Download BIG IDEA #2 - iMiddle7thgradeWorldHistory

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 Students are empowered to perform at higher levels as they engage in the following: analyzing historical documents and supplementary readings, working in the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