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FCAT 2.0 High School Reading Reporting

Categories 1. Vocabulary

2 Reading Application 3 Tools for

School District of Palm Beach County United States History Grade 11 Scope 2012‐2013

1st Nine Weeks

Course DescriptionHonors/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 Students are empowered to perform at higher levels as they engage in the following: analyzing historical documents and supplementary readings, working in the context of thematically categorized information, becoming proficient in note‐taking, participating in Socratic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 an extended research‐based paper/project (e.g., NHD/Florida history fair, participatory citizenship project, mock trial, projects for competitive evaluation, investment portfolio contests, or other teacher‐directed projects).Use visual depictions of historical events in order to increase ELL students’ mastery of related content.

NGSSS CCSSI/Humanities Student Target Core Essential Vocabulary 2. Reading Application 3. Literary Analysis Fiction/Nonfiction 4. Informational

Text/Research Process

Tools for Remediation/Enrichment

Essential Content

Pacing/Topic

Benchmarks

http://www.floridastandards.org/Courses/PublicPreviewCourse1723.aspx�

Aug 20 to Aug 31 Civil War &

Reconstruction

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

Learn to identify and analyze the historical, social, and cultural contexts of the arts. SS.912.H.1.1-7 Learn to respond critically and aesthetically to various works in the arts. SS.912.H.2.1-5 Learn how transporation, trade, communication, science, and technology influence the progression and

Explain how and why the Civil War began. Assess the stengths and weaknesses of the North and South. Evaluate the importance of events at Vicksburg and Gettysburg. Describe Lee's surrender at Appamatox and the events of the war's aftermath.

Lapsansky-Werner, E., Levy, P., Roberts, R., Taylor, A. & Wiggins, G. (2013). United States history: 1850 to the present . Upper Saddle River, NJ: Pearson. Pages 44-48. 64-97. 102-143

African-American migration, Anaconda Plan, Black Codes, carpetbaggers, Compromise of 1850, Dawes Act, debt peonage, Dred Scott decision, Empanicipation Proclamation, 15th Amendment, 14th Amendment, Freeport Doctrine, Gettysburg, Gettysburg Address, Jim Crow Laws, Kansas-Nebraska Act, Ku Klux Klan, Ostend Manifesto, Radical Republicans, reservation system, h i ' i h

Civil War Trust High School Lesson Plans

e p og ess o dregression of cultures. SS.912.H.3.1

sharecropping, states' rights, Thirteenth Amendment, Vicksburg, westward expansion

SS.912.A.2.2 Assess the influence of significant people or groups on Reconstruction (e.g., Andrew Johnson, Radical Republicans, Jefferson Davis, Frederick Douglass, Ulysses S. Grant, Robert E. Lee, William T. Sherman, Buffalo Soldiers, HarrietTubman, and Sojourner Truth).

Contrast Lincoln's plan to reunite the nation with that of the Radical Republicans. Analyze the Reconstruction dispute between Johnson and Congress.

Lapsansky-Werner, E., Levy, P., Roberts, R., Taylor, A. & Wiggins, G. (2013). United States history: 1850 to the present. Upper Saddle River, NJ: Pearson. Pages 144-175

Reconstruction, Radical Republican, Wade-Davis Bill, Freedmen's Bureau, Civil Rights Act of 1866, scalawag, carpetbagger, segregation, integration, sharecropping, share-tenancy, tenant farming, Ku Klux Klan, Enforcement Acts, Redeemer, Rutherford B. Hayes, Compromise of 1877

Civil War Photos

http://www.civilwar.org/education/teachers/curriculum/civil-war-curriculum/high-school/lesson-plans-high-school.html�

http://www.theatlantic.com/infocus/2012/02/the-civil-war-part-1-the-places/100241/�

SS.912.A.2.3 Describe the issues that divided Republicans during the early Reconstruction era. (e.g., the impeachment of Andrew Johnson, southern whites, blacks, black legislators and white extremist organizations (e.g., the KKK, Knights of the White Camellia, The White League, Red Shirts, and Pale Faces)).

Contrast Lincoln's plan to reunite the nation with that of the Radical Republicans. Analyze the Reconstruction dispute between President Johnson and Congress. Describe the major features of congressional Reconstruction. Summarize the collapse of Reconstruction.

Lapsansky-Werner, E., Levy, P., Roberts, R., Taylor, A. & Wiggins, G. (2013). United States history: 1850 to the present. Upper Saddle River, NJ: Pearson. Pages 146, 148, 151, 153, 164, 173

Andrew Johnson, impeach

SS.912.A.2.4 Distinguish the freedoms guaranteed to African Americans and

h i h h h

Describe the freedoms granted to African

i b h i il

Lapsansky-Werner, E., Levy, P., Roberts, R., Taylor, A. & Wiggins, G. (2013). United States history: 1850 to theother groups with the 13th,

14th, and 15th Amendments to the Constitution.

Americans by the Civil War amendments.

States history: 1850 to the present . Upper Saddle River, NJ: Pearson. Pages 135, 151, 153

SS.912.A.2.5 Assess how Jim Crow laws influenced life for African Americans and other racial/ethnic minority groups.

Describe how black codes prevented African Americans from achieving equality. Discuss life in the South immediately after the Civil War. Describe how African Americans worked to improve their lives.

Lapsansky-Werner, E., Levy, P., Roberts, R., Taylor, A. & Wiggins, G. (2013). United States history: 1850 to the present . Upper Saddle River, NJ: Pearson. Pages 239, 264-266, 272

Jim Crow laws, poll tax, literacy test, grandfather clause, Booker T. Washington, W.E.B. DuBois, Ida B. Wells

SS.912.A.2.6 Compare the effects of the Black Codes and the Nadir on freed people and analyze the sharecropping system and debt peonage as practiced in the United States.

Lapsansky-Werner, E., Levy, P., Roberts, R., Taylor, A. & Wiggins, G. (2013). United States history: 1850 to the present. Upper Saddle River, NJ: Pearson. Pages 149, 159-160

sharecropping, share-tenancy, tenant farming

SS.912.A.2.7 Review the Native American experience (eg., westward

Learn to identify and analyze the historical, social, and cultural contexts of the arts. SS.912.H.1.1-7 Learn to respond critically and aesthetically to Discuss conflicts that

Lapsansky-Werner, E., Levy, P., Roberts, R., Taylor, A. & Wi i G (2013) U i d

Indian Removal Act (1830), Treaty of Ft. Laramie (1851), reservation, Sand C k M Si i

Sep 4 to Sep 14 Settling the West

experience (eg., westward expansion, reservationsystem, the Dawes Act, Wounded Knee Massacre, Sand Creek Massacre, Battle of Little Big Horn).

various works in the arts. SS.912.H.2.1-5 Learn how transporation, trade, communication, science, and technology influence the progression and regression of cultures. SS.912.H.3.1

Discuss conflicts that arose between Plains Indians and American settlers.

Wiggins, G. (2013). United States history: 1850 to the present . Upper Saddle River, NJ: Pearson. Pages 35-36, 54, 240-248, 261

Creek Massacre, Sitting Bull, Battle of Little Big Horn, Chief Joseph, Wounded Knee, assimilate, Dawes General Allotment Act

Digital History: Westward Expansion

http://www.digitalhistory.uh.edu/modules/westward/index.cfm�

SS.912.A.3.1 Analyze the economic challenges to American farmers and farmers' responses to these challenges in the mid to late 1800's (e.g., creation of agriculturalcolleges, Morrill Land Grant Act, gold standard and bimetalism, and thecreation of the Populist Party)

Analyze the factors that contributed to troubled times for wheat farmers in the 1890s. Trace the growth of commercial farming on the Plains.

Lapsansky-Werner, E., Levy, P., Roberts, R., Taylor, A. & Wiggins, G. (2013). United States history: 1850 to the present . Upper Saddle River, NJ: Pearson. Pages 216, 218, 238, 254-255, 276, 277-283

agricultural surplus, business monopolies, Cross of Gold, Farmers Alliance, government regulation of food and drugs, Grange, Granger laws, Homestead Act (1862), industrialization, Interstate Commerce Act (1887), populism, urbanization

Sep 18 to Sep 28 Late 19th Century

America: Industrialization,

Urbanization, Immigration

SS.912.A.3.2 Examine the social, political, and economic causes, course, and consequences of the second Industrial Revolution that began in the

Learn to identify and analyze the historical, social, and cultural contexts of the arts. SS.912.H.1.1-7 Learn to respond critically and aesthetically to various works in the arts. SS.912.H.2.1-5 Learn how transporation

Describe the ways in which railroads spurred industrial growth. Identify the effects of an expanding population on industry. Explain the effects of technological innovations such as the

Lapsansky-Werner, E., Levy, P., Roberts, R., Taylor, A. & Wiggins, G. (2013). United States history: 1850 to the present. Upper Saddle River, NJ: Pearson. Pages 178-201,

African-American inventors, American Federation of Labor, Bessemer process, child labor, Chinese Exclusion Act, Everglades, Gentleman's Agreement, government regulation, Great Migration, Haymarket Riot (1886), Henry Flagler, Homestead Strike (1892), Ida Tarbell, immigration, innovation, Knights of Labor, labor unions, market economy, muckrakers, National Woman Suffrage Association planned

Digital History: Ethnic America

Immigration late 19th century. transporation, trade, communication, science, and technology influence the progression and regression of cultures. SS.912.H.3.1

telephone and telegraph on American development.

