Miami-Dade County Public Schools s8

MIAMI-DADE COUNTY PUBLIC SCHOOLS District Pacing Guide- Social Studies GRADE LEVEL OR COURSE TITLE: United States History Course Code: 2100310

COURSE DESCRIPTION:

The grade 9-12 United States History course consists of the following content area strands: United States History, Geography, and Humanities. The primary content emphasis for this course pertains to the study of United States history from Reconstruction to present day. Students will be exposed to the historical, geographic, political, economic, and sociological events which influenced the development of the United States and the resulting impact on world history. 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 which occurred before the end of Reconstruction.

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 Students are empowered to perform at higher levels as they engage in the following: analyzing historical documents and supplementary readings, working in the context of thematically categorized information, becoming proficient in note-taking, participating in Socratic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 research- based 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.  NOTE: Content benchmarks that are highlighted in red are benchmarks that are tested on the End of Course Exam for U.S. History- 11 th grade.There are 18 tested content benchmarks and one tested skill benchmark.  NOTE: Associated with each red highlighted benchmark is a link to a lesson plan (highlighted in yellow) complete with all readings, handouts, a detailed lesson plan, and a pre-post quiz to be used during instruction in order to emphasize the importance of tested benchmarks.  NOTE: Associated with each tested End of Course Exam benchmark, is a link to the pages from the Item Specifications which provides a clarification and breakdown of the benchmark; highlighted in blue.  NOTE: Skill benchmarks that are tested on the End of Course Exam for U.S. History are highlighted in green throughout the pacing guide. Said skill benchmark is embedded in each content lesson plan. Separate skill lesson plans do not exist.  NOTE: Also Assessed Benchmarks are highlighted in purple throughout the Pacing Guide. These Also Assessed Benchmarks fall under the scope of the 18 tested Benchmarks. Although no lesson plans exist for these, content related to the Also Assessed Benchmarks needs to be covered when teaching the 18 tested Benchmarks.

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.

Curriculum and Instruction: Division of Social Science s and Life Skills Pacing Guide Page 1 of 34 MIAMI-DADE COUNTY PUBLIC SCHOOLS District Pacing Guide- Social Studies GRADE LEVEL OR COURSE TITLE: United States History Course Code: 2100310

 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).

Internet resources applicable to all “Essential Content” and “Suggested Activities” relevant to this course and found in this pacing guide:

M-DCPS Department of Social Sciences: http://socialsciences.dadeschools.net/ NBC Learn K-12: (District subscription resource for teachers and students: To access, visit https://mdcpsportal.dadeschools.net, click Apps | Services | Sites, and then click NBC Learn K-12. You must login first and then click the video hyperlinks listed below. National Council for the Social Studies: http://www.ncss.org/ America: A History of Intersections: http://www.tahgrant.dadeschools.net/jan.10.asp Best of History Website: http://www.besthistorysites.net/index.shtml Federal Resources for Education Excellence (Primary Documents): http://ed.gov/free/ Graphic Organizers (ARTIST & SPEECH): http://www.tahgrant.dadeschools.net/jan10.asp History Channel: http://www.history.com/ History On-Line: http://www.history.ac.uk/ihr/Resources/Type/index.html The Last Word: http://www.tahgrant.dadeschools.net/dec.09.asp The Miami Herald: http://www.miamiherald.com/ MSNBC Daryl Cagle’s Political Cartoonists Index: http://www.cagle.com/teacher/ National Archives: www.archives.gov/ The Newseum: http://www.newseum.org/education/teacher-resources/teacher-planning/index.html New York Times: http://www.nytimes.com/ PowerPoint Website: http://pptpalooza.net/ Public Broadcasting Service: http://www.pbs.org/teachers/classroom/9-12/social-studies/resources/ and http://www.pbs.org/wgbh/amex/teachers/index.html Smithsonian Education : http://smithsonianeducation.org/educators/lesson_plans/history_culture.html Teaching American History: http://www.tahgrant.net/index.html

Curriculum and Instruction: Division of Social Science s and Life Skills Pacing Guide Page 2 of 34 MIAMI-DADE COUNTY PUBLIC SCHOOLS District Pacing Guide- Social Studies GRADE LEVEL OR COURSE TITLE: United States History Course Code: 2100310

U.S. Library of Congress: http://www.loc.gov/index.html U.S. Official Website: http://www.usa.gov/ The Washington Times: http://www.washingtontimes.com/ Websites for Research: http://library.pba.edu/Research_Websites.htm White Out Strategy: http://www.tahgrant.dadeschools.net/apr.10.asp

Common Core Literacy and Writing Standards for History/Social Studies 6-12:

 Common Core Literacy and Writing Standards for History/Social Studies, grades 6-12, can be found at the end of each nine weeks Pacing Guide. When planning lessons for instruction, teachers should address these national standards during their teaching of social studies content to ensure a systematic and proven approach to literacy and writing development. The Common Core Standards are research and evidenced-based, aligned with college and work expectations, rigorous, and internationally benchmarked. For a complete listing of all Common Core Standards, please visit: http://www.corestandards.org. The specific pages for History/Social Studies 6-12 standards for Literacy and Writing have been extracted from the Common Core Standards document and placed at the end of each nine weeks Pacing Guide for each required 6-12 social studies course.

NBC Learn- Links:  Through the Department of Social Sciences’ partnership with NBC Learn, personnel from NBC Learn have linked both topics and created play lists using videos from the NBC archives that are associated with the content found in the pacing guide. The links/playlists provide teachers/students with news footage from events of historical importance and enable teachers to use primary and secondary sources associated with important historical events. Important: to access the links and/or play lists, you must FIRST log in through the employee portal, click on applications, then click on the bubble for NBC Learn. Then, click on the links embedded in this pacing guide. Note: You must first have the NBC Learn site open to access the links. Otherwise, you will only get the 15 second preview option of each video.

Curriculum and Instruction: Division of Social Science s and Life Skills Pacing Guide Page 3 of 34 MIAMI-DADE COUNTY PUBLIC SCHOOLS District Pacing Guide- Social Studies GRADE LEVEL OR COURSE TITLE: United States History Course Code: 2100310

Topic 14: KENNEDY’S NEW FRONTIER & JOHNSON’S GREAT SOCIETY (1961-1969) Pacing: Traditional: 14 Days Block: 7 Days April 1-18, 2013

Fourth Nine Weeks Essential Content NGSSS-SS Benchmarks Instructional Tools •DOMESTIC POLICY: KENNEDY’S Content Benchmarks: SS.912.A.6.13: Analyze significant Core Text Book: TBA NEW FRONTIER (1961-1963) foreign policy events during the Truman, Eisenhower, Vocabulary/Identification o Emphasis on Technology, Kennedy, Johnson, and Nixon administrations. BENCHMARK COVERED ORIGINALLY IN THIRD Flexible Response, Berlin Wall, hot line, Peace Corps, Alliance for Progress, Science, and Social Warren Commission, migrant workers, Great Society, Medicare, Medicaid, Relations GRADING PERIOD. Click on the following link for a detailed lesson plan, reading, reapportionment, Black Panthers, silent majority, blank check, Miranda rights, Increased . instructional materials and pre-post quiz questions to assist Limited Test Ban Treaty, Vietcong Minimum Wage in the instruction of the tested benchmark above: . Expanded Social http://socialsciences.dadeschools.net/files/eoc_lesson_plan Technology: Security s/11th_grade/3rd%20Quarter%2011TH%20GRADE NBC Learn: JFK Playlist Furthered Slum %20FINAL%20US%20HIS%20LESSONS/SS.912.A.6.13- . The Avalon Project: The Cuban Missile Crisis Clearance and Public %20foreign%20policy-%20Truman%20-%20Nixon.pdf Click on the following link for benchmark details and http://www.yale.edu/lawweb/avalon/diplomacy/forrel/cuba/cubamenu.htm Housing This site includes a collection of on-line documents pertaining to the Cuban . Space Exploration clarifications taken from the U.S. History Item Specifications: http://socialsciences.dadeschools.net/files/US%20History Missile Crisis and its aftermath. %20Item%20Specs/SS.912.A.6.13%20-%20The%20United •FOREIGN POLICY %20States%20and%20the%20Defense%20of%20the John Fitzgerald Kennedy o Bay of Pigs (1961) %20International%20Peace.pdf http://www.ipl.org/ref/POTUS/jfkennedy.html o Berlin Crisis (1961) This site contains basic factual data about Kennedy’s election and presidency, speeches, and on-line biographies. o Cuban Missile Crisis (1962) SS.912.A.6.14: Analyze causes, course, and consequences of the Vietnam War. Note: An also assessed benchmark. Vietnam: o To be covered with main tested benchmark The Kennedy Assassination . More Military SS.912.A.6.13. http://mcadams.posc.mu.edu/home.htm Advisors This well-organized site has images, essays, and photos on the assassination. . More funding for SS.912.A.6.15: Examine key events and peoples in Florida Lyndon B. Johnson South Vietnam http://www.ipl.org/ref/POTUS/lbjohnson.html Peace Corps: Program to history as they relate to United States history. Note: An o also assessed benchmark. To be covered with main This page contains basic factual data about his election and presidency, Assist Underdeveloped tested benchmark SS.912.A.6.1. speeches, and on-line biographies. Areas Around the World: Africa, Asia, Caribbean, Latin America, and Middle NBC Learn LBJ Playlist East

Curriculum and Instruction: Division of Social Science s and Life Skills Pacing Guide Page 4 of 34 MIAMI-DADE COUNTY PUBLIC SCHOOLS District Pacing Guide- Social Studies GRADE LEVEL OR COURSE TITLE: United States History Course Code: 2100310

