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Purpose of this document:ThiscurricularresourceisdesignedtosupportteachingandlearninginclassroomsacrossPascoCountyandprovideasequenced,focusedcurriculumthatsupportsthe
acquisitionofNGSSSinCivicsusingMarzano’sInstructionalFramework.This“roadmap”forinstructionisintendedforusewithinaProfessionalLearningCommunity(PLC)asacommonplanningtool.
PLC’sshouldusethisdocumenttojumpstartcollaborativediscussionsaroundthefiveguidingquestionstoplanforstudentlearning.
Eachunitcontains:
• AScopeandSequencewithRecommendedPacing
• AUnitOverviewwith
o
Focus,Embedded,andOngoingStandardsbyunit.
o
Know,UnderstandandDo(KUD)foreachunit.
o
AsampleScalewithineachunit
UnitedStatesHistoryYearataGlance2016-17
ScopeandSequence
UnitTitle
Unit1:CrisisoftheUnion
Unit2:Industrialization/Immigration
RecommendedPacing
(days/quarter)
14days/Quarter1
Unit3:ModernAmerica
25days/Quarter1
20days/Quarter2
Unit4:Boom&Bust
23days/Quarter2
Unit5:GlobalStruggle
29days/Quarter3
Unit6:TheStruggleforEquality
20days/Quarter3
Unit7:ATimeofTurbulentTransition
25days/Quarter4
Unit8:IntoaNewCentury
Additionaldaysineachquartertakenintoaccountfor
introducingprocedures,NHDproject,statemandated
activities,unitextension/reteach,quarterlychecks,andstate
EOC.
14days/Quarter4
Quarter1:44days
Quarter2:43days
Quarter3:48days
Quarter4:45days
Timesallottedonthistablearesubjecttomodificationbasedonannualassessmentschedule.
Step 0
Professional Learning
Communities at Work
!
Clarify Purpose of Teams &
Connect to School’s
Mission, Vision, Values and
Priorities
!
!
Inquiry Cycle
Establish Team Norms &
Expectations
!
Clarify & Assign Roles
Clarify Structures,
Processes & Protocols:
Connect Instructional Talk,
Planning & Practice
Deliver
Instruction
(Teaching)
PLC Guiding
Questions
3. How$will$we$design$learning$
experiences$for$our$students?
Build Common Language
and Understanding of
CCSS & Instructional Best
Practices
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Problem
Identification:
What is the
Problem?
Modify
Instruction and/or
Curriculum Based
on Learning
Data
!
5. How will we respond
when some students have
already learned?
4. How will we respond
when some students do
not learn?
Choose Common
Assessments &
Standardize Administration
Action Plan: What
are we going to do
about it?
Problem Analysis:
Why is the problem
occurring?
!
Implement
Action Plan
RtI: Evaluate
Instructional
Effectiveness
Is it working?
1. What do we
expect all students to
learn?
2. How will we know
if and when they’ve
learned it?
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PascoCountySchools,2016-2017
UnitedStatesHistory
CourseTitle:UnitedStatesHistory
Introduction:TheDistrictCurriculumResourceguidebasedontheNextGenerationSunshineStateStandards(NGSSS)containstheessentialsocialstudies
knowledgeallstudentsmustacquireforUnitedStatesHistory.TheNGSSSarecontentspecific,andshouldguideateachertogomoreindepthwiththecourse
materialtheyareteaching.Thecurriculumguideprovidessupporttoidentifyareasofcoveragerequired,versesteachingallthechaptersinatextbook.TheDistrict
CurriculumResourceguidehasembeddedFloridaStandardsinallorganizingprinciplestoenhancelearningopportunitiesandinstructionaldeliverytoensure
studentsuccess.FloridaStandardsforLiteracyinHistory/SocialStudiesarenotmeanttoreplacecontentstandards,butrathertosupplementcontentwith
appropriateskillstopreparestudentstobecollegeandcareerready.Teachersareencouragedtouseavarietyofresourcestoteachbothcontentandskills.To
addresstheconcernofthemobilityofstudentswithintheschooldistrict,theorderofinstructionshouldbefollowedbyallhighschools.Theculminationofthis
coursewillbeacumulativeEndOfCourseassessmentdevelopedbythestateandadministeredtohighschoolgradestudents.Itisimportanttonotethatdistrict
curriculumresourcesarenotstaticdocumentsandareopentotherevisionprocess.