216-223, 236 Association, planned economy, political machines, Pullman Strike (1894), railroads, settlement houses, Sherman Antitrust Act (1890), Sherman Silver Purchase Act (1894), Social Darwinism, Social Gospel movement, suffrage movement, transportation, urbanization, urban centers

SS.912.A.3.3 Compare the first and second Industrial Revolutions in the United St t

Lapsansky-Werner, E., Levy, P., Roberts, R., Taylor, A. & Wiggins, G. (2013). United States history: 1850 to the

t U S ddl RiStates. present. Upper Saddle River, NJ: Pearson. Page 180

http://www.digitalhistory.uh.edu/historyonline/ethnic_am.cfm�

SS.912.A.3.4 Determine how the development of steel, oil, transportation, communication, and business practices affected the United States economy (e.g., railroads, the telegraph, pools, holding companies, trusts, and corporations).

Discuss the ways in which railroads spurred industrial growth. Examine the impact of big business on the U.S. economy.

Lapsansky-Werner, E., Levy, P., Roberts, R., Taylor, A. & Wiggins, G. (2013). United States history: 1850 to the present. Upper Saddle River, NJ: Pearson. Pages 183-186, 187-190, 192, 193, 251-252

Thomas Edison, Bessemer process, suspension bridges, time zones, Andrew Carnegie, Henry Flagler, John D. Rockefeller, monopoly, carterl, horizontal integration, trusts, vertical integration, ICC, Sherman Antitrust Act, land grants

SS.912.A.3.5 Identify significant inventors of the Industrial Revolution including African Americans and women.

Identify significant inventions and describe their impact on American life.

Lapsansky-Werner, E., Levy, P., Roberts, R., Taylor, A. & Wiggins, G. (2013). United States history: 1850 to the present. Upper Saddle River, NJ: Pearson. Pages 182-184, 18 190 193

Samuel Morse, Elias Howe, Elisha Otis, Thomas Edison, Granville Woods

187, 190, 193

SS.912.A.3.6 Analyze changes that occurred as the United States shifted from agrarian to an industrial society (e.g., Social Darwinism, laissez-faire, government regulations of food and drugs).

Describe the social, political and economic effects of industrialization. Evaluate the doctrine of Social Darwinism and the impact it had on American industry.

Lapsansky-Werner, E., Levy, P., Roberts, R., Taylor, A. & Wiggins, G. (2013). United States history: 1850 to the present. Upper Saddle River, NJ: Pearson. Pages 25, 180-182, 191-192, 211-213, 224, 316

Social Darwinism, Americanization, "melting pot," nativism, Meat Inspection Act, Pure Food and Drug Act

SS.912.A.3.7 Compare the experience of European immigrants in the east to that of Asian immigrants in the west (the Chinese Exclusion Act, Gentlemen's Agreement with Japan). (e.g., nativism, integration of immigrants into society when comparing "Old" (before 1890) and "New" immigrants (after 1890),Immigration Act of 1924)

Analyze the circumstances surrounding the great wave of immigration after the Civil War. Evaluate how nativism affected immigration policies.

Lapsansky-Werner, E., Levy, P., Roberts, R., Taylor, A. & Wiggins, G. (2013). United States history: 1850 to the present . Upper Saddle River, NJ: Pearson. Pages 208-215, 267-268

"new" immigrant, steerage, Ellis Island, Angel Island, Americanization, "melting pot," nativism, Chinese Exclusion Act

SS.912.A.3.8 Examine the importance of social change and reform in the late 19th Lapsansky-Werner, E., Levy, and early 20th centuries (class system, migration from farms to cities, Social Gospel movement, role of settlement houses and churches in providing services to the poor)

Explain the methods that social critics advocated to improve society. Evaluate efforts to help the urban poor.

Lapsansky Werner, E., Levy, P., Roberts, R., Taylor, A. & Wiggins, G. (2013). United States history: 1850 to the present . Upper Saddle River, NJ: Pearson. Pages 292-297, 302, 323

Progressivism, muckraker, Lincoln Steffens, Jacob Riis, Social Gospel, settlement house, Jane Addams

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

Describe industrial working conditions in the U.S. in the late 1800s. List the barriers to labor union growth.

Lapsansky-Werner, E., Levy, P., Roberts, R., Taylor, A. & Wiggins, G. (2013). United States history: 1850 to the present. Upper Saddle River, NJ: Pearson. Pages 194-201, 205, 315, 488-489

sweatshop, company town, colletive bargaining, socialism, Knights of Labor, Terence V. Powderly, Samuel Gompers, AFL, Haymarket Riot, Homestead Strike, Eugene V. Debs, Pullman Strike, Wagner Act, collective bargaining, Fair Labor Standards Act, Congress of Industrial Organizations (CIO), sit-down strike

SS.912.A.3.10 Review different economic and philosophic ideologies (e.g.,

Explain why the economic system of capitalism encouraged

Lapsansky-Werner, E., Levy, P., Roberts, R., Taylor, A. & Wiggins G (2013) Unitedp p g ( g ,

market economy,mixed economy, planned economy) (e.g., capitalism, socialism, communism, anarchy).

p gthe growth of big business. Compare and contrast socialism, communism, and capitalism.

Wiggins, G. (2013). United States history: 1850 to the present . Upper Saddle River, NJ: Pearson. Pages 181, 193, 198-201, 205, 482, 483

capitalism, anarchists, socialism, communism

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

Evaluate the role that political machines played in urban politics in the late 1800s.

Lapsansky-Werner, E., Levy, P., Roberts, R., Taylor, A. & Wiggins, G. (2013). United States history: 1850 to the present . Upper Saddle River, NJ: Pearson. Pages 274, 275, 294

spoils system, civil service, Pendleton Civil Service Act, political machines, Boss Tweed, Tammany Hall

SS.912.A.3.12 Compare how different nongovernmental organizations and progressives worked to shape public policy, restore economic opportunities, and correct injustices in American life (e.g., NAACP, YMCA, Women's Christian Temperance Union, National Women's Suffrage Association, National Women's Party, Robert LaFollette, Florence Kelley, Ida M Tarbell Eugene

Describe the various efforts to regulate concentrated corporate power. Describe how Progressive goals were carried out when Theodore Roosevelt became President. Explain why the Progressives were disappointed with Taft as President.

Lapsansky-Werner, E., Levy, P., Roberts, R., Taylor, A. & Wiggins, G. (2013). United States history: 1850 to the present. Upper Saddle River, NJ: Pearson. Pages 42-43, 44-48, 49-52, 269,-271, 292-299, 300, 301-307, 311, 312

Dorothea Dix, temperance movement, Horace Mann, abolitionists, Harriet Tubman, underground railroad, Nat Turner, William Lloyd Garrison, Frederick Douglass, Angelina and Sarah Grimke, disobedience, Sojourner Truth, Lucretia Mott, Elizabeth Cady Stanton, Seneca Falls Convention, Declaration of Sentiments, women's rights movement, Susan B. Anthony, suffrage, direct primary, referendum, recall, initial, Robert Ida M. Tarbell, Eugene

Debs, Carrie Chapman Catt, Alice Paul, Theodore Roosevelt, William H. Taft, Woodrow Wilson,Upton Sinclair, Booker T. Washington, W.E.B. DuBois, Gifford Pinochet).

Describe W.E.B. DuBois, and Booker T. Washington's responses to discrimination.

LaFollettte, Upton Sinclair, Florence Kelley, NCL, Margaret Sanger, Ida B. Wells, Carrie Chapman Catt, NAWSA, Alice Paul, 19th Amendment, NAACP, Anti-Defamation League, mutualistas

SS.912.A.3.13 Examine key events and peoples in Florida history as they relate to United States history (e.g., the railroad industry, bridge construction in the Florida Keys, the cattle industry, the cigar industry, the influence of Cuban, Greek and Italian immigrants, Henry B. Plant, William Chipley, Henry Flagler, George Proctor, Thomas DeSales Tucker, Hamilton Disston).

Examine how big business helped in the development of Florida.


Henry Flagler, V.M. Ybor, Henry Plant, William Chipley, George Proctor, Thomas DeSales Tucker, Hamilton Disston

Oct 1 to Oct 12 Late 19th Century

America: Imperialism

SS.912.A.4.1 Analyze the major factors that drove United States imperialism (e.g., Monroe Doctrine, Manifest Destiny, Roosevelt Corollary, elimination of spheres ofinfluence in China).

Learn to identify and analyze the historical, social, and cultural contexts of the arts. SS.912.H.1.1-7 Learn to respond critically and aesthetically to various works in the arts. SS.912.H.2.1-5 Learn how transporation,

Analyze how a desire for more trade and markets led to political change in 1877 and 1898. Explain the open door policy and its effects on relations between the U S and Asia

Stanford History Education Group: American Imperialism

Unit

ue ce C ).trade, communication, science, and technology influence the progression and regression of cultures. SS.912.H.3.1

U.S. and Asia.