Fourth Nine Weeks Essential Content NGSSS-SS Benchmarks Instructional Tools o Alliance for Progress: SS.912.A.7.2: Compare the relative prosperity between Lyndon B. Johnson Library and Museum Program to Improve Living different ethnic groups and social classes in the post-World http://www.lbjlib.utexas.edu/ Conditions in Latin America War II period. Note: An also assessed benchmark. To be This presidential library contains images and on-line exhibits. covered with main tested benchmark SS.912.A.7.1. Limited Test Ban Treaty o National Aeronautics and Space Administration (1963): U.S. & Great Britain http://www.hq.nasa.gov/office/pao/History/histsub.htm Agree to Ban Above SS.912.A.7.3: Examine the changing status of women in NASA’s Office of Policy and Plans History Office maintains this site about NASA Ground Nuclear Tests (1) the United States from post-World War II to present. Note: and its history. An also assessed benchmark. To be covered with main •THE ASSASSINATION OF tested benchmark SS.912.A.7.1. Investigating the Vietnam War PRESIDENT KENNEDY http://www.spartacus.schoolnet.co.uk/vietintro.htm (NOVEMBER 1963) This site from Spartacus Educational Publishing, U.K., has an excellent list of o Assassinated by Lee SS.912.A.7.4: Evaluate the success of 1960s era annotated links to the best Vietnam-related sites. Harvey Oswald presidents' foreign and domestic policies. BENCHMARK COVERED ORIGINALLY IN THIRD GRADING PERIOD. Vietnam War Bibliography Johnson Becomes o Click on the following link for a detailed lesson plan, reading, http://hubcap.clemson.edu/~eemoise/bibliography.html President instructional materials and pre-post quiz questions to assist This site has an extensive bibliography of print works about Vietnam and the in the instruction of the tested benchmark above: Vietnam War. •JOHNSON’S GREAT SOCIETY http://socialsciences.dadeschools.net/files/eoc_lesson_plan (1963-1969) s/11th_grade/3rd%20Quarter%2011TH%20GRADE Vietnam On-line o Domestic Program to End %20FINAL%20US%20HIS%20LESSONS/SS.912.A.7.4- http://www.pbs.org/wgbh/pages/amex/vietnam/index.html War, Eradicate Poverty & %201960%20s%20Presidents.pdf From PBS and the American Experience, this site contains a detailed, interactive Racial Injustice, Dispel Click on the following link for benchmark details and timeline of the war, interpretive essays, and autobiographical reflections. Ignorance, Overcome clarifications taken from the U.S. History Item Specifications: Disease, and Revitalize http://socialsciences.dadeschools.net/files/US%20History My Lai Courts – Martial (1970) Cities %20Item%20Specs/SS.912.A.7.4%20-%20The%20United http://www.law.umkc.edu/faculty/projects/ftrials/mylai/mylai.htm . “War on Poverty” %20States%20and%20the%20Defense%20of%20the This site contains images, chronology, court and official documents maintained %20International%20Peace.pdf by Dr. Doug Linder at University of Missouri-Kansas City Law School.  Tax cuts  Economi SS.912.A.7.5: Compare nonviolent and violent approaches JFK Assassination Web Page c Opportunity Act utilized by groups (African Americans, women, Native http://ourworld.compuserve.com/homepages/MGriffith_2/jfk.htm (1964): Job Americans, Hispanics) to achieve civil rights. Note: An also This is a personal but thorough page that is a guide to the best Internet Creation assessed benchmark. To be covered with main tested resources for the assassination.  Medicare benchmark SS.912.A.7.6. & Medicaid rights. Martin Luther King, Jr. Papers Project  Funding http://www.stanford.edu/group/King/ for Housing SS.912.A.7.6: Assess key figures and organizations in Stanford University site that has links and selected digital documents by and shaping the Civil Rights Movement and Black Power concerning Martin Luther King, Jr. . Elementary and Movement. BENCHMARK COVERED ORIGINALLY IN Secondary Education THIRD GRADING PERIOD. National Civil Rights Museum Act (1965) Click on the following link for a detailed lesson plan, reading, http://www.mecca.org/~crights/nc2.html  Increase instructional materials and pre-post quiz questions to assist This site allows a virtual tour of the museum with its interpretive exhibits. d Funding for in the instruction of the tested benchmark above: Public Schools http://socialsciences.dadeschools.net/files/eoc_lesson_plan Free Speech Movement: Student Protest-U.C. Berkeley, 1964-65

Curriculum and Instruction: Division of Social Science s and Life Skills Pacing Guide Page 5 of 34 MIAMI-DADE COUNTY PUBLIC SCHOOLS District Pacing Guide- Social Studies GRADE LEVEL OR COURSE TITLE: United States History Course Code: 2100310

Fourth Nine Weeks Essential Content NGSSS-SS Benchmarks Instructional Tools o Support for Civil Rights s/11th_grade/3rd%20Quarter%2011TH%20GRADE http://www.lib.berkely.edu/BANC/FSM/ %20FINAL%20US%20HIS%20LESSONS/SS.912.A.7.6- The Bancroft Library at U.C. Berkeley houses this exhibit with oral histories, a Civil Rights Act of . %20Civil%20Rights.pdf chronology, and documents. 1964 Click on the following link for benchmark details and Voices of the Civil Rights Era . Voting Rights Act clarifications taken from the U.S. History Item Specifications: http://www.webcorp.com/civilrights/index.htm of 1965 Webcorp provides audio clips from prominent figures of the Civil Rights era . 24 th Amendment including Martin Luther King, Jr., and Malcolm X. . Dr. King’s March http://socialsciences.dadeschools.net/files/eoc_lesson_plan Martin Luther King, Jr. on Washington s/11th_grade/3rd%20Quarter%2011TH%20GRADE http://www.seattletimes.com/mlk/ . Dr. King vs. %20FINAL%20US%20HIS%20LESSONS/SS.912.A.7.6- From the Seattle Times, has several articles about Martin Luther King Jr. and the Malcolm X %20Civil%20Rights.pdfClick on the following link for civil rights movement. . Affirmative Action benchmark details and clarifications taken from the U.S. (1) (2) History Item Specifications: The Sixties Project o Reforms of the Warren http://socialsciences.dadeschools.net/files/US%20History http://lists.village.virginia.edu/sixties/ Court %20Item%20Specs/SS.912.A.7.6%20-%20The%20United From the University of Virginia, this site has extensive exhibits, documents, and %20States%20and%20the%20Defense%20of%20the personal narratives from the 1960s. . Baker vs. Carr: %20International%20Peace.pdf “One Man, One Vote” Civil Rights Oral History Bibliography . Miranda vs. SS.912.A.7.7: Assess the building of coalitions between http://www-dept.usm.edu/~mcrohb/ Arizona: the rights of African Americans, whites, and other groups in achieving From the University of Southern Mississippi, this site includes complete criminal defendants integration and equal rights. Note: An also assessed transcripts of the selected oral resources. protected benchmark. To be covered with main tested benchmark . Engel vs. Vitale: SS.912.A.7.6. NBC Learn Social Trends of the 1960s Playlist banned school prayer o Foreign Policy SS.912.A.7.8: Analyze significant Supreme Court decisions 1969 Woodstock Festival and Concert relating to integration, busing, affirmative action, the rights of http://www.woodstock69.com/index/htm . Involvement in the accused, and reproductive rights. BENCHMARK This site provides pictures and lists of songs from the famous rock festival. Vietnam COVERED ORIGINALLY IN THIRD GRADING PERIOD. The Gulf of Tonkin Resolution Click on the following link for a detailed lesson plan, reading, United States v. Cecil Price et al. (The Mississippi Burning” Trial),1967 (1964) instructional materials and pre-post quiz questions to assist http://www.law.umkc.edu/faculty/projects/ftrials/price&bowers/price&bowers.htm  Troops in the instruction of the tested benchmark above: This site contains images, chronology, and court and official documents. Sent to South http://socialsciences.dadeschools.net/files/eoc_lesson_plan Vietnam s/11th_grade/3rd%20Quarter%2011TH%20GRADE Suggested Activities:  Air %20FINAL%20US%20HIS%20LESSONS/SS.912.A.7.8- Have students create a Venn Diagram to show the major legislative programs of Strikes Against %20Supreme%20Court-%20Civil%20Rights.pdf the New Frontier and the Great Society. The Venn Diagram should show North Vietnam Click on the following link for benchmark details and legislation passed by JFK, legislation proposed by JFK, but passed by LBJ, and clarifications taken from the U.S. History Item Specifications: legislation proposed and passed by LBJ.  Respons http://socialsciences.dadeschools.net/files/US%20History e to Tet Offensive %20Item%20Specs/SS.912.A.7.8%20-%20The%20United Have students find and read a copy of Robert Frost’s poem “The Gift,” read at (1968) %20States%20and%20the%20Defense%20of%20the JFK’s inauguration. Students will write a summary of the poem in their own  Criticism %20International%20Peace.pdf words and write a commentary on why they think Frost chose this particular at Home: Hawks poem to read at Kennedy’s inauguration. vs. Doves SS.912.A.7.9: Examine the similarities of social movements

Curriculum and Instruction: Division of Social Science s and Life Skills Pacing Guide Page 6 of 34 MIAMI-DADE COUNTY PUBLIC SCHOOLS District Pacing Guide- Social Studies GRADE LEVEL OR COURSE TITLE: United States History Course Code: 2100310