CourseDescription:
CourseUnitedStatesHistory(U.S.History)9-12Course-Thegrade9-12UnitedStatesHistorycourseconsistsofthefollowingcontentareastrands:
UnitedStatesHistory,Geography,andHumanities.TheprimarycontentemphasisforthiscoursepertainstothestudyofUnitedStateshistoryfrom
Reconstructiontothepresentday.Studentswillbeexposedtothehistorical,geographic,political,economic,andsociologicalevents,whichinfluencedthe
developmentoftheUnitedStatesandtheresulting,impactonworldhistory.Sothatstudentscanclearlyseetherelationshipbetweencauseandeffectin
historicalevents,studentsshouldhavetheopportunitytoreviewthosefundamentalideasandevents,whichoccurredbeforetheendofReconstruction.
Advancedcoursesofferscaffoldedlearningopportunitiesforstudentstodevelopthecriticalskillsofanalysis,synthesis,andevaluationinamorerigorous
andreflectiveacademicsetting.Studentsareempoweredtoperformathigherlevelsastheyengageinthefollowing:analyzinghistoricaldocumentsand
supplementaryreadings,workinginthecontextofthematicallycategorizedinformation,becomingproficientinnote-taking,participatinginSocratic
seminars/discussions,emphasizingfree-responseanddocument-basedwriting,contrastingopposingviewpoints,solvingproblems,etc.Studentswill
developanddemonstratetheirskillsthroughparticipationinacapstoneand/orextendedresearch-basedpaper/project(e.g.,historyfair,participatory
citizenshipproject,mockcongressionalhearing,projectsforcompetitiveevaluation,investmentportfoliocontests,orotherteacher-directedprojects).
InstructionalPractices:
Teachingfromwell-written,grade-levelinstructionalmaterialsenhancesstudents’contentareaknowledgeandalsostrengthenstheirabilitytocomprehendlonger,
complexreadingpassagesonanytopicforanyreason.Usingthefollowinginstructionalpracticesalsohelpsstudentlearning:
• Readingassignmentsfromlongertextpassagesaswellasshorteroneswhentextisextremelycomplex.
• Makingclosereadingandrereadingoftextscentraltolessons.
• Askinghigh-level,text-specificquestionsandrequiringhigh-level,complextasksandassignments.
• Requiringstudentstosupportanswerswithevidencefromthetext.
• Providingextensivetext-basedresearchandwritingopportunities(claimsandevidence)
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PascoCountySchools,2016-2017
UnitedStatesHistory
GeneralInformationRegardingUnitedStatesHistoryCurriculumGuide:
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ThecurriculumresourceguideprovidescurriculumresourcesandpacingforU.S.HistoryinPascoCountySchools.
Theorderofinstructionisincludedasapacingreference.
Theguideisdividedinto9-weeksegmentsandprovidesanestimateofthenumberoftraditionaldaysneededtocompleteinstructiononagiventopic(Unit
Topics).
TheU.S.Historybenchmarksarenotedasmasteryorintroductory.Benchmarksformasteryshouldbetaughtinconjunctionwithintroductorybenchmarks
aspartofcomprehensiveinstructionfortheorganizingprinciples.
FloridaStandards(FS)areembeddedinthedistrictcurriculumresourceguidetoinsureappropriaterecursiveinstructionoftheFS.