Lapsansky-Werner, E., Levy, P., Roberts, R., Taylor, A. & Wiggins, G. (2013). United States history: 1850 to the present . Upper Saddle River, NJ: Pearson. Pages 330-335, 336-337, 342, 343, 345, 348, 351, 355, 359

big stick, expansionism, imperialism, Open Door policy, Panama Canal, Philippines, Platt Amendment, Roosevelt Corollary, Spanish-American War, Teller Amendment, Treaty of Portsmouth (1905), yellow fever, yellow press

SS.912.A.4.2 Explain the motives of the United States acquisition of the territories (e.g., Alaska, Hawaii, Puerto Rico, Philippines, Guam, Samoa, Marshall Islands Midway Island

Cite the motivations for and methods of American expansion in the Pacific.

Lapsansky-Werner, E., Levy, P., Roberts, R., Taylor, A. & Wiggins, G. (2013). United States history: 1850 to the present . Upper Saddle River,

Islands, Midway Island, Virgin Islands).

NJ: Pearson. Pages 333-335, 339-340, 342, 343, 347, 348

Queen Liliuokalani, George Dewey, Emilio Aguinaldo

http://sheg.stanford.edu/?q=node/33�

SS.912.A.4.3 Examine causes, course, and consequences of the Spanish American War.

Describe the circumstances that led to war between the U.S. and Spain in 1898. Explain how the war made the U.S. a world power.

Lapsansky-Werner, E., Levy, P., Roberts, R., Taylor, A. & Wiggins, G. (2013). United States history: 1850 to the present . Upper Saddle River, NJ: Pearson. Pages 336-342, 343, 348-349, 359

Jose Marti, William Randolph Hearst, Yellow Press, jingoism, George Dewey, Emilio Aguinaldo, Rough Riders, Treaty of Paris, Platt Amendment

SS.912.A.4.4 Analyze the economic, military, and security motivations of the United States to complete the Panama Canal as well as major obstacles involved in its construction (e.g., disease, environmental impact, challenges faced by various ethnic groups such

Evaluate the importance of the Panama Canal in terms of trade and military impact. Describe why the Panama Canal can be considered an impressive feat of engineering

Lapsansky-Werner, E., Levy, P., Roberts, R., Taylor, A. & Wiggins, G. (2013). United States history: 1850 to the present. Upper Saddle River, NJ: Pearson. Pages 350

Panama Canal

various ethnic groups such as Africans and indigenous populations).

feat of engineering.

Oct 15 to Oct 18 Progressive Era

SS.912.A.3.2 Examine the social, political, and economic causes, course, and consequences of the second Industrial Revolution that began in the

Learn to identify and analyze the historical, social, and cultural contexts of the arts. SS.912.H.1.1-7 Learn to respond critically and aesthetically to various works in the arts. SS.912.H.2.1-5 Learn how

Explain the impact of social change and reform movements in the late 19th and early 20th centuries. Describe the influence of

i l f

Lapsansky-Werner, E., Levy, P., Roberts, R., Taylor, A. & Wiggins, G. (2013). United States history: 1850 to the present. Upper Saddle River, NJ: Pearson. Pages 178-201,

African-American inventors, American Federation of Labor, Bessemer process, child labor, Chinese Exclusion Act, Everglades, Gentleman's Agreement, government regulation, Great Migration, Haymarket Riot (1886), Henry Flagler, Homestead Strike (1892), Ida Tarbell, immigration, innovation, Knights of Labor, labor unions, market economy, muckrakers, National Woman Suffrage A i i l d

Digital History: The Progressive Era

Revolution that began in the late 19th century. transporation,

trade, communication, science, and technology influence the progression and regression of cultures. SS.912.H.3.1

social reform movements on American society.

NJ: Pearson. Pages 178 201, 216-223, 236 Association, planned

economy, political machines, Pullman Strike (1894), railroads, settlement houses, Sherman Antitrust Act (1890), Sherman Silver Purchase Act (1894), Social Darwinism, Social Gospel movement, suffrage movement, transportation, urbanization, urban centers

http://www.digitalhistory.uh.edu/modules/progressivism/index.cfm�

SS.912.A.3.4 Determine how the development of steel, oil, transportation, communication, and business practices affected the United States economy (e.g., railroads, the telegraph, pools, holding companies, trusts, and corporations).

Lapsansky-Werner, E., Levy, P., Roberts, R., Taylor, A. & Wiggins, G. (2013). United States history: 1850 to the present. Upper Saddle River, NJ: Pearson. Pages 183-186, 187-190, 192, 193, 251-252

Thomas Edison, Bessemer process, suspension bridges, time zones, Andrew Carnegie, Henry Flagler, John D. Rockefeller, monopoly, carterl, horizontal integration, trusts, vertical integration, ICC, Sherman Antitrust Act, land grants

SS.912.A.3.6 Analyze changes that occurred as the United States shifted from agrarian to an industrial society (e.g., Social Darwinism, laissez-faire, government regulations of

Describe the social, political and economic effects of industrialization. Evaluate the doctrine of Social Darwinism and the impact it had on

Lapsansky-Werner, E., Levy, P., Roberts, R., Taylor, A. & Wiggins, G. (2013). United States history: 1850 to the present. Upper Saddle River, NJ: Pearson. Pages 25, 180-182 191-192 211-213 224

Social Darwinism, Americanization, "melting pot," nativism, Meat Inspection Act, Pure Food and Drug Actgovernment regulations of

food and drugs).impact it had on American industry.

182, 191-192, 211-213, 224, 316

SS.912.A.3.7 Compare the experience of European immigrants in the east to that of Asian immigrants in the west (the Chinese Exclusion Act, Gentlemen's Agreement with Japan). (e.g., nativism, integration of immigrants into society whencomparing "Old" (before 1890) and "New" immigrants (after 1890),Immigration Act of 1924)

Analyze the circumstances surrounding the great wave of immigration after the Civil War. Evaluate how nativism affected immigration policies.

Lapsansky-Werner, E., Levy, P., Roberts, R., Taylor, A. & Wiggins, G. (2013). United States history: 1850 to the present . Upper Saddle River, NJ: Pearson. Pages 208-215, 267-268

"new" immigrant, steerage, Ellis Island, Angel Island, Americanization, "melting pot," nativism, Chinese Exclusion Act

SS.912.A.3.8 Examine the importance of social change and reform in the late 19th and early 20th centuries (class system, migration from farms to cities, Social Gospel movement, role of settlement houses and churches in providing services to the poor).

Discuss the rise of the Progressive movement.

Lapsansky-Werner, E., Levy, P., Roberts, R., Taylor, A. & Wiggins, G. (2013). United States history: 1850 to the present. Upper Saddle River, NJ: Pearson. Pages 292-300, 301-306, 311, 323

Progressivism, muckraker, Linclon Steffens, Jacob Riis, Social Gospel, settlement house, Jane Addams

SS.912.A.3.12 Compare how different nongovernmental organizations and

Describe the various efforts to regulate

Dorothea Dix, temperance movement, Horace Mann, abolitionists, Harriet Tubman, underground railroad Nat Turnerg

progressives worked to shape public policy, restore economic opportunities, and correct injustices in American life (e.g., NAACP, YMCA, Women's Christian Temperance Union, National Women's Suffrage Association, National Women's Party, Robert LaFollette, Florence Kelley, Ida M. Tarbell, Eugene Debs, Carrie Chapman Catt, Alice Paul, Theodore Roosevelt, William H. Taft, Woodrow Wilson,Upton Sinclair, Booker T Washington

gconcentrated corporate power. Describe how Progressive goals were carried out when Theodore Roosevelt became President. Explain why the Progressives were disappointed with Taft as President. Describe W.E.B. DuBois, and Booker T. Washington's responses to discrimination. Evaluate the legacy of the Progressive movement

Lapsansky-Werner, E., Levy, P., Roberts, R., Taylor, A. & Wiggins, G. (2013). United States history: 1850 to the present. Upper Saddle River, NJ: Pearson. Pages 42-43, 44-48, 49-52, 269,-271, 292-299, 300, 301-307, 311, 312

railroad, Nat Turner, William Lloyd Garrison, Frederick Douglass, Angelina and Sarah Grimke, disobedience, Sojourner Truth, Lucretia Mott, Elizabeth Cady Stanton, Seneca Falls Convention, Declaration of Sentiments, women's rights movement, Susan B. Anthony, suffrage, direct primary, referendum, recall, initial, Robert LaFollettte, Upton Sinclair, Florence Kelley, NCL, Margaret Sanger, Ida B. Wells, Carrie Chapman Catt, NAWSA, Alice Paul, 19th

Reforming Their World: Women in the Progressive Era

Booker T. Washington, W.E.B. DuBois, Gifford Pinochet).

movement. Amendment, NAACP, Anti-Defamation League, mutualistas

http://www.nwhm.org/online-exhibits/progressiveera/home.html�

SS.912.A.3.13 Examine key events and peoples in Florida history as they relate to United States history (e.g., the railroad industry, bridge construction in the Florida Keys, the cattle industry, the cigar industry, the influence of Cuban, Greek and Italian immigrants, Henry B. Plant, William Chipley, Henry Flagler, George Proctor, Thomas DeSales Tucker, Hamilton Disston).