Fourth Nine Weeks Essential Content NGSSS-SS Benchmarks Instructional Tools . Sent U.S. troops (Native Americans, Hispanics, women, anti-war protesters) of the 1960s and 1970s. Note: An also assessed Have students use library sources and the Internet to research the work of to the Dominican Peace Corps volunteers. Have students write an ad for a specific job in a Republic benchmark. To be covered with main tested benchmark SS.912.A.7.12. specific country giving a description of the work involved and listing qualifications o Social Trends of the 1960s: needed by applicants. . Resurgence of SS.912.A.7.10: Analyze the significance of Vietnam and Have students brainstorm and list non-violent tactics used to protest segregation Feminism Watergate on the government and people of the United during the 1960’s. . Student Activism States. Note: An also assessed benchmark. To be (I) covered with main tested benchmark SS.912.A.7.4. Have students create a flowchart showing the steps of the NAACP’s plan to end segregation in public schools. . Creation of the New Left Have students use library sources and the internet to research the Watts Riot. SS.912.A.7.11: Analyze the foreign policy of the United Have students create a newspaper headline and brief article describing the riot. . Counterculture: States as it relates to Africa, Asia, the Caribbean, Latin Hippies, Sex, Drugs, America, and the Middle East. NEW AND REPEATED Have students research and illustrate Vietcong tunnels. Have students write a Music, Woodstock BENCHMARK FOR THIS GRADING PERIOD. paragraph explaining the Vietcong’s adaptation to the superior firepower of the . Ethnic pride http://socialsciences.dadeschools.net/files/eoc_lesson_plan United States. s/11th_grade/4th%20Quarter%2011TH%20GRADE  Black Have students create a tree diagram to cite examples of student %20FINAL%20US%20HIS%20LESSONS/SS.912.A.7.11- Pride organizations, issues, and demonstrations of the “New Left.” %20U.S.%20Foreign%20Policy-%20Modern.pdf  Native Click on the following link for benchmark details and Have students analyze and compare WWI or WWII pro-war posters with anti-war Americans: clarifications taken from the U.S. History Item Specifications: posters of the 1960’s. Students will describe the parody between the two eras in American Indian http://socialsciences.dadeschools.net/files/US%20History paragraph form. Movement (1970s) %20Item%20Specs/SS.912.A.7.11%20-%20The%20United  Puerto- %20States%20and%20the%20Defense%20of%20the Have students compare and contrast the women’s movement of the1920’s to Rican pride %20International%20Peace.pdf that of the 1960’s: e.g. fashion, employment opportunities, birth control, etc.  Mexican- Have students chart the effects of the 1960’s grape boycott by California American Pride: SS.912.A.7.13: Analyze the attempts to extend New Deal migrant workers led by the United Farm Workers Union. Students will include Cesar Chavez and legislation through the Great Society and the successes and economic damage and people most likely to support the boycott. the United Farm failures of these programs to promote social and economic Workers stability. Note: An also assessed benchmark. To be Have students create a Venn diagram to show the broad similarities between the covered with main tested benchmark SS.912.A.7.4. issues of Latinos and Native Americans during the 1960’s, as well as the unique . Environmentalism: concerns of the two groups. Rachel Carson’s Silent SS.912.A.7.16: Examine changes in immigration policy and Spring attitudes toward immigration since 1950. Note: An also PowerPoints . Consumer assessed benchmark. To be covered with main tested 6 Declarations and War Speeches (JFK inaugural speech): Protection: Ralph benchmark SS.912.A.7.12. http://tahgrant.dadeschools.net/apr10.asp Nader Immigration Policy o Assessment: . Immigration Act of Skill Benchmarks: SS.912.A.1.1: Describe the importance Develop rubrics and share with students for each of the above mentioned 1965: of historiography, which includes how historical knowledge projects in order to increase opportunities for mastery of content and historical is obtained and transmitted, when interpreting events in Ended thinking skills. Each project or assignment should be assessed for content  history. the Quota System accuracy and skill development in terms of writing and reading comprehension.  SS.912.A.1.2: Utilize a variety of primary and secondary ELL:

Curriculum and Instruction: Division of Social Science s and Life Skills Pacing Guide Page 7 of 34 MIAMI-DADE COUNTY PUBLIC SCHOOLS District Pacing Guide- Social Studies GRADE LEVEL OR COURSE TITLE: United States History Course Code: 2100310

Fourth Nine Weeks Essential Content NGSSS-SS Benchmarks Instructional Tools Permitted More sources to identify author, historical significance, audience, Use visual depictions of historical events in order to increase ELL students’ Immigration from and authenticity to understand a historical period. mastery of related content. Latin America and Developing World SS.912.A.1.3: Utilize timelines to identify the time sequence Related Programs: o Election of 1968 of historical data. Geography Bee for Secondary Students – April; Knowledge Bowl - April Emergence of the . SS.912.A.1.4: Analyze how images, symbols, objects, See the Division of Social Sciences Website, Republican Party in the cartoons, graphs, charts, maps, and artwork may be used to http://socialsciences.dadeschools.net/. South interpret the significance of time periods and events from SPED: . Nixon vs. the past. Go the Division of Social Sciences’ website, Humphrey http://socialsciences.dadeschools.net/, and look under “Curricular Documents,” . Nixon elected SS.912.A.1.5: Evaluate the validity, reliability, bias, and Next Generation Sunshine State Standards” in order to download the PDF of authenticity of current events and Internet resources. Access Points for Students with Cognitive Disabilities related to this particular grade level. SS.912.A.1.6: Use case studies to explore social, political, legal, and economic relationships in history. State and District Instructional Requirements: Teachers should be aware that State and District policy requires that all teachers SS.912.A.1.7: Describe various socio-cultural aspects of K-12 provide instruction to students in the following content areas: African- American life including arts, artifacts, literature, education, American History, Character Education, Hispanic Contributions to the United and publications. 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 SS.912.G.1.2: Use spatial perspective and appropriate Skills website, http://socialsciences.dadeschools.net/, under the headings geographic terms and tools, including the Six Essential “Character Education” and “Multicultural Support Documents.” Please note that Elements, as organizational schema to describe any given instruction regarding the aforementioned requirements should take place 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 SS.912.G.1.3: Employ applicable units of measurement recognized. 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.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.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.

Curriculum and Instruction: Division of Social Science s and Life Skills Pacing Guide Page 8 of 34 MIAMI-DADE COUNTY PUBLIC SCHOOLS District Pacing Guide- Social Studies GRADE LEVEL OR COURSE TITLE: United States History Course Code: 2100310

Fourth Nine Weeks Essential Content NGSSS-SS Benchmarks Instructional Tools

SS.912.H.1.3: Relate works in the arts to various cultures.

SS.912.H.1.5: Examine the artistic response to social issues and new ideas in various cultures.

SS.912.H.3.1: Analyze the effects of transportation, trade, communication, science, and technology on the preservation and diffusion of culture.

LA.1112.1.6.1: The student will use new vocabulary that is introduced and taught directly.

LA.1112.1.6.2: The student will listen to, read, and discuss familiar and conceptually challenging text.

LA.1112.1.6.3: The student will use context clues to determine meanings of unfamiliar words.

LA.1112.2.2.2: The student will use information from the text to answer questions or to state the main idea or provide relevant details.

LA.1112.2.2.3: The student will organize information to show understanding or relationships among facts, ideas, and events (e.g., representing key points within text through charting, mapping, paraphrasing, summarizing, comparing, contrasting, outlining).

LA.1112.6.2.4: 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 associated consequences, and comply with the law.

LA.1112.6.3.1: The student will distinguish between propaganda and ethical reasoning strategies in print and non-print 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.

Curriculum and Instruction: Division of Social Science s and Life Skills Pacing Guide Page 9 of 34 MIAMI-DADE COUNTY PUBLIC SCHOOLS District Pacing Guide- Social Studies GRADE LEVEL OR COURSE TITLE: United States History Course Code: 2100310

Fourth Nine Weeks Essential Content NGSSS-SS Benchmarks Instructional Tools

Curriculum and Instruction: Division of Social Science s and Life Skills Pacing Guide Page 10 of 34 MIAMI-DADE COUNTY PUBLIC SCHOOLS District Pacing Guide- Social Studies GRADE LEVEL OR COURSE TITLE: United States History Course Code: 2100310

Topic 15: NIXON, FORD, & CARTER PRESIDENCIES (1969-1981) Pacing: Traditional: 14 Days Block: 7 Days April 19-May 8, 2013