Slightvariationsinpacingmayoccurduetoprofessionaldecisionsmadebytheteacherorbecauseofschoolschedules.
Thecurriculumresourceguideisseparatedintoelevendistinctsectionstohelpteachersutilizeitsresourcesinplanningforinstruction.
Thecurriculumresourceguideshouldhelpfacilitatehighqualityinstructiontomaximizestudentachievement.
Teachersshouldreflectthroughouttheyeartoaddressyearlyrevisionstothedistrictcurriculumresourceguide.
Thecurriculumguideprovidessupplementalresourcestosupportinstructionintheclassroomincludingbutnotlimitedto,districtapprovedtextbook,and
additionalelectronicmaterials,etc.
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PascoCountySchools,2016-2017
UnitedStatesHistory
Unit3Overview:
ModernAmerica
TheChallengesofmodernity,theroadtoimperialism,andtheramifications
ofbecomingatwentiethcenturyworldpowerdominatedtheUnitedStates
intheearlytwentiethcentury.
Analyzewhattheeconomic,political,andmilitaryfactorsthatledthe
UnitedStatestobecomeaworldpowerintheearlytwentiethcentury.
NextGenerationSunshineStateStandards
FocusContentStandards
(Mastery):Focusstandardsarethebigideasin
theunit-whichstudentsmustwalkawayto
havecontentmastery.
SS.912.A.3.6-AnalyzechangesthatoccurredastheUnited
Statesshiftedfromagrariantoanindustrialsociety.
SS.912.A.3.8-Examinetheimportanceofsocialchange
andreforminthelate19thandearly20thcenturies(class
system,migrationfromfarmstocities,SocialGospel
movement,roleofsettlementhousesandchurchesin
providingservicestothepoor).
SS.912.A.3.9-Examinecauses,course,andconsequencesof
thelabormovementinthelate19thandearly20th
centuries.
SS.912.A.3.10-Reviewdifferenteconomicandphilosophic
ideologies.
SS.912.A.3.12-Comparehowdifferentnongovernmental
organizationsandprogressivesworkedtoshapepublic
policy,restoreeconomicopportunities,andcorrect
injusticesinAmericanlife.
SS.912.A.4.1-AnalyzethemajorfactorsthatdroveUnited
Statesimperialism.
SS.912.A.4.2-ExplainthemotivesoftheUnitedStates
acquisitionoftheterritories.
SS.912.A.4.3-Examinecauses,course,andconsequencesof
theSpanishAmericanWar.
SS.912.A.4.4-Analyzetheeconomic,military,andsecurity
motivationsoftheUnitedStatestocompletethePanama
Canalaswellasmajorobstaclesinvolvedinits
construction.
SS.912.A.4.5-Examinecauses,course,andconsequences
ofUnitedStatesinvolvementinWorldWarI.
SS.912.A.4.6-ExaminehowtheUnitedStatesgovernment
preparedthenationforwarwithwarmeasures(Selective
ServiceAct,WarIndustriesBoard,warbonds,Espionage
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HighlightedStandardsforPractice
EmbeddedStandards:are incorporated into the unit of
learning and are an integral part of the big picture of
learning. Most often embedded standards involve skills
that students need to grasp the focus standards.
SS.912.G.1.2
SS.912.G.1.3
OngoingStandards:alignwiththeCommonCoreEnglish
LanguageArtsandMathStandardsastheyapplytoSocial
Studiescontent.Thesestandardsaretobeusedwhen
applicableinthelearning.
RH.11-12.1 Cite specific textual evidence to support
analysis of primary and secondary sources, connecting
insights gained from specific details to an
understanding of the text as a whole. RH.1112.2 Determine the central ideas or information of a
primary or secondary source; provide an accurate
summary that makes clear the relationships among the
key details and ideas.
RH.11-12.2 Determine the central ideas or information
of a primary or secondary source; provide an accurate
summary that makes clear the relationships among the
key details and ideas.