Examine how big business helped in the development of Florida.


Henry Flagler, V.M. Ybor, Henry Plant, William Chipley, George Proctor, Thomas DeSales Tucker, Hamilton Disston

Week of October 15, 2012--Comprehension Check

NGSSS CCSSI/Humanities Student Target Core Essential Vocabulary

FCAT 2.0 High School Reading Reporting

Categories 1. Vocabulary

2. Reading Application 3. Li A l i



2nd Nine Weeks


Pacing/Topicg y

Literary Analysis Fiction/Nonfiction 4. Informational

Text/Research Process

Remediation/Enrichment

Essential Content

Pacing/Topic

Benchmarks


Oct 22 to Nov 9 Americans in World War I

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

Learn to identify and analyze the historical, social, and cultural contexts of the arts. SS.912.H.1.1-7 Learn to respond critically and aesthetically to various works in the arts. SS.912.H.2.1-5 Learn how transporation, trade, communication, science, and technology

Explain the causes of World War I and why the U.S. entered the war.

Lapsansky-Werner, E., Levy, P., Roberts, R., Taylor, A. & Wiggins, G. (2013). United States history: 1850 to the present. Upper Saddle River, NJ: Pearson. Pages 362, 363, 368, 371, 372, 376, 379, 381, 382, 389, 391, 395, 523, 527

African Americans in World War I, armistice, Big Four, entangling alliances, Espionage Act, Fourteen Points, Hispanics in World War I, home front, imperialism, League of Nations, Lusitania, militarism, new technology in World War I, propaganda, reparations, Selective Service Act, Sussex Pledge, trench warfare, unrestricted submarine warfare, Treaty of Versailles war bonds

National World War I Museum

gyinfluence the progression and regression of cultures. SS.912.H.3.1

Versailles, war bonds, women in World War I, Zimmerman Telegram

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

Analyze how the U.S. raised an army and won support for WWI. Explain how the economy was controlled to support the war.

Lapsansky-Werner, E., Levy, P., Roberts, R., Taylor, A. & Wiggins, G. (2013). United States history: 1850 to the present . Upper Saddle River, NJ: Pearson. Pages 372-374, 376

Selective Service Act, Bernard Baruch, Committee on Public Information (CPI), George Creel, Espionage Act, Schenck v. United States (1919), War Industries Board (WIB)

https://lv.palmbeach.k12.fl.us/_layouts/LearningVillage/login.aspx?ReturnUrl=%2flvcontentitems_38%2flvcontentitems_38%2fDispForm.aspx%3fID%3d26%26source%3d%2f_layouts%2fLearningVillage%2fCloseDialog.aspx&ID=26&source=/_layouts/LearningVillage/CloseDialog.�

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

Dsicuss the fighting techniques used in World War I.


trench warfare, U-boats, casualties, convoy system

SS.912.A.4.8 Compare the experiences Americans (African Americans, Hispanics, Asians, women, conscientious objectors) had while serving in Europe.

Compare the experiences Americans had while serving in Europe.

Lapsansky-Werner, E., Levy, P., Roberts, R., Taylor, A. & Wiggins, G. (2013). United States history: 1850 to the present . Upper Saddle River, NJ: Pearson. Pages 377-379, 384, 397

Great Migration, conscientious objector

SS.912.A.4.9 Compare how the war impacted Lapsansky-Werner, E., Levy, German Americans, Asian Americans, African Americans, Hispanic Americans, Jewish Americans, Native Americans, women and dissenters in the United States

Compare how war impacted different groups in the United States.

Lapsansky Werner, E., Levy, P., Roberts, R., Taylor, A. & Wiggins, G. (2013). United States history: 1850 to the present . Upper Saddle River, NJ: Pearson. Pages 367, 374, 377-379, 392, 399

SS.912.A.4.10 Examine the provisions of the Treaty of Versailles and the failure of the United States to support the League of Nations.

Characterize the American response to the Treaty of Versailles.

Lapsansky-Werner, E., Levy, P., Roberts, R., Taylor, A. & Wiggins, G. (2013). United States history: 1850 to the present . Upper Saddle River, NJ: Pearson. Pages 388-389, 516, 521

The Fourteen Points, League of Nations, "reservationists," "irreconcilables," Henry Cabot Lodge

SS.912.A.4.11 Examine key events and peoples in Florida history as they relate to United States history. (e.g., the Spanish-American War, Ybor City, Jose Marti).

Lapsansky-Werner, E., Levy, P., Roberts, R., Taylor, A. & Wiggins, G. (2013). United States history: 1850 to the present. Upper Saddle River, NJ: Pearson. Pages 288, 336

Spanish-American War, Ybor City, Jose Marti

SS.912.A.4.10 Examine the

Learn to identify and analyze the historical, social, and cultural contexts of the arts. SS.912.H.1.1-7 Learn to respond critically and aesthetically to

i k i h

Lapsansky-Werner, E., Levy, P., Roberts, R., Taylor, A. & Th F P i L

Nov 12 to Nov 20 1920s: The

Jazz Age

SS.912.A.4.10 Examine the provisions of the Treaty of Versailles and the failure of the United States to support the League of Nations.

various works in the arts. SS.912.H.2.1-5 Learn how transporation, trade, communication, science, and technology influence the progression and regression of cultures. SS.912.H.3.1

Characterize the American response to the Treaty of Versailles.

P., Roberts, R., Taylor, A. & Wiggins, G. (2013). United States history: 1850 to the present . Upper Saddle River, NJ: Pearson. Pages 388-389, 516, 521

The Fourteen Points, League of Nations, "reservationists," "irreconcilables," Henry Cabot Lodge

Digital History: The Jazz Age: The American 1920s

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

Describe the effects of the post-war recession on

Lapsansky-Werner, E., Levy, P., Roberts, R., Taylor, A. & Wiggins, G. (2013). United States history: 1850 to the

inflation, creditor nation, Henry Ford, mass production, Model T, assembly line, consumer

demobilization. p

the United States.y

present. Upper Saddle River, NJ: Pearson. Pages 392-393, 395, 404-409, 631

y ,revolution, installment buying, bull market, buying on margin

http://www.digitalhistory.uh.edu/database/subtitles.cfm?titleID=67�

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

Summarize the American reaction to the early red scare.

Lapsansky-Werner, E., Levy, P., Roberts, R., Taylor, A. & Wiggins, G. (2013). United States history: 1850 to the present. Upper Saddle River, NJ: Pearson. Pages 393-394, 417

Red Scare, Nicola Sacco, Bartolomeo Vanzetti,

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

Examine the effects of the changing social conditions of the Roaring Twenties.

Lapsansky-Werner, E., Levy, P., Roberts, R., Taylor, A. & Wiggins, G. (2013). United States history: 1850 to the present. Upper Saddle River, NJ: Pearson. Pages 410-414, 451, 473

anarchists, Communists, Dawes Plan, demobilization, disarmament, flappers, Fordney-McCumber Act, impact of climate and natural disasters, Jazz Age, Prohibition, Red Scare, Roaring Twenties, Sacco and Vanzetti, tariffs, Teapot DomeDome

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

Analyze how the growing importance of the automobile and other new industries improved the U.S. standard of living. Describe the corruption that tainted the Harding administration.

Lapsansky-Werner, E., Levy, P., Roberts, R., Taylor, A. & Wiggins, G. (2013). United States history: 1850 to the present. Upper Saddle River, NJ: Pearson. Pages 404-409, 412-413, 443, 449, 452

Henry Ford, mass production, Model T, scientific management, assembly line, consumer revolution, installment buying, bull market, buying on credit

SS.912.A.5.5 Describe efforts by the United States and other world powers to avoid future wars. (e.g., League of Nations, Washington Naval C f L d

Describe the reasons why the League of Nations was a failure. Describe how the U.S. remained involved in world affairs without joing the League of

Lapsansky-Werner, E., Levy, P., Roberts, R., Taylor, A. & Wiggins, G. (2013). United States history: 1850 to the present. Upper Saddle River, NJ P P 385 389

Dawes Plan, Four Power Treaty, Kellogg-Briand pact, League of Nations, Neutrality Acts, Washington Naval Conference, Women's I t ti l L fConference, London

Conference, Kellogg-Briand Pact).

joing the League of Nations. Explain the goals of the Kellogg-Briand Pact.

NJ: Pearson. Pages 385-389, 390, 413-414, 516, 530

International League for Peace and Freedom

SS.912.A.5.6 Analyze the influence that Hollywood, the Harlem Renaissance, the Fundamentalist movement, and prohibition had in changing American society in the 1920s.

Describe the Harlem Renaissance and the rediscovery of African American cultural roots. Describe the explosion of art and literature and the disillusionment of the artists in the 1920s.