STRAND(S) and STANDARD(S): American History (Standard 1: Use research and inquiry skills to analyze American history using primary and secondary sources; Standard 6: Understand the causes and course of World War II, the character of the war at home and abroad, and its reshaping of the United States role in the post-war world; Standard 7: Understand the rise and continuing international influence of the United States as a world leader and the impact of contemporary social and political movements on American life.) Geography (Standard 1: Understand how to use maps and other geographic representations, tools, and technology to report information; Standard 2: Understand physical and cultural characteristics of places; Standard 4: Understand the characteristics, distribution, and migration of human populations.) Humanities (Standard 1: Identify and analyze the historical, social, and cultural contexts of the arts; Standard 3: Understand how transportation, trade, communication, science and technology influence the progression and regression of cultures.) Fourth Nine Weeks Essential Content NGSSS-SS Benchmarks Instructional Tools Content Benchmarks: SS.912.A.7.9: Examine the Core Text Book: TBA •FOREIGN AFFAIRS UNDER similarities of social movements (Native Americans, NIXON Hispanics, women, anti-war protesters) of the 1960s and Vocabulary/Identification: o Vietnam 1970s. Note: An also assessed benchmark. To be Sunbelt, stagflation, CREEP, Watergate, executive privilege, special prosecutor, OPEC, NOW, New Right, Kent State Massacre, Pentagon Papers, EPA, “Vietnamization” covered with main tested benchmark SS.912.A.7.12. . revenue sharing, ERA, abortion, MIA's of the war . Invasion and SS.912.A.7.10: Analyze the significance of Vietnam and Watergate on the government and people of the United Technology: Bombing of States. Note: An also assessed benchmark. To be Cambodia and covered with main tested benchmark SS.912.A.7.4. NBC Learn Nixon Playlist Laos . The Paris Peace May 4, 1970: Twenty-five Years of Remembrance Accords of 1973: SS.912.A.7.11: Analyze the foreign policy of the United http://www.library.kent.edu/exhibits/4may95/index.html Ceasefire and States as it relates to Africa, Asia, the Caribbean, Latin This site commemorates the twenty-fifth anniversary of the shootings at Kent U.S. Withdrawal America, and the Middle East. NEW AND REPEATED State University with a detailed chronology and other information. . War Powers BENCHMARK FOR THIS GRADING PERIOD. Documents from the Women’s Liberation Movement Resolution (1973) http://socialsciences.dadeschools.net/files/eoc_lesson_plan http://scriptorium.lib.duke.edu/wlm/ . Fall of South s/11th_grade/4th%20Quarter%2011TH%20GRADE %20FINAL%20US%20HIS%20LESSONS/SS.912.A.7.11- Primary documents on-line from the Special Collections Library at Duke Vietnam and the University provide firsthand information about the women’s liberation movement. Unification of %20U.S.%20Foreign%20Policy-%20Modern.pdf Vietnam (1975) Click on the following link for benchmark details and clarifications taken from the U.S. History Item Specifications: Constitutional Issues: Watergate and the Constitution The Role of Kissinger o http://socialsciences.dadeschools.net/files/US%20History http://www.nara.gov/education/teaching/watergate/watergat.html . Détente with the %20Item%20Specs/SS.912.A.7.11%20-%20The%20United From the National Archives’ teaching materials, this site has a good chronology U.S.S.R. %20States%20and%20the%20Defense%20of%20the of Watergate and a 1974 memorandum from the Watergate special Prosecution %20International%20Peace.pdf Force weighing the pros and cons of seeking an indictment against former . Arms Limitations: President Richard Nixon. SALT I . Improved relations SS.912.A.7.12: Analyze political, economic, and social concerns that emerged at the end of the 20th century and CNN 1970s Interactive Timeline with Communist into the 21st century. NEW AND REPEATED http://cnn.com/SPECIALS/1999/century/episodes/08/ China: Nixon’s BENCHMARK FOR THIS GRADING PERIOD. CNN has a series of interactive timelines with several interesting sites. This one Visit to China http://socialsciences.dadeschools.net/files/eoc_lesson_plan covers the years from 1970 to 1979. s/11th_grade/4th%20Quarter%2011TH%20GRADE •DOMESTIC ISSUES UNDER %20FINAL%20US%20HIS%20LESSONS/SS.912.A.7.12-

Curriculum and Instruction: Division of Social Science s and Life Skills Pacing Guide Page 11 of 34 MIAMI-DADE COUNTY PUBLIC SCHOOLS District Pacing Guide- Social Studies GRADE LEVEL OR COURSE TITLE: United States History Course Code: 2100310

Fourth Nine Weeks Essential Content NGSSS-SS Benchmarks Instructional Tools NIXON %2021st%20Century%20Challenges.pdf Watergate 25 o New Federalism Click on the following link for benchmark details and http://www.washingtonpost.com/wp-srv/national/longterm/watergate/front.htm clarifications taken from the U.S. History Item Specifications: This site features a chronology, images, searchable articles, and a good deal of Support for States’ . http://socialsciences.dadeschools.net/files/US%20History background information about the burglary and its consequences. Rights %20Item%20Specs/SS.912.A.7.12%20-%20The%20United . Increased Federal %20States%20and%20the%20Defense%20of%20the NBC Learn Social and Economic Trends 0f 1970s Playlist Funding for State %20International%20Peace.pdf Governments: Richard Milhous Nixon Revenue Sharing SS.912.A.7.13: Analyze the attempts to extend New Deal http://www.ipl.org/ref/POTUS/rmnixon.html . Response to legislation through the Great Society and the successes and This site contains basic factual data about Nixon’s election and presidency, “Stagflation” failures of these programs to promote social and economic speeches, and on-line biographies. stability. Note: An also assessed benchmark. To be •SOCIAL & ECONOMIC TRENDS covered with main tested benchmark SS.912.A.7.4. NBC Learn Ford Playlist o Migration to the Sunbelt: SS.912.A.7.14: Review the role of the United States as a Gerald Rudolph Ford California, Texas, Florida participant in the global economy (trade agreements, http://www.ipl.org/ref/POTUS/grford.html . Development of international competition, impact on American labor, This site contains basic factual data about Ford’s election and presidency, New Industries environmental concerns). Note: An also assessed speeches, and on-line biographies. o Response to the Energy benchmark. To be covered with main tested benchmark Crisis: the OPEC Oil SS.912.A.7.12. James Earl Carter, Jr. Embargo (1973) http://www.ipl.org/ref/POTUS/jecarter.html o The Women’s Movement Skill Benchmarks: This site contains basic factual data about Carter’s election and presidency, speeches, and on-line biographies. . The Birth Control SS.912.A.1.1: Describe the importance of historiography, Pill which includes how historical knowledge is obtained and Giant Leap . National transmitted, when interpreting events in history. http://cnn.com/TECH/specials/apollo/ Organization for This CNN site commemorates the thirtieth anniversary of the 1969 moonwalk Women SS.912.A.1.2: Utilize a variety of primary and secondary and tells the story of NASA and the ongoing space program. . Equal Rights sources to identify author, historical significance, audience, Amendment and authenticity to understand a historical period. The American Experience: Meltdown at Three Mile Island (ERA):1972 http://www.pbs.org/wgbh/amex/three/ The Burger Court SS.912.A.1.3: Utilize timelines to identify the time sequence Companion to the PBS documentary, this site includes a chronology and o of historical data. description of the 1979 nuclear accident. . Conservatism . Strict SS.912.A.1.4: Analyze how images, symbols, objects, U.S. Environmental Protection Agency Interpretation of the cartoons, graphs, charts, maps, and artwork may be used to http://www.epa.gov/history Constitution interpret the significance of time periods and events from This history of the EPA includes a timeline, topical information, publications, and . Roe vs. Wade the past. a document collection. (1973) SS.912.A.1.5: Evaluate the validity, reliability, bias, and NBC Learn Carter Playlist . University of authenticity of current events and Internet resources. California vs. Bakke Suggested Activities: (1973) SS.912.A.1.6: Use case studies to explore social, political, Have students create a timeline to track the Watergate scandal beginning with o Resignation of Agnew as legal, and economic relationships in history. the burglary and ending with President Ford’s pardon of Nixon.

Curriculum and Instruction: Division of Social Science s and Life Skills Pacing Guide Page 12 of 34 MIAMI-DADE COUNTY PUBLIC SCHOOLS District Pacing Guide- Social Studies GRADE LEVEL OR COURSE TITLE: United States History Course Code: 2100310

Fourth Nine Weeks Essential Content NGSSS-SS Benchmarks Instructional Tools Vice-President Have students research Roe V. Wade and describe its significance to the SS.912.A.1.7: Describe various socio-cultural aspects of . Appointment of women’s movement, as well as the resulting political impact of the legalization of American life including arts, artifacts, literature, education, Ford to Vice- abortion. Presidency and publications. o Watergate & the Nixon Have students research the ERA and interview a woman who lived during that SS.912.G.1.2: Use spatial perspective and appropriate time period. After interviews have been completed, have students compare and Resignation geographic terms and tools, including the Six Essential contrast viewpoints. . Public Loses Faith Elements, as organizational schema to describe any given in Government after place. Have students create a flow chart citing the Native American struggle for equality Vietnam and the in the 1970s. Watergate Scandal SS.912.G.1.3: Employ applicable units of measurement Have students use library sources or Internet to research various articles about o Ford as President (1974- and scale to solve simple locational problems using maps the Supreme Court case of University of California vs. Bakke. Students will write 1977) and globes. a paragraph for each article explaining the writer’s point of view on the case. Unconditional . Have students create a graphic web illustrating examples and America’s growing Pardon for Nixon SS.912.G.2.1: Identify the physical characteristics and the human characteristics that define and differentiate regions. concern for the environment during the 1970’s. . Campaign Reform Act (1974) Have students write a short list of actions they might take each day to help SS.912.G.4.2: Use geographic terms and tools to analyze preserve and protect the environment. The teacher will place a master list in the “Government in . the push/pull factors contributing to human migration within class. Sunshine” Act (1976) and among places. Have students research the environmental movement’s opposition to the •ELECTION OF 1976: CARTER SS.912.G.4.3: Use geographic terms and tools to analyze construction of the Trans-Alaska pipeline. The students will compare this to the ELECTED the effects of migration both on the place of origin and environmentalists’ opposition of offshore drilling. destination, including border areas. o Background Have students use the library and Internet resources to research the numbers of Washington . SS.912.H.1.1: Relate works in the arts (architecture, dance, MIA (U.S. soldiers missing in action) and the reasons why the MIA issues remain outsider music, theatre, and visual arts) of varying styles and genre alive for some Americans. . Southern according to the periods in which they were created. Have students create a multimedia presentation on the beginnings of the rock Democrat from music industry. Students will include rock albums, FM rock radio, or rock Georgia SS.912.H.1.3: Relate works in the arts to various cultures. concerts from the 1950’s, 1960’s, and 1970’s in their presentation. o Domestic Policies SS.912.H.1.5: Examine the artistic response to social issues and new ideas in various cultures. Have students research television programming of the 1970’s and create a chart . Increase in that analyzes the growing realism of American television and the inclusion of minimum wage SS.912.H.3.1: Analyze the effects of transportation, trade, minorities during that era. . Comprehensive communication, science, and technology on the Have students research and report on the rise of the CIA. Have students list Energy Act, 1978 preservation and diffusion of culture. qualifications the CIA would stress in a job interview. . Ineffective response to LA.1112.1.6.1: The student will use new vocabulary that is Have students list the new industries that emerged in Florida during the 1970’s economic introduced and taught directly. that promoted migration. problems Assessment: LA.1112.1.6.2: The student will listen to, read, and discuss . High Develop rubrics and share with students for each of the above mentioned familiar and conceptually challenging text. unemployment projects in order to increase opportunities for mastery of content and historical thinking skills. Each project or assignment should be assessed for content . High interest rates LA.1112.1.6.3: The student will use context clues to