RH.11-12.3 Evaluate various explanations for actions or
events and determine which explanation best accords
with textual evidence, acknowledging where the text
leaves matters uncertain.
WHST.11-12.1 Write arguments focused on discipline-
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PascoCountySchools,2016-2017
UnitedStatesHistory
Act,SeditionAct,CommitteeofPublicInformation).
SS.912.A.4.7-Examinetheimpactofairplanes,battleships,
newweaponryandchemicalwarfareincreatingnewwar
strategies(trenchwarfare,convoys).
SS.912.A.4.8-ComparetheexperiencesAmericans(African
Americans,Hispanics,Asians,women,conscientious
objectors)hadwhileservinginEurope.
SS.912.A.4.9-ComparehowthewarimpactedGerman
Americans,AsianAmericans,AfricanAmericans,Hispanic
Americans,JewishAmericans,NativeAmericans,women
anddissentersintheUnitedStates.
SS.912.A.4.10-ExaminetheprovisionsoftheTreatyof
VersaillesandthefailureoftheUnitedStatestosupport
theLeagueofNations.
SS.912.A.4.11-ExaminekeyeventsandpeoplesinFlorida
historyastheyrelatetoUnitedStateshistory.
specific content.
WHST.11-12.2 Write informative/explanatory texts,
including the narration of historical events, scientific
procedures/ experiments, or technical processes.
WHST.11-12.4 Produce clear and coherent writing in
which the development, organization, and style are
appropriate to task, purpose, and audience.
WHST.11-12.5 Develop and strengthen writing as
needed by planning, revising, editing, rewriting, or trying
a new approach, focusing on addressing what is most
significant for a specific purpose and audience.
WHST.11-12.7 Conduct short as well as more
sustained research projects to answer a question
(including a self- generated question) or solve a
problem; narrow or broaden the inquiry when
appropriate; synthesize multiple sources on the subject,
demonstrating understanding of the subject under
investigation.
WHST.11-12.9 Draw evidence from informational texts
to support analysis, reflection, and research.
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PascoCountySchools,2016-2017
UnitedStatesHistory
FocusQuestions/LearningTargetsUnit3KeyTerms
SS.912.A.3.6
Howdidnewtechnologytransformcity
lifeandAmericanculture?
SS.912.A.3.13,
SS.912.A.4.1,SS.912.A.4.2,
SS.912.A.4.3,SS.912.A.4.4,
andSS.912.A.4.11What
Howwaseducationtransformedatthe
turnofthecentury?
contributedtotheUnited
States’globalexpansion?
HowdidNegroesrespondto
segregationanddiscriminationatthe
turnofthecentury?
WhatledtoAmerican
involvementintheSpanishAmericanWar?
Whatledtothedevelopmentofmass
cultureinAmericansociety?
HowdidtheSpanishAmericanWarchangeTampa
SS.912.A.3.8,SS.912.A.3.9,
SS.912.A.3.10,SS.912.A.3.12,
SS.913.A.3.13
andFloridaastheUnited
Statesmovedintothe
twentiethcentury?
Whatweretheoriginsof
Progressivism?
Whatfactorscontributedto
theUnitedStatesbecominga
worldpower?
Howdidwomencontributetoreform?
Howdidtheprogressivemovement
developfromTheodoreRoosevelt
throughWoodrowWilson?
SS.912.A.4.1,
SS.912.A.4.2,
SS.912.A.4.3,
SS.912.A.4.4,
SS.912.A.4.5,
SS.912.A.4.6,
SS.912.A.4.7,
SS.912.A.4.8,
SS.912.A.4.9,
SS.912.A.4.10,
SS.912.A.4.11
Whateventsledto
Americaninvolvement
inWorldWarI?
HowdidAmerican
involvementinthe
waraffectthe
outcome?
HowdidWorldWarI
affectAmericanson
thehomefront?
WhatwasPresident
Wilson’splanfor
peace?