Lapsansky-Werner, E., Levy, P., Roberts, R., Taylor, A. & Wiggins, G. (2013). United States history: 1850 to the present. Upper Saddle River, NJ: Pearson. Pages 416, 421-422, 423-424, 431, 434-439

Scopes Trial, Clarence Darrow, 18th Amendment, Volstead Act, bootleggers, Charlie Chaplin, The Jazz Singer, jazz, Louis Armstrong, Bessie Smith, Harlem Renaissance, Claude McKay, Langston Hughes, Zora Neale Hurston

SS.912.A.5.7 Examine the freedom movements that advocated civil rights for African Americans, Latinos, Asians and women.

Describe the clash of values in the 1920s and the changing status of women.

Lapsansky-Werner, E., Levy, P., Roberts, R., Taylor, A. & Wiggins, G. (2013). United States history: 1850 to the present. Upper Saddle River, NJ: Pearson. Pages 304, 308-312 428 435

Alice Paul, 19th Amendment, suffragists

312, 428, 435

SS.912.A.5.8 Compare the views of Booker T. Washington, W.E.B. DuBois, and MarcusGarvey relating to the African American experience.

Explain the increase in African American political activism. Describe the goals of Marcus Garvey's Universal Negro Improvement Association.


Marcus Garvey, Booker T. Washington, W.E.B. DuBois, Niagra Movement, NAACP, Urban League

SS.912.A.5.9 Explain why support for the Ku Klux Klan varied in the 1920s with respect to issues such as anti-immigration, anti-African American, anti-Catholic, anti-Jewish, anti-women, and anti-union ideas

Explain the rise of racism and nativism in the 1920s.


Ku Klux Klan

SS.912.A.5.10 Analyze support for and resistance to civil rights for women, African Americans, Native Americans, and other minorities.

Describe the actions that NAACP took to expand political rights for African Americans.

Lapsansky-Werner, E., Levy, P., Roberts, R., Taylor, A. & Wiggins, G. (2013). United States history: 1850 to the present. Upper Saddle River, NJ: Pearson. Pages 19, 308-312, 415-416, 417-419, 419-420, 492-495

Booker T. Washington, 18th Amendment, flappers, Fundamentalist Movement, Great Migration, Harlem Renaissance, Ku Klux Klan, Marcus Garvey, nativism, National Association for the Advancement of Colored People (NAACP), 19th Amendment, normalcy, Prohibition, quota system, Rosewood Incident, Sacco and Vanzetti, Seminole Indians, Universal Negro Improvement Association, Volstead Act, W.E.B. DuBoisDuBois

SS.912.A.5.12 Examine key events and people in Florida history as they relate to United States history. (e.g. Rosewood, land boom, speculation, impact of climate and natural disasters on the end of the land boom, invention of modern air conditioning in 1929, Alfred DuPont, Majorie Kinnan Rawlings, Zora Neale Hurston, James Weldon Johnson).

Examine the economic, and social impact of the Great Depression on Florida.


Langston Hughes, Zora Neale Hurston, speculation, land boom, Rosewood incident, Alfred DuPoint, Majorie Kinnan Rawlings, James Weldon Johnston

Nov 26 to Dec 7 The Great

Depression and New Deal I & II


Learn to identify and analyze the historical, social, and cultural contexts of the arts. SS.912.H.1.1-7 Learn to respond critically and aesthetically to various works in the arts. SS.912.H.2.1-5 Learn how transporation, trade, communication, science, and technology

Describe the extent to which U.S. economic foreign policy led to prosperity at home and abroad. Examine the effects of the changing social, political and ecoomic coinditions of the Great Depression.


anarchists, Communists, Dawes Plan, demobilization, disarmament, flappers, Fordney-McCumber Act, impact of climate and natural disasters, Jazz Age, Prohibition, Red Scare, Roaring Twenties, Sacco and Vanzetti, tariffs, Teapot Dome

Library of Economics and Liberty: The Great Depression

gyinfluence the progression and regression of cultures. SS.912.H.3.1

http://www.econlib.org/library/Enc/GreatDepression.html�

SS.912.A.5.11 Examine causes, course, and consequences of the Great Depression and the New Deal.

Identify the causes of the Great Depression. Describe how the Great Depression affected American families.

Lapsansky-Werner, E., Levy, P., Roberts, R., Taylor, A. & Wiggins, G. (2013). United States history: 1850 to the present. Upper Saddle River, NJ: Pearson. Pages 446,-473, 478, 480, 496, 505, 511

Agricultural Adjustment Act (AAA), bank holiday, Black Tuesday, Bonus Expeditionary Force, bull market, buying on margin, Civilian Conservation Corps (CCC), Dust Bowl, economic boom, Federal Deposit Insurance Corporation (FDIC), Great Depression, Gross National Product (GNP), impact of climate and natural disasters, National Labor Relations Act (Wagner Act), National Recovery Act (NRA), National RecoveryNational Recovery Administration (NRA), New Deal, Recovery, Reform, Relief, Roaring Twenties, Sit-Down Strike, Smoot-Hawley Tariff, Social Security, speculation boom, Tennessee Valley Authority (TVA), Works Progress Administration (WPA)

SS.912.A.5.12 Examine key events and people in Florida history as they relate to United States history. (e.g. Rosewood, land boom, speculation, impact of climate and natural disasters on the end of the land boom, invention of modern air conditioning in 1929, Alfred DuPont, Majorie Kinnan Rawlings, Zora Neale Hurston, James Weldon Johnson).

Examine the economic, and social impact of the Great Depression on Florida.


Langston Hughes, Zora Neale Hurston, speculation, land boom, Rosewood incident, Alfred DuPoint, Majorie Kinnan Rawlings, James Weldon Johnston

Learn to identify and analyze the historical social

Dec 9 to Dec 21 1930s Interwar Foreign Policy


historical, social, and cultural contexts of the arts. SS.912.H.1.1-7 Learn to respond critically and aesthetically to various works in the arts. SS.912.H.2.1-5 Learn how transporation, trade, communication, science, and technology influence the progression and regression of

Explain how the U.S. greatly expanded its economic ties to Europe and develoed an industrial economy that conducted business in global markets while it followed isolationist policies.


anarchists, Communists, Dawes Plan, demobilization, disarmament, flappers, Fordney-McCumber Act, impact of climate and natural disasters, Jazz Age, Prohibition, Red Scare, Roaring Twenties, Sacco and Vanzetti, tariffs, Teapot Dome

Kellogg Briand Pact

cultures. SS.912.H.3.1

http://history.state.gov/milestones/1921-1936/Kellogg�

SS.912.A.5.5 Describe efforts by the United States and other world powers to avoid future wars. (e.g., League of Nations, Washington Naval Conference, London Conference, Kellogg-Briand Pact).

Describe the reasons why the League of Nations was a failure. Describe how the U.S. remained involved in world affairs without joing the League of Nations. Explain the goals of the Kellogg-Briand Pact.

Lapsansky-Werner, E., Levy, P., Roberts, R., Taylor, A. & Wiggins, G. (2013). United States history: 1850 to the present. Upper Saddle River, NJ: Pearson. Pages 385-389, 390, 413-414, 516, 530

Dawes Plan, Four Power Treaty, Kellogg-Briand pact, League of Nations, Neutrality Acts, Washington Naval Conference, Women's International League for Peace and Freedom

SS.912.A.6.1 Examine d

Describe how interwar f i li i h

Lapsansky-Werner, E., Levy, P., Roberts, R., Taylor, A. & Wi i G (2013) U i d

Atlantic Charter, Coral Sea, Final Solution, Hiroshima, Nagasaki, Holocaust, home front, Japanese-American internment, Lend-Lease Act, loyalty review boards, l l icauses, course, and

consequences of World War II on the United States and the world.

foreign policy in the 1930s contributed to the outbreak of World War II.

Wiggins, G. (2013). United States history: 1850 to the present . Upper Saddle River, NJ: Pearson. Pages 516-543, 544-587, 592, 661

loyalty review program, Mary McLeod Bethune, Midway, national security, Normandy, Nuremberg Trials, Pearl Harbor, Potsdam, Salerno, Tehran Conference, United Nations, V-E Day, V-J Day, Yalta Conference

SS.912.A.6.2 Describe the United States response (Neutrality Acts, Cash and Carry, Lend Lease Act) in the early years of World War II.

Explain why the U.S. followed an isolationist foreign policy following World War I.

Lapsansky-Werner, E., Levy, P., Roberts, R., Taylor, A. & Wiggins, G. (2013). United States history: 1850 to the present. Upper Saddle River, NJ: Pearson. Pages 523-524, 527-530

Neutrality Act of 1939, Lend-Lease Act, Cash and Carry

FCAT 2.0 High School Reading Reporting Categories 1. Vocabulary


3rd Nine Weeks


NGSSS CCSSI/Humanities Student Target Core Essential Vocabulary

1. Vocabulary 2. Reading Application 3. Literary Analysis Fiction/Nonfiction 4. Informational Text/Research Process


Essential Content

Pacing/Topic

Benchmarks


http://www.nationalww2museum.org/�

Jan 7 to Feb 1 Americans in World War II

SS.912.A.6.1 Examine causes, course, and consequences of World War II on the United States and the world.