Curriculum and Instruction: Division of Social Science s and Life Skills Pacing Guide Page 13 of 34 MIAMI-DADE COUNTY PUBLIC SCHOOLS District Pacing Guide- Social Studies GRADE LEVEL OR COURSE TITLE: United States History Course Code: 2100310

Fourth Nine Weeks Essential Content NGSSS-SS Benchmarks Instructional Tools . High inflation determine meanings of unfamiliar words. accuracy and skill development in terms of writing and reading comprehension. Foreign Policy o LA.1112.2.2.2: The student will use information from the ELL: . Emphasis on text to answer questions or to state the main idea or provide Use visual depictions of historical events in order to increase ELL students’ human rights relevant details. mastery of related content. . Panama Canal LA.1112.2.2.3: The student will organize information to Related Programs: Treaty Haitian Heritage Month - May . Camp David show understanding or relationships among facts, ideas, and events (e.g., representing key points within text through Accords (1) See the Division of Social Sciences Website, charting, mapping, paraphrasing, summarizing, comparing, http://socialsciences.dadeschools.net/. . Response to contrasting, outlining). Soviet Invasion of SPED: Afghanistan LA.1112.6.2.4: The student will understand the importance Go the Division of Social Sciences’ website, . Response to the of legal and ethical practices, including laws regarding libel, http://socialsciences.dadeschools.net/, and look under “Curricular Documents,” Iran Hostage slander, copyright, and plagiarism in the use of mass media Next Generation Sunshine State Standards” in order to download the PDF of Crisis (1) and digital sources, know the associated consequences, Access Points for Students with Cognitive Disabilities related to this particular and comply with the law. grade level. •ELECTION OF 1980: REAGAN State and District Instructional Requirements: AND THE REPUBLICAN LA.1112.6.3.1: The student will distinguish between Teachers should be aware that State and District policy requires that all teachers RESURGENCE propaganda and ethical reasoning strategies in print and K-12 provide instruction to students in the following content areas: African- non-print media. American History, Character Education, Hispanic Contributions to the United MA.912.A.2.1: Create a graph to represent a real-world States, Holocaust Education, and Women’s Contributions to the U.S. Detailed situation. lesson plans can be downloaded from the Division of Social Sciences and Life Skills website, http://socialsciences.dadeschools.net/, under the headings MA.912.A.2.2: Interpret a graph representing a real-world “Character Education” and “Multicultural Support Documents.” Please note that situation 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.

Topic 16: THE REAGAN ADMINISTRATION (1981 – 1989) Pacing: Traditional: 6 Days Block: 3 Days May 9-16, 2013

Curriculum and Instruction: Division of Social Science s and Life Skills Pacing Guide Page 14 of 34 MIAMI-DADE COUNTY PUBLIC SCHOOLS District Pacing Guide- Social Studies GRADE LEVEL OR COURSE TITLE: United States History Course Code: 2100310

Fourth Nine Weeks Essential Content NGSSS-SS Benchmarks Instructional Tools Content Benchmarks: SS.912.A.7.11: Analyze the foreign Core Text Book: TBA •DOMESTIC POLICIES policy of the United States as it relates to Africa, Asia, the o Business Deregulation Caribbean, Latin America, and the Middle East. NEW AND Vocabulary/Identification: SDI, Perestroika, Glasnost, AIDS, “evil empire”, Reaganomics, supply-side o Transfer of Power to State REPEATED BENCHMARK FOR THIS GRADING PERIOD. http://socialsciences.dadeschools.net/files/eoc_lesson_plan economics, “trickle down” economics, moral majority, Contras, reverse and Local Units discrimination, entitlement programs, affirmative action, deregulation, Geraldine o Supply-Side Economics s/11th_grade/4th%20Quarter%2011TH%20GRADE %20FINAL%20US%20HIS%20LESSONS/SS.912.A.7.11- Ferraro, Jesse Jackson, Sandra Day O’Connor o Tax Cuts – Incentives to %20U.S.%20Foreign%20Policy-%20Modern.pdf Business and Private Click on the following link for benchmark details and Technology: Individuals clarifications taken from the U.S. History Item Specifications: o Balance the Budget – http://socialsciences.dadeschools.net/files/US%20History NBC Learn Reagan Playlist %20Item%20Specs/SS.912.A.7.11%20-%20The%20United Gramm-Rudman-Hollings The 80’s Server Act ( 1985) %20States%20and%20the%20Defense%20of%20the %20International%20Peace.pdf http://www.80s.com/ o Clash with Congress Over This site has a variety of sources of information about the 1980s, including an Budget Deficits SS.912.A.7.12: Analyze political, economic, and social extensive reference database open to 80s servers members. o Cut Social Programs and concerns that emerged at the end of the 20th century and Social Security into the 21st century. NEW AND REPEATED Ronald Wilson Reagan o Tax Reform Act (1986) BENCHMARK FOR THIS GRADING PERIOD. http://www.ipl.org/ref/POTUS/rwreagan.html This site contains basic factual data about Reagan’s election and presidency, o Defense Spending http://socialsciences.dadeschools.net/files/eoc_lesson_plan s/11th_grade/4th%20Quarter%2011TH%20GRADE speeches, and on-line biographies. •FOREIGN AFFAIRS %20FINAL%20US%20HIS%20LESSONS/SS.912.A.7.12- %2021st%20Century%20Challenges.pdf George Herbert Walker Bush o Increased Military/Defense http://www.ipl.org/ref/POTUS/ghwbush.html Spending Click on the following link for benchmark details and clarifications taken from the U.S. History Item Specifications: This site contains basic factual data about President Bush’s election and Increased Tensions With o http://socialsciences.dadeschools.net/files/US%20History presidency, speeches, and on-line biographies. the Soviet Union: “The Evil %20Item%20Specs/SS.912.A.7.12%20-%20The%20United Empire” %20States%20and%20the%20Defense%20of%20the In Their Own Words: NIH Online AIDS History Project o Strategic Defense Initiative %20International%20Peace.pdf http://aidshistory.nih.gov (“Star Wars”) National Institutes of Health site documenting the early years of HIV/AIDS. Resources include oral histories of AIDS researchers, a timeline of key events in Response to Glasnost & SS.912.A.7.13: Analyze the attempts to extend New Deal o AIDS history from 1981-1988, document and image archives, and a links page. Perestroika (Gorbachev) legislation through the Great Society and the successes and Measures to Oppose failures of these programs to promote social and economic o stability. Note: An also assessed benchmark. To be Communist Expansion in covered with main tested benchmark SS.912.A.7.4. Central America Suggested Activities: . El Salvador Have students use a cluster diagram to record the issues that conservatives . Nicaragua SS.912.A.7.14: Review the role of the United States as a strongly endorsed in the 1980’s. (support of the participant in the global economy (trade agreements, Contras) international competition, impact on American labor, Have students create a flow chart to define Reagonomics and "trickle-down" economics showing the short and long-term effects. o Reagan Doctrine: Support environmental concerns). Note: An also assessed benchmark. To be covered with main tested benchmark Freedom Fighters Have students write an outline titled “Social Concerns of the 1980s.” Include the SS.912.A.7.12. Opposing Hard-Line five subheadings: health issues, abortion, drug abuse, education, and the urban

Curriculum and Instruction: Division of Social Science s and Life Skills Pacing Guide Page 15 of 34 MIAMI-DADE COUNTY PUBLIC SCHOOLS District Pacing Guide- Social Studies GRADE LEVEL OR COURSE TITLE: United States History Course Code: 2100310