Concept:
TurnoftheCenturyAmerica
Skyscraper,AshcanSchool,DanielBurnham,W.E.B.Dubois,GeorgeEastman,WilliamRandolph
Hearst,JimCrowLaws,NiagaraMovement,FrederickOlmsted,Plesseyv.Ferguson,Joseph
Pulitzer,RuralFreeDelivery,LouisSullivan,TuskegeeInstitute,BookerT.Washington,Wright
Brothers
Progressivism&Reform
Conservation,efficiency,muckrakers,suffrage,SusanB.Anthony,BullMooseParty,Clayton
AntitrustAct,FederalReserveSystem,FederalTradeCommission,TheJungle,MeatInspection
Act,NationalAssociationofColoredWomen,TheodoreRoosevelt,NationalAmericanWomen
SuffrageAssociation,NationalAssociationfortheadvancementofColoredPeople,Nineteenth
amendment,Payne-AldrichTariff,Prohibition,PureFoodandDrugAct,Seventeenth
amendment,UptonSinclair,SquareDeal,WilliamHowardTaft,WoodrowWilson
AmericanImperialism
BigStickdiplomacy,dollardiplomacy,imperialism,jingoism,opendoorpolicy,sphereof
influence,yellowjournalism,BoxerRebellion,ForakerAct,Hawaii,JohnHay,AlfredT.Mahan,
JoseMarti,OpenDoorPolicy,PanamaCanal,JohnJ.Pershing,Philippines,PlattAmendment,
protectorate,RoughRiders,RooseveltCorollary,SanJuanHill,WilliamSeward,U.S.S.Maine,
PonchoVilla,EmilianoZapata
WorldWarI
M.A.I.N.(Militarism,AllianceSystem,Imperialism,Nationalism)Armistice,Isolationism,
Propaganda,CreelCommittee,reparations,totalwar,trenchwarfare,ArchdukeFranz
Ferdinand,doughboy,EspionageandSeditionActs,FourteenPoints,GreatMigration,League
ofNations,HenryCabotLodge,Lusitania,SelectiveServiceAct,TreatyofVersailles,War
IndustriesBoard,Zimmermantelegram
InstructionalStrategiesforTeachingTermsandPeopletoKnow:
MindStreaming,semanticmaps,Frayermodel,word/term+picture/symbol+students’definition
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PascoCountySchools,2016-2017
TextbookAlignedResources
PrenticeHallUnitedStatesHistory1850tothePresent-
Chapters10-13.
TCI:HistoryAlive!
PresentationExpress
StudentExpress
ExamView-TestBank(English/Spanish)
GuidedReadingAudio
Successnetplus(refertoPLCfacilitatorand/orAP)
UnitedStatesHistory
TryTheseforSure!
TCIHistoryAlive!Resources
http-//subscriptions.tea#C33E5F
JohnGreen,CrashCourseUnitedStatesHistory
#28AmericanImperialism
AdditionalResources
*Additionalinstructionalresourcesmaybenecessary
BrainPopSocialStudies
SocialStudies-BrainP#1B530BC
AmericanImperialism-C#1B48B4E
TheDBQProjectMini-Q’sinAmericanHistory
ShouldtheUnitedStatesHaveAnnexedthe
Philippines?
Progressivism:WhereWillYouPutYourMillion
Dollars?
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PascoCountySchools,2016-2017
UnitedStatesHistory
Differentiation&Enrichment
ELL,ESE,Strategies:
Providestudentswithoralandvisualcuesfordirections.
Providestudentswithpictures,graphs,charts,andvideos.
Providestudentswithoralreadingstrategies(i.e.,readaloud,jumpinreading)
Providestudentswithpeergroupingforactivities.
Providestudentswithteacherreadaloudstrategies.
Providestudentswiththeopportunitytouseofaudiobooks.