Learn to identify and analyze the historical, social, and cultural contexts of the arts. SS.912.H.1.1-7 Learn to respond critically and aesthetically to various works in the arts. SS.912.H.2.1-5 Learn how transporation, trade, communication, science, and technology influence the progression and regression of cultures.

Describe how post war conditions contributed to the rise of anti-Democratic governments in Europe. Evaluate the causes and consequences of World War II both domestically and internationally.

Lapsansky-Werner, E., Levy, P., Roberts, R., Taylor, A. & Wiggins, G. (2013). United States history: 1850 to the present . Upper Saddle River, NJ: Pearson. Pages 516-543, 544-587, 592, 661

Atlantic Charter, Coral Sea, Final Solution, Hiroshima, Nagasaki, Holocaust, home front, Japanese-American internment, Lend-Lease Act, loyalty review boards, loyalty review program, Mary McLeod Bethune, Midway, national security, Normandy, Nuremberg Trials, Pearl Harbor, Potsdam, Salerno, Tehran Conference, United Nations, V-E Day, V-J Day, Yalta Conference

The National World War II Museum

gSS.912.H.3.1

SS.912.A.6.2 Describe the United States response (Neutrality Acts, Cash and Carry, Lend Lease Act) in the early years of World War II.

Explain how the U.S. mobilized its economy during war.


Neutrality Act of 1939, Lend-Lease Act, Cash and Carry

SS.912.A.6.3 Analyze the impact of the Holocaust during World War II on Jews as well as other groups.

Describe Nazi prejudices against Jews and the persecution of German Jews. Explain the methods Hitler used to try to exterminate Europe's

Lapsansky-Werner, E., Levy, P., Roberts, R., Taylor, A. & Wiggins, G. (2013). United States history: 1850 to the present . Upper Saddle River, NJ: Pearson. Pages 572-577

Holocaust, anti-semitism, Nuremberg Laws, Kristallnacht, genocide, concentration camp, death camp, War Refugee Board

Jewish population.

SS.912.A.6.4 Examine efforts to expand or contract rights for various populations during World War II. (e.g., women, African Americans, German Americans, Japanese Americans, Native Americans, Hispanic Americans, Italian Americans).


A. Philip Randolph, Executive Order 8802, internment, 442nd Regimental Combat Team, rationing, OWI, Korematsu v. United States (1944)

SS.912.A.6.5 Explain the impact of World War II on domestic government policy. (e.g., rationing, national security, civil rights, increased job

Describe how the wartime economy created opportunites for women and minorities

Lapsansky-Werner, E., Levy, P., Roberts, R., Taylor, A. & Wiggins, G. (2013). United States history: 1850 to the present. Upper Saddle River,

Women's Army Corps (WACs), War Refugee Boardg j

opportunities for African Americans, women, Jews, and other refugees)

and minorities. NJ: Pearson. Pages 535-537, 553-554, 576

SS.912.A.6.6 Analyze the use of atomic weapons during World War II and the aftermath of the bombings.

Explain the tactics the Allies used to invade Germany and to defeat Japan.


Manhattan Project, Albert Einstein, J. Robert Oppenheimer, Hiroshima, Nagasaki

SS.912.A.6.7 Describe the attempts to promote international justice through the NurembergTrials.

Outline the reasons the Allies created the United Nations and held war crimes trials.


Geneva Conference, Nuremberg Trials

SS.912.A.6.15 Examine key events and peoples in Florida history as they relate to United StatesHistory (e.g., Mosquito Fleet, "Double V Campaign", construction of military bases and WWII training centers, 1959 Cuban coup and its impact on Florida,development of the space program and NASA).

Examine Florida's involvement in World War II.

Lapsansky-Werner, E., Levy, P., Roberts, R., Taylor, A. & Wiggins, G. (2013). United States history: 1850 to the present. Upper Saddle River, NJ: Pearson. Pages 512, 554, 637

Double V Campaign, Mosquito Fleet

Learn to identify and analyze the historical, social, and cultural

Feb 4 to Mar 1 The Cold War

SS.912.A.6.8 Analyze the effects of the Red Scare on domestic United States policy. (e.g., loyalty review program, House Un-American Activities Committee, McCarthyism, McCarran Act).

,contexts of the arts. SS.912.H.1.1-7 Learn to respond critically and aesthetically to various works in the arts. SS.912.H.2.1-5 Learn how transporation, trade, communication, science, and technology influence the progression and regression of cultures. SS.912.H.3.1

Describe the new Red Scare.

Lapsansky-Werner, E., Levy, P., Roberts, R., Taylor, A. & Wiggins, G. (2013). United States history: 1850 to the present. Upper Saddle River, NJ: Pearson. Pages 612-619, 623

Red Scare, Smith Act, House Un-American Activities Committee (HUAC), Hollywood Ten, Alger Hiss, Julius and Ethel Rosenberg, McCarthyism, Joseph R. McCarthy

The Cold War Museum

Feb 26 to Feb 28 FCAT WritesFCAT Writes

http://www.coldwar.org/�

SS.912.A.6.10 Examine causes, course, and consequences of the early years of the Cold War (Truman Doctrine, Marshall Plan, NATO, Warsaw Pact).

Describe the major events of the Cold War. Explain the growing tensions between the U.S. and the Soviet Union at the end of World War II.

Lapsansky-Werner, E., Levy, P., Roberts, R., Taylor, A. & Wiggins, G. (2013). United States history: 1850 to the present. Upper Saddle River, NJ: Pearson. Pages 590-598, 604-609, 612-619, 623

Berlin blockade, Cold War, Dumbarton Oaks Conference, iron curtain, Marshall Plan, North Atlantic Treaty Organization (NATO), Nuremberg Trials, Potsdam, Truman Doctrine

SS.912.A.6.11 Examine the controversy surrounding the proliferation of nuclear technology in the United States and the world.

Describe how American society reflected fears of the nuclear age.


arms race, mutually assured destruction, John Foster Dulles, massive retaliation, brinkmanship, Nikita Krushchev, Eisenhower Doctrine, Central Intelligence Agency, Sputnik I, National Aeronautics and gSpace Administration (NASA)





Mar 4 to Mar 22 Postwar America:

Truman, Eisenhower Years

SS.912.A.6.9 Describe the rationale for the formation of the United Nations, including the contribution of Mary McLeod Bethune.



United Nations, Mary McLeod Bethune

The Harry S. Truman Library and Museum

gSS.912.H.3.1




arms race, mutually assured destruction, John Foster Dulles, massive retaliation, brinkmanship, Nikita Krushchev, Eisenhower Doctrine, Central Intelligence Agency, Sputnik I, National Aeronautics and Space Administration (NASA)

http://www.trumanlibrary.org/�

SS.912.A.6.12 Examine causes, course, and consequences of the Korean War.

Explain the causes of the Korean War. Describe the controversy between President Truman and General MacArthur over expansion of the war in Korea.


Jiang Jieshi, Mao Zedong, 38th parallet, Douglas MacArthur, limited war, SEATO

SS.912.A.6.13 Analyze significant foreign policy events during the Truman, Eisenhower, Kennedy, Johnson, and Nixon administrations.

Explain the Truman administration's efforts on the interational front. Describe Eisenhower's foreign policy agenda.

Lapsansky-Werner, E., Levy, P., Roberts, R., Taylor, A. & Wiggins, G. (2013). United States history: 1850 to the present. Upper Saddle River, NJ: Pearson. Pages 570-571, 577, 591-592, 597, 603, 605-606, 607-609, 698, 700-702, 724-728, 729-735, 747-748, 751 752-755 792

arms race, Berlin, Cold War, domino theory, Indochina, Korean War, McCarthyism, Panmunjom, Southeast Asia Treaty Organization (SEATO), Vietnam War

751, 752-755, 792





Week of March 18, 2013--Comprehension Check

NGSSS CCSSI/H ti St d t T t C E ti l V b l

FCAT 2.0 High School Reading Reporting Categories 1. Vocabulary 2. Reading Application 3. Tools for


4th Nine Weeks


NGSSS CCSSI/Humanties Student Target Core Essential Vocabulary 2. Reading Application 3. Literary Analysis Fiction/Nonfiction 4. Informational Text/Research Process


Essential Content

Pacing/Topic

Benchmarks


Apr 1 to Apr 5 New Frontier & Great Society:

Kennedy, Johnson Years





arms race, mutually assured destruction, John Foster Dulles, massive retaliation, brinkmanship, Nikita Krushchev, Eisenhower Doctrine, Central Intelligence Agency, Sputnik I, National Aeronautics and Space Administration (NASA)

John F. Kennedy National Historic Site

gSS.912.H.3.1

SS.912.A.6.13 Analyze significant foreign policy events during the Truman, Eisenhower, Kennedy, Johnson, and Nixon administrations.

Explain the Truman administration's efforts on the interational front. Describe Eisenhower's foreign policy agenda.

