR COURSE TITLE: Ninth Grade- World History Course Code: 2109310 3rd Nine Weeks Essential Content NGSSS-SS Benchmarks Instructional Tools What are read-a-louds, and what can they do for instruction? http://www.esiponline.org/classroom/foundations/reading/readalouds.html Brigham Young University offers printable World History blank outline maps, divided by region: http://www.geog.byu.edu/outlineMaps.dhtml This ELL website offers free blank printable graphic organizers and semantic webs: http://www.everythingesl.net/inservices/graphic_organizers.php?ty=print State and District Instructional Requirements: Teachers should be aware that State and District Policy requires that all teachers K-12 provide instruction to students in the following content areas: AfricanAmerican History, Character Education, Hispanic Contributions to the United States, Holocaust Education, and Women’s Contributions to the U.S. Detailed Lesson Plans can be downloaded from the Division of Social Sciences and Life Skills web-site. http://socialsciences.dadeschools.net , under the headings “Character Education” and “Multicultural Support Documents.” Please note that instruction regarding the aforementioned requirements should take place throughout the entire scope of a given social studies course, not only during the particular month or day when a particular cultural group is celebrated or recognized. SPED: Go the Division of Social Sciences’ website, http://socialsciences.dadeschools.net/, and look under “Curricular Documents,” Next Generation Sunshine State Standards” in order to download the PDF of Access Points for Students with Cognitive Disabilities related to this particular grade level. Curriculum and Instruction: Division of Social Science s and Life Skills Pacing Guide 66