Providestudentswiththeuseofmanipulativeitems(i.e.,3-Dobjects)
Providestudentswithcooperativelearningactivities(small/largegroupsettings)
Providestudentsstructuredparagraphsforwritingassignments
Providestudentswithsemanticmappingactivitiestoenhancewriting.
Providestudentswiththeuseofsimplified/shortenedreadingtext.
ProvidestudentswiththeopportunitytousetheLanguageExperienceApproach.
Providestudentswithclosereadingnotes.
WICORStrategies:Writing,Inquiry,Collaboration,OrganizationandReading(AVID)
Examples:
CornellNotesOverview
LevelsofQuestions
DialecticalJournal
MetacognitionJournal
ProblemSolutionJournal
ReflectiveJournal
SpeculationPredictionJournal
SynthesisJournal
EngagingtheReaderwithTextandVisuals
CreatingNotesthroughOutliningandMakingInteractions
StoryboardingaTextbookorVisual
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PascoCountySchools,2016-2017
UnitedStatesHistory
Unit3:UnpackingtheStandard(s):WhatdowewantstudentstoKnow,UnderstandandDo(KUD):ThepurposeofcreatingaKnow,Understand,andDoMap(KUD)istofurtherthe
unwrappingofastandardbeyondwhattheUnitScaleprovidesandassistPLCsinansweringquestion#1,“Whatdoweexpectallstudentstolearn?”ItisimportantforPLCstostudythefocus
standardsintheunittoensurethatallmembershaveamutualunderstandingofwhatstudentlearningwilllookandsoundlikewhenthestandardsareachieved.Additionally,collectively
unwrappingthestandardwillhelpwiththecreationofthelearningprogressionscale(forusewithstudents).WhencreatingaKUD,itisimportanttoconsiderthestandardunderstudywithinaK12progressionandidentifytheprerequisiteskillsthatareessentialformastery.
Unit:ModernAmerica
Standard(s):SS.912.A.3.6,SS.912.A.3.8,SS.912.A.3.9,SS.912.3.10,SS.912.A.3.12,SS.912.A.13,SS.912.A.4.1,SS.912.A.4.2,SS.912.A.4.3,SS.912.A.4.4,SS.912.A.4.5,SS.912.A.4.6,
SS.912.A.4.7,SS.912.A.4.8,SS.912.A.4.9,SS.912.A.4.10,SS.912.A.4.11
Understand
“Essentialunderstandings,”orgeneralizations,representideasthataretransferabletoothercontexts.
Thechallengesofmodernity,theroadtoimperialism,andtheramificationsofbecomingatwentiethcenturyworldpowerdominatedtheUnitedStatesintheearlytwentiethcentury.
Know
Declarativeknowledge:Facts,vocab.,information
NewformsoftechnologytransformedAmerican
society.
TheProgressivereformmovementbroughtan
awarenessofthesocialandeconomicproblems
affectinggrowingnumbersofAmericans.
Americanforeignpolicyduringthelatenineteenth
centurywasshapedbynewmilitarystrength,
expandingbusinessinterests,andabeliefinspreading
Americanculture.
ThecausesofWorldWarIwererootedinthe
nineteenthcentury,andthewar’seffectslastedlong
afterthesigningoftheTreatyofVersailles.
Do
Proceduralknowledge:Skills,strategiesandprocessesthataretransferrabletoothercontexts.
Level4(KnowledgeUtilization)
-Provehowprogressivismandreformdealtwiththedevelopmentofindustrialization
Level3(Analysis)
-InvestigateAmerica’smovementinbecomingaglobalpower.
Level2(Comprehension)
-IdentifytheimpactoftechnologyonAmericaattheturnofthecentury.
Level1(Retrieval)
-Identifythecauses,course,andconsequencesofWorldWarI.
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PascoCountySchools,2016-2017
UnitedStatesHistory
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PascoCountySchools,2016-2017
UnitedStatesHistory
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PascoCountySchools,2016-2017