Fourth Nine Weeks Essential Content NGSSS-SS Benchmarks Instructional Tools Leftists and Communist SS.912.A.7.16: Examine changes in immigration policy and Regimes attitudes toward immigration since 1950. crisis. o Intervention in: Note: An also assessed benchmark. To be covered with Have students conduct a debate on the contributions and controversies of main tested benchmark SS.912.A.7.12. . Grenada – Ronald Reagan’s presidency. invasion in 1983 Skill Benchmarks: SS.912.A.1.1: Describe the importance Have students locate and label Latin American and Caribbean countries that . Lebanon – U.S. of historiography, which includes how historical knowledge experienced a U.S. invasion or involvement between1981-1992. marines joined is obtained and transmitted, when interpreting events in Have students use library and Internet resources to research the background multinational history. and details of the Iran Contra scandal. Students will identify key figures and forces specific constitutional conflicts between the presidents and Congress. Students o Bombing of Libya: SS.912.A.1.2: Utilize a variety of primary and secondary will create a whole class chart based on student findings. Response to Terrorism sources to identify author, historical significance, audience, Have students create skits, poems or short stories depicting major social and/or New Disarmament Treaties and authenticity to understand a historical period. o political issues of the 1980’s. – START I SS.912.A.1.3: Utilize timelines to identify the time sequence Have students research the history of the AIDS virus in the United States and of historical data. •SOCIAL TRENDS prepare a poster showing early myths with the facts. SS.912.A.1.4: Analyze how images, symbols, objects, PowerPoints o The Moral Majority cartoons, graphs, charts, maps, and artwork may be used to Six Declarations and War Speeches (Reagan’s “Tear Down this Wall” speech): The New Christian Right: interpret the significance of time periods and events from o http://tahgrant.dadeschools.net/apr10.asp Resurgence of Christian the past. Fundamentalism Assessment: o The War on Drugs SS.912.A.1.5: Evaluate the validity, reliability, bias, and Develop rubrics and share with students for each of the above mentioned authenticity of current events and Internet resources. projects in order to increase opportunities for mastery of content and historical The AIDS Crisis (1) o thinking skills. Each project or assignment should be assessed for content SS.912.A.1.6: Use case studies to explore social, political, accuracy and skill development in terms of writing and reading comprehension. •REAGAN & THE SUPREME legal, and economic relationships in history. COURT ELL: SS.912.A.1.7: Describe various socio-cultural aspects of Use visual depictions of historical events in order to increase ELL students’ o Sandra Day O’Connor: First American life including arts, artifacts, literature, education, mastery of related content. Woman Appointed to the and publications. SPED: Supreme Court Go the Division of Social Sciences’ website, o Election of 1988: Bush vs. SS.912.G.1.2: Use spatial perspective and appropriate http://socialsciences.dadeschools.net/, and look under “Curricular Documents,” Dukakis geographic terms and tools, including the Six Essential Next Generation Sunshine State Standards” in order to download the PDF of Elements, as organizational schema to describe any given Access Points for Students with Cognitive Disabilities related to this particular place. grade level.

SS.912.G.1.3: Employ applicable units of measurement State and District Instructional Requirements: and scale to solve simple locational problems using maps Teachers should be aware that State and District policy requires that all teachers and globes. K-12 provide instruction to students in the following content areas: African- American History, Character Education, Hispanic Contributions to the United SS.912.G.2.1: Identify the physical characteristics and the States, Holocaust Education, and Women’s Contributions to the U.S. Detailed human characteristics that define and differentiate regions. lesson plans can be downloaded from the Division of Social Sciences and Life Skills website, http://socialsciences.dadeschools.net/, under the headings

Curriculum and Instruction: Division of Social Science s and Life Skills Pacing Guide Page 16 of 34 MIAMI-DADE COUNTY PUBLIC SCHOOLS District Pacing Guide- Social Studies GRADE LEVEL OR COURSE TITLE: United States History Course Code: 2100310

Fourth Nine Weeks Essential Content NGSSS-SS Benchmarks Instructional Tools SS.912.G.4.2: Use geographic terms and tools to analyze “Character Education” and “Multicultural Support Documents.” Please note that the push/pull factors contributing to human migration within instruction regarding the aforementioned requirements should take place and among places. 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 SS.912.G.4.3: Use geographic terms and tools to analyze recognized. the effects of migration both on the place of origin and destination, including border areas.

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.1.3: Relate works in the arts to various cultures. SS.912.H.1.5: Examine the artistic response to social issues and new ideas in various cultures.

SS.912.H.3.1: Analyze the effects of transportation, trade, communication, science, and technology on the preservation and diffusion of culture.

LA.1112.1.6.1: The student will use new vocabulary that is introduced and taught directly.

LA.1112.1.6.2: The student will listen to, read, and discuss familiar and conceptually challenging text.

LA.1112.1.6.3: The student will use context clues to determine meanings of unfamiliar words.

LA.1112.2.2.2: The student will use information from the text to answer questions or to state the main idea or provide relevant details.

Curriculum and Instruction: Division of Social Science s and Life Skills Pacing Guide Page 17 of 34 MIAMI-DADE COUNTY PUBLIC SCHOOLS District Pacing Guide- Social Studies GRADE LEVEL OR COURSE TITLE: United States History Course Code: 2100310

Fourth Nine Weeks Essential Content NGSSS-SS Benchmarks Instructional Tools

LA.1112.6.3.1: The student will distinguish between propaganda and ethical reasoning strategies in print and non-print 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.

Curriculum and Instruction: Division of Social Science s and Life Skills Pacing Guide Page 18 of 34 MIAMI-DADE COUNTY PUBLIC SCHOOLS District Pacing Guide- Social Studies GRADE LEVEL OR COURSE TITLE: United States History Course Code: 2100310

Topic 17: GEORGE H.W. BUSH & CLINTON PRESIDENCIES (1989-2001) Pacing: Traditional: 7 Days Block: 3.5 Days May 17-28, 2013

Fourth Nine Weeks Essential Content NGSSS-SS Benchmarks Instructional Tools •DOMESTIC POLICIES Content Benchmarks: SS.912.A.7.11: Analyze the Core Text Book: TBA foreign policy of the United States as it relates to Africa, o Americans with Disabilities Vocabulary/Identification: Act (1990) Asia, the Caribbean, Latin America, and the Middle East. NEW AND RPEATED BENCHMARK FOR THIS GRADING Internet, information superhighway, Tiananmen Square, Sandinistas, Contras, Problems with Savings and o PERIOD. START I, Operation Desert Storm, genetic engineering, cloning, ethnic Loan Industry http://socialsciences.dadeschools.net/files/eoc_lesson_plan cleansing, “Nation at Risk”, INF Treaty, General Agreement on Tariffs and Trade o Problems with Budget s/11th_grade/4th%20Quarter%2011TH%20GRADE Deficit: Raised Taxes and %20FINAL%20US%20HIS%20LESSONS/SS.912.A.7.11- Technology: Reversed Campaign %20U.S.%20Foreign%20Policy-%20Modern.pdf Promise Click on the following link for benchmark details and NBC Learn Bush 41 Playlist o Problems with Recession clarifications taken from the U.S. History Item Specifications: http://socialsciences.dadeschools.net/files/US%20History The Gulf War •FOREIGN POLICY %20Item%20Specs/SS.912.A.7.11%20-%20The%20United http://www.pbs.org/pages/frontline/gulf/index.html Implementation of START I %20States%20and%20the%20Defense%20of%20the This Frontline and PBS site combines personal accounts with a chronology and o general information about the war. o Support for Pro-Democracy %20International%20Peace.pdf Movement in China, SS.912.A.7.12: Analyze political, economic, and social American Identities Tiananmen Square (1989) concerns that emerged at the end of the 20th century and http://xroads.virginia.edu/~YP/ethnic.html o Persian Gulf War – into the 21st century. NEW AND REPEATED This site suggests resources for studying America’s multiple ethnic identities. Operation Desert Storm BENCHMARK FOR THIS GRADING PERIOD. o Collapse of the Berlin Wall http://socialsciences.dadeschools.net/files/eoc_lesson_plan Census 2000 http://www.census.gov/main/www/cen2000.html (1989) (1) s/11th_grade/4th%20Quarter%2011TH%20GRADE U.S. Census Bureau gateway to 2000 census information and data. o Collapse of the Soviet %20FINAL%20US%20HIS%20LESSONS/SS.912.A.7.12- Union (1991) %2021st%20Century%20Challenges.pdf Click on the following link for benchmark details and William Jefferson Clinton . Relationship with clarifications taken from the U.S. History Item Specifications: http://www.ipl.org/ref/POTUS/wjclinton.html Yeltsin http://socialsciences.dadeschools.net/files/US%20History This site contains basic factual data about Clinton’s election and presidency, o Election of 1992: Bush vs. %20Item%20Specs/SS.912.A.7.12%20-%20The%20United speeches, and on-line biographies. Clinton %20States%20and%20the%20Defense%20of%20the %20International%20Peace.pdf NBC Learn Clinton Playlist •CLINTON: 1993-2001 Investigating the President: The Trial •DOMESTIC POLICIES http://www.cnn.com/ALLPOLITICS/resources/1998/lewinsky o Beginning of Economic SS.912.A.7.13: Analyze the attempts to extend New Deal legislation through the Great Society & the successes and From CNN, this site provides information and documents about the scandals

Curriculum and Instruction: Division of Social Science s and Life Skills Pacing Guide Page 19 of 34 MIAMI-DADE COUNTY PUBLIC SCHOOLS District Pacing Guide- Social Studies GRADE LEVEL OR COURSE TITLE: United States History Course Code: 2100310

Fourth Nine Weeks Essential Content NGSSS-SS Benchmarks Instructional Tools Recovery failures of programs to promote social/economic stability. surrounding President Clinton and his impeachment. o Balanced Budget Note: An also assessed benchmark. To be covered with main tested benchmark SS.912.A.7.4. A Brief History of the Internet, Version 3.1 Commitment to Deficit o http://www.isoc.org/internet-history/ Reduction SS.912.A.7.14: Review the role of the United States as a The Internet Society puts out this site that explores the development and impact o Passage of NAFTA (North participant in the global economy (trade agreements, of the Internet. American Free Trade international competition, impact on American labor, Agreement) environmental concerns). Note: An also assessed The Computer Museum History Center o Welfare Reform benchmark. To be covered with main tested benchmark http://computerhistory.org “Contract with America”: SS.912.A.7.12. This site for the Computer Museum History Center features on-line archives and o exhibits tracing five decades of computer history. Republican Opposition to SS.912.A.7.15: Analyze the effects of foreign and domestic Clinton Policy terrorism on the American people. Note: An also assessed Suggested Activities: o Failure of Healthcare benchmark. To be covered with main tested benchmark Have students research the collapse of the Berlin Wall and work in small groups Reform SS.912.A.7.12. to list and describe the impact it had on communism in Eastern Europe and the