Lapsansky-Werner, E., Levy, P., Roberts, R., Taylor, A. & Wiggins, G. (2013). United States history: 1850 to the present. Upper Saddle River, NJ: Pearson. Pages 570-571, 577, 591-592, 597, 603, 605-606, 607-609, 698, 700-702, 724-728, 729-735, 747-748, 751, 752-755, 792

arms race, Berlin, Cold War, domino theory, Indochina, Korean War, McCarthyism, Panmunjom, Southeast Asia Treaty Organization (SEATO), Vietnam War

http://www.nps.gov/jofi/index.htm�

SS.912.A.6.14 Analyze causes, course, and consequences of the Vietnam War.

Explain the origins of American involvement in Vietnam during the 1950s.

Lapsansky-Werner, E., Levy, P., Roberts, R., Taylor, A. & Wiggins, G. (2013). United States history: 1850 to the present. Upper Saddle River, NJ: Pearson. Page 722-751, 759, 807-808

Ho Chi Minh, domino theory, SEATO, Vietcong, Gulf of Tonkin Resolution, William Westmoreland, napalm, hawk, dove, draft, SDS, Tet Offensive, Eugene McCarthy, Robert Kennedy, Vietnamization, My Lai, Pentagon Papers, Paris Peace Accords, War Powers Act

SS.912.A.6.15 Examine key events and peoples in Florida history as they relate to United StatesHistory (e.g., Mosquito Fleet, "Double V Examine how Latinos

ib d h h

Lapsansky-Werner, E., Levy, P., Roberts, R., Taylor, A. & Wi i G (2013) U dFleet, Double V

Campaign", construction of military bases and WWII training centers, 1959 Cuban coup and its impact on Florida,development of the space program and NASA).

contributed to the growth of the Sunbelt, including Florida.

Wiggins, G. (2013). United States history: 1850 to the present. Upper Saddle River, NJ: Pearson. Pages 637

Fidel Castro, Cuban coup

SS.912.A.7.13 Analyze the attempts to extend New Deal legislation through the Great Society and the successes and failures of these programs to promote social and economic stability.

Identify several specific health and employment programs of the Johnson administration.

Lapsansky-Werner, E., Levy, P., Roberts, R., Taylor, A. & Wiggins, G. (2013). United States history: 1850 to the present . Upper Saddle River, NJ: Pearson. Pages 497, 710, 713-715, 721, 822

War on Poverty, Economic Opportunity Act (1964), Great Society, Medicare, Medicaid

Apr 8 to Apr 12 Politics of Protest:

Civil Rights & Vietnam

SS.912.A.6.14 Analyze causes, course, and consequences of the Vietnam War.


Explain the origins of American involvement in Vietnam during the 1950s.

Lapsansky-Werner, E., Levy, P., Roberts, R., Taylor, A. & Wiggins, G. (2013). United States history: 1850 to the present. Upper Saddle River, NJ: Pearson. Page 722-751, 759, 807-808

Ho Chi Minh, domino theory, SEATO, Vietcong, Gulf of Tonkin Resolution, William Westmoreland, napalm, hawk, dove, draft, SDS, Tet Offensive, Eugene McCarthy, Robert Kennedy, Vietnamization, My Lai, Pentagon Papers, Paris Peace Accords, War Powers Act

Digital History: Vietnam War

gSS.912.H.3.1


Examine how Florida was involved in the space race.


space race, National Aeronautics and Space Administration (NASA)

http://www.digitalhistory.uh.edu/modules/vietnam/index.cfm�

SS.912.A.7.1 Identify causes for Post-World War II prosperity and its effects on Americansociety. (e.g., G.I. Bill, Baby Boom, growth of suburbs, Beatnik movement, youth culture, conformity of the 1950s and the protest in the 1960s).

Explain the reasons for and the effects of the nation's economic boom. Describe changes to the American family that took place during the 1950s.

Lapsansky-Werner, E., Levy, P., Roberts, R., Taylor, A. & Wiggins, G. (2013). United States history: 1850 to the present . Upper Saddle River, NJ: Pearson. Pages 626-627, 632-637, 640, 647-651, 762-765

baby boomers, birth rate, Equal Rights Amendment, GI Bill of Rights, Interstate Highway System, suburbs, women in the workforce, counterculture, generation gap, Beatles, commune, Timothy Leary

SS.912.A.7.2 Compare the relative prosperity between different ethnic groups and social classes in the post-World War II period.

Explain the characteristics of the new youth culture. Discuss the contributions of African Americans to 1950s culture.

Lapsansky-Werner, E., Levy, P., Roberts, R., Taylor, A. & Wiggins, G. (2013). United States history: 1850 to the present. Upper Saddle River, NJ: Pearson. Pages 648-651, 661 708

inner city, urban renewal, braceros, termination policy

661, 708

SS.912.A.7.3 Examine the changing status of women in the United States from post-World War II to present.

Identify those groups that found themselves left out of the American economic boom following World War II.

Lapsansky-Werner, E., Levy, P., Roberts, R., Taylor, A. & Wiggins, G. (2013). United States history: 1850 to the present. Upper Saddle River, NJ: Pearson. Pages 640, 766-771

feminism, Betty Friedan, NOW, ERA, Gloria Steinem, Phyllis Schlafly

SS.912.A.7.4 Evaluate the success of 1960s era presidents' foreign and domestic policies (e.g., civil rights legislation, Space Race, Great Society).

Describe the accomplishments of Kennedy's "New Frontier" program. Summarize Kennedy's economic policies. Explain what inspired Johnson's Great Society programs.

Lapsansky-Werner, E., Levy, P., Roberts, R., Taylor, A. & Wiggins, G. (2013). United States history: 1850 to the present. Upper Saddle River, NJ: Pearson. Pages 669-679, 702, 704-707, 713-715, 721-751, 759

antiwar protests, arms race, conscientious objector, Cuban Missile Crisis, demilitarized zone (DMZ), domino theory, doves, draft, Equal Rights Amendment (ERA), Great Society, Gulf of Tonkin Incident, hawks, immigration, migration, nuclear proliferation, Paris Peace Accords, superpower, Tet Offensive, Vietnamization, women in the workforce

SS.912.A.7.5 Compare nonviolent and violent approaches utilized by groups (African Americans, women, Native Americans, Hispanics) to achieve civil rights.

Describe the division between Martin Luther King, Jr. and the Black Power Movement.

Lapsansky-Werner, E., Levy, P., Roberts, R., Taylor, A. & Wiggins, G. (2013). United States history: 1850 to the present. Upper Saddle River, NJ: Pearson. Page 660-679, 680-688, 693, 766-770, 772-777

de jure segregation, de facto segregation, Thurgood Marshall, Earl Warren, Brown v. Board of Education , Civil Rights Act of 1957, Rosa Parks, Montgomery bus boycott, Martink Luther King, Jr., Freedom Riders,sit-in, Student Nonviolent Coordinating Committee, Medgar Evers, James Meredith, March on Washington, Civil Rights Acts of 1964, Freedom Summer, Fannie Lou Hamer, Voting Rights Act of 1965, 24th Amendment, Malcolm X, Nation of Islam, Black Panthers, feminism, Betty Friedan, NOW, ERA, Gloria Steinem, Phyllis Schlafly, Cesar Chavez, migrant farmworker, UFW, Chicano movement, AIM

SS.912.A.7.6 Assess key figures and organizations in shaping the Civil Rights Urban League, SNCC, CORE, Charles Houston, Thurgood Marshall, Rosa Parks, Constance Baker Motley, the Little Rock Nine, Roy Wilkins, Whitney M. Young, Philip Randolph, Dr. Martin Luther King, Jr., Robert F. Williams, Fannie Lou Hamer, Malcolm X (El-Hajj Malik El-Shabazz), Stokely Carmichael (Kwame Ture), H. Rap Brown (Jamil

Explain the origin of the Southern Christian Leardership Conference.

Lapsansky-Werner, E., Levy, P., Roberts, R., Taylor, A. & Wiggins, G. (2013). United States history: 1850 to the present. Upper Saddle River, NJ: Pearson. Page 660, 667, 669, 677, 680, 684, 688, 703

Black Panthers, Civil Rights Act (1964), Congress of Racial Equality (CORE), Nation of Islam, National Urban League, sit-ins, social activism, Southern Christian Leadership Conference (SCLC), Student Nonviolent Coordinating Committee (SNCC)

p (Abdullah Al-Amin), the Black Panther Party (e.g., Huey P. Newton, Bobby Seale).

SS.912.A.7.7 Assess the building of coalitions between African Americans, whites, and other groups in achieving integration and equal rights. (e.g., Freedom Summer, Freedom Rides, Montgomery Bus Boycott, Tallahassee Bus Boycott of 1956, March on Washington).

Summarize the efforts to establish voting rights for African Americans.