•THE CLINTON SCANDALS SS.912.A.7.16: Examine changes in immigration policy and Cold War. o Obstruction of Justice attitudes toward immigration since 1950. Note: An also Have students list and discuss the key ideas in the “Contract with America” and o Perjury assessed benchmark. To be covered with main tested evaluate whether or not the terms were fulfilled. benchmark SS.912.A.7.12. o Impeachment by the House Have students research the events leading to America’s involvement with the & Acquittal in the Senate SS.912.A.7.17: Examine key events and key people in Gulf War and compare and contrast it with the War on Terrorism. Florida history as they relate to United States history. Note: Have students list and evaluate United Nations efforts to prevent Iraq from •FOREIGN POLICY An also assessed benchmark. To be covered with main further aggression in the Middle East. o Clinton Peace Initiative in tested benchmark SS.912.A.7.12. the Middle East: Palestine Have students research Gulf War syndrome and the United States response. and Israel Skill Benchmarks: SS.912.A.1.1: Describe the importance Have students create a multimedia presentation showing how the shootings at o The Failed Invasion of of historiography, Columbine High School and the subsequent media coverage have affected which includes how historical knowledge is obtained and Somalia (1993) public policy. transmitted, when interpreting events in history. o Civil Wars in Bosnia and Have students research and discuss Clinton’s foreign policy efforts in Somalia Yugoslavia SS.912.A.1.2: Utilize a variety of primary and secondary and Bosnia; as well as his administration’s handling of terror attacks. Domestic Terrorism: The sources to identify author, historical significance, audience, o Assessment: and authenticity to understand a historical period. Oklahoma City Bombing Develop rubrics and share with students for each of the above mentioned (1995), Attack on USS projects in order to increase opportunities for mastery of content and historical SS.912.A.1.3: Utilize timelines to identify the time sequence Cole, First Attack on World thinking skills. Each project or assignment should be assessed for content of historical data. Trade Center (1993) accuracy and skill development in terms of writing and reading comprehension. SS.912.A.1.4: Analyze how images, symbols, objects, ELL: cartoons, graphs, charts, maps, and artwork may be used to Use visual depictions of historical events in order to increase ELL students’ interpret the significance of time periods and events. mastery of related content.

SS.912.A.1.5: Evaluate the validity, reliability, bias, and SPED: authenticity of current events and Internet resources. Go the Division of Social Sciences’ website,

Curriculum and Instruction: Division of Social Science s and Life Skills Pacing Guide Page 20 of 34 MIAMI-DADE COUNTY PUBLIC SCHOOLS District Pacing Guide- Social Studies GRADE LEVEL OR COURSE TITLE: United States History Course Code: 2100310

Fourth Nine Weeks Essential Content NGSSS-SS Benchmarks Instructional Tools http://socialsciences.dadeschools.net/, and look under “Curricular Documents,” SS.912.A.1.6: Use case studies to explore social, political, Next Generation Sunshine State Standards” in order to download the PDF of legal, and economic relationships in history. Access Points for Students with Cognitive Disabilities related to this particular grade level. SS.912.A.1.7: Describe various socio-cultural aspects of American life including arts, artifacts, literature, education, State and District Instructional Requirements: and publications. 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- SS.912.G.1.2: Use spatial perspective and appropriate American History, Character Education, Hispanic Contributions to the United geographic terms and tools, including the Six Essential States, Holocaust Education, and Women’s Contributions to the U.S. Detailed Elements, as organizational schema to describe any given lesson plans can be downloaded from the Division of Social Sciences and Life place. Skills website, http://socialsciences.dadeschools.net/, under the headings “Character Education” and “Multicultural Support Documents.” Please note that SS.912.G.1.3: Employ applicable units of measurement instruction regarding the aforementioned requirements should take place and scale to solve simple locational problems using maps. 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 SS.912.G.2.1: Identify the physical characteristics and the recognized. human characteristics that define and differentiate regions.

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.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.1.3: Relate works in the arts to various cultures.

SS.912.H.1.5: Examine the artistic response to social issues and new ideas in various cultures.

SS.912.H.3.1: Analyze the effects of transportation, trade, communication, science, and technology on the preservation and diffusion of culture.

LA.1112.1.6.1: The student will use new vocabulary that is introduced and taught directly.

LA.1112.1.6.2: The student will listen to, read, and discuss

Curriculum and Instruction: Division of Social Science s and Life Skills Pacing Guide Page 21 of 34 MIAMI-DADE COUNTY PUBLIC SCHOOLS District Pacing Guide- Social Studies GRADE LEVEL OR COURSE TITLE: United States History Course Code: 2100310

Fourth Nine Weeks Essential Content NGSSS-SS Benchmarks Instructional Tools familiar and conceptually challenging text.

LA.1112.1.6.3: The student will use context clues to determine meanings of unfamiliar words.

LA.1112.2.2.2: The student will use information from the text to answer questions or to state the main idea or provide relevant details.

LA.1112.6.3.1: The student will distinguish between propaganda and ethical reasoning strategies in print and non-print 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.

Curriculum and Instruction: Division of Social Science s and Life Skills Pacing Guide Page 22 of 34 MIAMI-DADE COUNTY PUBLIC SCHOOLS District Pacing Guide- Social Studies GRADE LEVEL OR COURSE TITLE: United States History Course Code: 2100310

Topic 18: GEORGE W. BUSH & OBAMA PRESIDENCIES (2001 - ) Pacing: Traditional: 7 Days Block: 3.5 Days May 29-June 6, 2013

Fourth Nine Weeks Essential Content NGSSS-SS Benchmarks Instructional Tools •THE DISPUTED ELECTION OF Content Benchmarks: SS.912.A.7.11: Analyze the foreign Core Text Book: TBA 2000: GORE VS. GEORGE W. policy of the United States as it relates to Africa, Asia, the BUSH Caribbean, Latin America, and the Middle East. NEW AND Vocabulary/Identification: Bush Doctrine, terrorism, 9/11 attacks, Patriot Act, No Child Left Behind, o The Florida Recount REPEAED BENCHMARK FOR THIS GRADING PERIOD. http://socialsciences.dadeschools.net/files/eoc_lesson_plan Condoleeza Rice, Hillary Clinton, War on Terrorism, Al-Queda, Taliban, Patriot The Battle Moves to the o s/11th_grade/4th%20Quarter%2011TH%20GRADE Act Supreme Court: Bush %20FINAL%20US%20HIS%20LESSONS/SS.912.A.7.11- Becomes President %20U.S.%20Foreign%20Policy-%20Modern.pdf Technology: Click on the following link for benchmark details and •THE BUSH ADMINISTRATION clarifications taken from the U.S. History Item Specifications: NBC Learn Bush (43) Playlist (2001-2009) http://socialsciences.dadeschools.net/files/US%20History o Domestic Affairs: %20Item%20Specs/SS.912.A.7.11%20-%20The%20United George Walker Bush http://www.ipl.org/ref/POTUS/gwbush.html . The War on %20States%20and%20the%20Defense%20of%20the %20International%20Peace.pdf This site contains basic factual data about Bush’s election and presidency, Terrorism: The 9/11 speeches, and on-line biographies. Attacks SS.912.A.7.12: Analyze political, economic, and social . Dealing with the concerns that emerged at the end of the 20th century and September 11, 2001: Attack on America threat of Al-Qaeda into the 21st century. NEW AND REPEATED http://www.yale.edu/lawweb/avalon/sept_11/sept_11.htm . Creation of BENCHMARK FOR THIS GRADING PERIOD. The Avalon Project at Yale Law School sponsors this collection of documents Department of http://socialsciences.dadeschools.net/files/eoc_lesson_plan relating to the September 11, 2001 terrorist attacks. Homeland Security s/11th_grade/4th%20Quarter%2011TH%20GRADE th . Tax Cuts %20FINAL%20US%20HIS%20LESSONS/SS.912.A.7.12- NBC Learn – Log In - All Collections > Social Studies > U. S. History > Late 20 %2021st%20Century%20Challenges.pdf Century > United States > Post Cold War > Domestic and Foreign . Reform and Terrorism > September 11 Accountability in Click on the following link for benchmark details and clarifications taken from the U.S. History Item Specifications: Education: No Child War in Iraq Left Behind http://socialsciences.dadeschools.net/files/US%20History %20Item%20Specs/SS.912.A.7.12%20-%20The%20United http://www.cnn.com/SPECIALS/2003/Iraq  Emphasi %20States%20and%20the%20Defense%20of%20the A CNN special report on the war, including interactive maps, headlines, video, s on Literacy %20International%20Peace.pdf and topical information. . Patriot Act: Privacy vs. Security SS.912.A.7.13: Analyze the attempts to extend New Deal Barack Obama http://www.whitehouse.gov/ . Immigration legislation through the Great Society & the successes & failures Of programs to promote social/economic stability. This is the official site of the White House, and includes information on President Concerns: Protecting Obama and his initiatives.