Lapsansky-Werner, E., Levy, P., Roberts, R., Taylor, A. & Wiggins, G. (2013). United States history: 1850 to the present . Upper Saddle River, NJ: Pearson. Page 665-666, 670-672, 674-675, 680-681

Freedom Riders, March on Washington, Freedom Summer, Montgomery Bus Boycott

SS.912.A.7.8 Analyze significant Supreme Court decisions relating to integration, busing, affirmative action, the rights of the accused, and reproductive rights. (e.g., Plessy v. Ferguson (1896), Brown v. Board of Education (1954), busing (Swann v. Charlotte-Mecklenburg Board of Education (1971)), affirmative action (Regents of the University of California v. Bakke (1978)), the rights of the accused (Miranda v Arizona

Discuss the changing role of the federal government in Civil Rights enforcement. Evaluate the Civil Rights Act of 1964. Analyze major Supreme Court decisions from the Warren court.

Lapsansky-Werner, E., Levy, P., Roberts, R., Taylor, A. & Wiggins, G. (2013). United States history: 1850 to the present . Upper Saddle River, NJ: Pearson. Pages 272, 662- 663, 668, 708, 717, 806

affirmative action, American Indian Movement (AIM), Brown v. Board of Education (1954), Equal Rights Amendment (ERA), Gideon v. Wainwright (1963), Gray Panthers, Regents of the University of California v. Bakke (1978), Roe v. Wade (1973), United Farm Workers (UFW), Wounded Knee (1973)(Miranda v. Arizona

(1966)), Gideon v. Wainright (1963), Mapp v. Ohio (1961), and reproductive rights (Roe v. Wade (1973)).

( )

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

Analyze why support for the Vietnam War began to weaken. Describe the motives of those in the anti-war movement.

Lapsansky-Werner, E., Levy, P., Roberts, R., Taylor, A. & Wiggins, G. (2013). United States history: 1850 to the present. Upper Saddle River, NJ: Pearson. Page 736-738, 766-770, 773-775, 777

draftee, Students for a Democratic Society (SDS), "credibility gap," Ralph Nader, feminism, Betty Friedan, NOW, ERA, Gloria Steinem, Phyllis Schlafly, Cesar Chavez, migrant farmworker, UFW, Chicano movement, AIM

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

Summarize the major lessons the U.S. learned from Vietnam War experience.

Lapsansky-Werner, E., Levy, P., Roberts, R., Taylor, A. & Wiggins, G. (2013). United States history: 1850 to the present. Upper Saddle River, NJ: Pearson. Page 734-735, 740-743, 744, 751, 790-798, 801

hawks, doves, War Powers Act, United States v. Nixon (1974), executive privilege, amnesty

FCAT Apr 15 to Apr 26

Learn to identify and analyze the historical, social, and cultural contexts of the arts. SS.912.H.1.1-7 Learn to respond Lapsansky-Werner, E., Levy,

Apr 15 to Apr 26 Politics and

Economics: Nixon, Ford and Carter

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

critically and aesthetically to various works in the arts. SS.912.H.2.1-5 Learn how transporation, trade, communication, science, and technology influence the progression and regression of cultures. SS.912.H.3.1

Summarize the major lessons the U.S. learned from Vietnam War experience.

p y , , y,P., Roberts, R., Taylor, A. & Wiggins, G. (2013). United States history: 1850 to the present. Upper Saddle River, NJ: Pearson. Page 734-735, 740-743, 744, 751, 790-798, 801

hawks, doves, War Powers Act, United States v. Nixon (1974), executive privilege, amnesty

Nixon Presidential Library and Museum

http://www.nixonlibrary.gov/�

SS.912.A.7.11 Analyze the foreign policy of the United States as it relates to Africa, Asia, the Caribbean, Latin America, and the Middle East.

Describe how Nixon's foreign policy of detente greatly eased tensions between the Soviet Union and the U.S. Explain how Nixon's historic visit to China helped to improve relations with the Soviet Union. Explain why Carter returned control of the Panama Canal to Panama. Describe the signficance of the Camp David Accords. Describe


apartheid, glasnost, globalization, inflation, terrorism

the events of the Iran Hostage Crisis.

End of Course Exam Testing

Window 4/30-6/1

The district chooses the week for the

EOC exam. EOC exam review days are provided at the end of the scope. Use these days at

the appropriate time needed.

Apr 29 to May 10 Conservatism:

Reagan & George H.W. Bush

SS.912.A.7.11 Analyze the foreign policy of the United States as it relates to Africa, Asia, the Caribbean, Latin America, and the Middle East.


Discuss U.S. foreign policy in Latin American during the Reagan administration. Describe U.S. involvement in the Persian Gulf War.


apartheid, glasnost, globalization, inflation, terrorism

Ronald Reagan Presidential Library

gSS.912.H.3.1

SS.912.A.7.12 Analyze political, economic, and social concerns that emerged at the end of the20th century and into the 21st century.

Explain how discontent with government led to a conservative shift in Americans' political convictions. Explain Reagan's economic recovery plan.

Lapsansky-Werner, E., Levy, P., Roberts, R., Taylor, A. & Wiggins, G. (2013). United States history: 1850 to the present. Upper Saddle River, NJ: Pearson. Pages 307, 418, 683, 711, 778-779, 780-783, 820-824, 825-829, 830, 831-836, 837-841, 848-852,

9-11, al-Qaeda, Camp David Accords, election of 2000, immigration, Iran hostage crisis, jihad, migration, North American Free Trade Agreement (NAFTA), Organization of Petroleum Exporting Countries (OPEC), Palestinian Liberation Organization (PLO), social movements, terrorism

https://lv.palmbeach.k12.fl.us/_layouts/LearningVillage/login.aspx?ReturnUrl=%2flvcontentitems_38%2flvcontentitems_38%2fDispForm.aspx%3fID%3d26%26source%3d%2f_layouts%2fLearningVillage%2fCloseDialog.aspx&ID=26&source=/_layouts/LearningVhttp://www.reagan.u�

SS.912.A.7.17 Examine key events and key people in Florida history as they relate to UnitedStates history. (e.g., selection of Central Florida as a location for Disney, growth of the citrus and cigar industries, construction of interstates, Harry T. Moore, Pork Chop Gang, Claude Pepper, changes in the space program, use of DEET, Hurricane Andrew, the Election of 2000, migration and immigration, Sunbeltstate)

Lapsansky-Werner, E., Levy, P., Roberts, R., Taylor, A. & Wiggins, G. (2013). United States history: 1850 to the present. Upper Saddle River, NJ: Pearson. Pages 757, 785, 813, 816, 843, 877, 880

state).

May 13 to May 24 New Century: Clinton, Bush,

Obama

SS.912.A.7.12 Analyze political, economic, and social concerns that emerged at the end of the20th century and into the 21st century.

Learn to identify and analyze the historical, social, and cultural contexts of the arts. SS.912.H.1.1-7 Learn to respond critically and aesthetically to various works in the arts. SS.912.H.2.1-5 Learn how transporation, trade, communication, science, and technology influence the progression and

Assess environmental issues that have become important internationally.

Lapsansky-Werner, E., Levy, P., Roberts, R., Taylor, A. & Wiggins, G. (2013). United States history: 1850 to the present. Upper Saddle River, NJ: Pearson. Pages 853-855, 857, 858-862, 863-870, 871-873, 874, 875

9-11, al-Qaeda, Camp David Accords, election of 2000, immigration, Iran hostage crisis, jihad, migration, North American Free Trade Agreement (NAFTA), Organization of Petroleum Exporting Countries (OPEC), Palestinian Liberation Organization (PLO), social movements, terrorism

p gregression of cultures. SS.912.H.3.1

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

Explain the development of regional economic blocs around the world.

Lapsansky-Werner, E., Levy, P., Roberts, R., Taylor, A. & Wiggins, G. (2013). United States history: 1850 to the present. Upper Saddle River, NJ: Pearson. Pages 7, 848-852, 858-862

personal computer, biotechnology, satellite, Internet, globalization, multinational corporation, service economy, EU, NAFTA, GATT, WTO

SS.912.A.7.15 Analyze the effects of foreign and domestic terrorism on the American people.(e.g., Oklahoma City bombing, attack of September 11, 2001, Patriot Act, wars in Afghanistan and Iraq)

Describe the development of Middle East terrorism. Explain the response of the U.S. to the terrorist attacks on the World Trade Center and the Pentagon.

Lapsansky-Werner, E., Levy, P., Roberts, R., Taylor, A. & Wiggins, G. (2013). United States history: 1850 to the present. Upper Saddle River, NJ: Pearson. Pages 370, 616, 855, 865-867

terrorism, Patriot Act, Oklahoma City bombing, Taliban, Department of Homeland Security, Weapons of Mass Destruction, Saddam Hussein

Oklahoma City National Memorial and Museum

SS.912.A.7.16 Examine changes in immigration policy and attitudes toward immigration since 1950.

Discuss the U.S. attempts to enforce the borders.


Immigration and Nationality Act of 1965, Immigration Act of 1990, bilingual education, Immigration and Control Act of 1986

May 28 to Jun 6 EOC Review

Week of June 3, 2013--District Exam/Comprehension Check

http://www.oklahomacitynationalmemorial.org/�

school district of palm beach county united states history ... · school district of palm beach...

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