Curriculum and Instruction: Division of Social Science s and Life Skills Pacing Guide Page 23 of 34 MIAMI-DADE COUNTY PUBLIC SCHOOLS District Pacing Guide- Social Studies GRADE LEVEL OR COURSE TITLE: United States History Course Code: 2100310

Fourth Nine Weeks Essential Content NGSSS-SS Benchmarks Instructional Tools the Border with Mexico Note: An also assessed benchmark. To be covered with o Foreign Affairs main tested benchmark SS.912.A.7.4. NBC Learn Obama Playlist Bush Doctrine: . White House Healthcare Reform Pre-emption SS.912.A.7.14: Review the role of the United States as a participant in the global economy (trade agreements, http://www.whitehouse.gov/healthreform The Invasion of . international competition, impact on American labor, This is the official White House site on the topic of healthcare reform. Afghanistan environmental concerns). An also assessed benchmark. Suggested Activities: . The Invasion of To be covered with main tested benchmark Have students work in small groups to research the controversy surrounding the Iraq (since office) SS.912.A.7.12. media’s announcement of the election results of 2000. Consider time zone . Humanitarian differences to analyze the impact of premature announcement of results. SS.912.A.7.15: Analyze the effects of foreign and domestic Students will present findings in an oral report. Initiatives in Africa terrorism on the American people. An also assessed benchmark. To be covered with main tested benchmark Have students work in small groups to create a photo essay documentary of the •ELECTION OF 2008: OBAMA SS.912.A.7.12. September 11, 2001 attacks. Students will write a caption for each photo and ELECTED SS.912.A.7.16: Examine changes in immigration policy and groups will present their display to the class. Highlights of the Obama o attitudes toward immigration since 1950. An also assessed Have students create a timeline from September 11, 2001 to the invasion of Iraq. Administration: benchmark. To be covered with main tested benchmark Have students write a paragraph with their view of when to label the “end” of the . The First African- SS.912.A.7.12. war. American President SS.912.A.7.17: Examine key events and key people in Have students write an editorial on whether or not the United States was justified Response to the Florida history as they relate to United States history. An . in invading Iraq. Economic Crisis also assessed benchmark. To be covered with main  Continuat tested benchmark SS.912.A.7.12. Have students research the Patriot Act and debate the issue of privacy vs. ion of the War on security in the United States. Skill Benchmarks: SS.912.A.1.1: Describe the importance Terror Have students brainstorm economic, environmental, social and political issues of historiography, which includes how historical knowledge  Governm faced by the Obama Administration. Have students discuss and evaluate the is obtained and transmitted, when interpreting events in ent Bailout of handling of these issues. history. Automobile and Banking Industries Assessment: SS.912.A.1.2: Utilize a variety of primary and secondary Develop rubrics and share with students for each of the above mentioned  Healthcar sources to identify author, historical significance, audience, projects in order to increase opportunities for mastery of content and historical e Reform Passed and authenticity to understand a historical period. thinking skills. Each project or assignment should be assessed for content by Congress SS.912.A.1.3: Utilize timelines to identify the time sequence accuracy and skill development in terms of writing and reading comprehension.  Need for of historical data. Immigration ELL: Reform SS.912.A.1.4: Analyze how images, symbols, objects, Use visual depictions of historical events in order to increase ELL students’ mastery of related content.  Travel cartoons, graphs, charts, maps, and artwork may be used to Restrictions with interpret the significance of time periods and events from SPED: Cuba Eased the past. Go the Division of Social Sciences’ website, Respons http://socialsciences.dadeschools.net/, and look under “Curricular Documents,”  SS.912.A.1.5: Evaluate the validity, reliability, bias, and e to BP oil spill Next Generation Sunshine State Standards” in order to download the PDF of authenticity of current events and Internet resources. Access Points for Students with Cognitive Disabilities related to this particular grade level. SS.912.A.1.6: Use case studies to explore social, political,

Curriculum and Instruction: Division of Social Science s and Life Skills Pacing Guide Page 24 of 34 MIAMI-DADE COUNTY PUBLIC SCHOOLS District Pacing Guide- Social Studies GRADE LEVEL OR COURSE TITLE: United States History Course Code: 2100310

Fourth Nine Weeks Essential Content NGSSS-SS Benchmarks Instructional Tools legal, and economic relationships in history. State and District Instructional Requirements: Teachers should be aware that State and District policy requires that all teachers SS.912.A.1.7: Describe various socio-cultural aspects of K-12 provide instruction to students in the following content areas: African- American life including arts, artifacts, literature, education, American History, Character Education, Hispanic Contributions to the United and publications. 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 SS.912.G.1.2: Use spatial perspective and appropriate Skills website, http://socialsciences.dadeschools.net/, under the headings geographic terms and tools, including the Six Essential “Character Education” and “Multicultural Support Documents.” Please note that Elements, as organizational schema to describe place. instruction regarding the aforementioned requirements should take place throughout the entire scope of a given social studies course, not only during the SS.912.G.1.3: Employ applicable units of measurement particular month or day when a particular cultural group is celebrated or and scale to solve simple locational problems using maps. recognized. SS.912.G.2.1: Identify the physical characteristics and the human characteristics that define and differentiate regions.

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.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.1.3: Relate works in the arts to various cultures.

SS.912.H.1.5: Examine the artistic response to social issues and new ideas in various cultures.

SS.912.H.3.1: Analyze the effects of transportation, trade, communication, science, and technology on the preservation and diffusion of culture.

LA.1112.1.6.1: The student will use new vocabulary that is introduced and taught directly.

LA.1112.1.6.2: The student will listen to, read, and discuss familiar and conceptually challenging text.

LA.1112.1.6.3: The student will use context clues to

Curriculum and Instruction: Division of Social Science s and Life Skills Pacing Guide Page 25 of 34 MIAMI-DADE COUNTY PUBLIC SCHOOLS District Pacing Guide- Social Studies GRADE LEVEL OR COURSE TITLE: United States History Course Code: 2100310

Fourth Nine Weeks Essential Content NGSSS-SS Benchmarks Instructional Tools determine meanings of unfamiliar words.

LA.1112.2.2.2: The student will use information from the text to answer questions or to state the main idea or provide relevant details.

LA.1112.6.3.1: The student will distinguish between propaganda and ethical reasoning strategies in print and non-print 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.

Curriculum and Instruction: Division of Social Science s and Life Skills Pacing Guide Page 26 of 34 MIAMI-DADE COUNTY PUBLIC SCHOOLS District Pacing Guide- Social Studies GRADE LEVEL OR COURSE TITLE: United States History Course Code: 2100310

Topic 19: ISSUES FOR THE 21st CENTURY Pacing: Traditional: 7 Days Block: 3.5 Days

STRAND(S) and STANDARD(S): American History (Standard 1: Use research and inquiry skills to analyze American history using primary and secondary sources; Standard 7: Understand the rise and continuing international influence of the United States as a world leader and the impact of contemporary social and political movements on American life.) Geography (Standard 1: Understand how to use maps and other geographic representations, tools, and technology to report information; Standard 2: Understand physical and cultural characteristics of places; Standard 4: Understand the characteristics, distribution, and migration of human populations.) Humanities (Standard 1: Identify and analyze the historical, social, and cultural contexts of the arts; Standard 3: Understand how transportation, trade, communication, science and technology influence the progression and regression of cultures.) Fourth Nine Weeks Essential Content NGSSS-SS Benchmarks Instructional Tools o Terrorism Section Content Benchmarks: SS.912.A.7.12: Analyze political, economic, and social concerns that emerge at the end of the Core Text Book: TBA o Terrorism Post 9/11 twentieth century and into the twenty-first century. NEW AND Vocabulary/Identification: o The Future of Iraq & REPEATED BENCHMARK FOR THIS GRADING PERIOD. Globalization weapons of mass destruction, GATT, clean energy, Afghanistan http://socialsciences.dadeschools.net/files/eoc_lesson_plans/1 environmentalism o The Debate Over 1th_grade/4th%20Quarter%2011TH%20GRADE%20FINAL Immigration %20US%20HIS%20LESSONS/SS.912.A.7.12-%2021st Technology: o Crime and Public Safety %20Century%20Challenges.pdf U.S. Department of Homeland Security Click on the following link for benchmark details and http://www.dhs.gov/files/counterterrorism.htm Education o clarifications taken from the U.S. History Item Specifications: This is the official website for the U.S. Department of Homeland Security. It o The Communications http://socialsciences.dadeschools.net/files/US%20History includes terror alerts, suspected threats, and other relevant information. Revolution %20Item%20Specs/SS.912.A.7.12%20-%20The%20United o The Future of Healthcare %20States%20and%20the%20Defense%20of%20the U.S. Department of Customs and Immigration Services %20International%20Peace.pdf Reform http://www.uscis.gov/portal/site/uscis This is the official website for the U.S. Department of Customs and Immigration Breaking the Cycle of o SS.912.A.7.14: Review the role of the United States as a Services. It highlights immigration trends and current information on visas and Poverty participant in the global economy (trade agreements, other related issues. o The Future of Social international competition, impact on American labor, Security environmental concerns). An also assessed benchmark. To Environmental Protection Agency o Women and Minority be covered with main tested benchmark SS.912.A.7.12. http://www.epa.gov Groups in the Workforce This is the official site for the U.S. Environmental Protection Agency. It includes SS.912.A.7.17: Examine key events and key people in Florida information on environmental issues. o Environmental Concerns history as they relate to United States history. An also o Globalization of the assessed benchmark. To be covered with main tested General Agreement on Tariffs and Trade Economy benchmark SS.912.A.7.12. http://www.gatt.org/ . International trade This site has to do with the World Trade Organization and other topics related to and General Skill Benchmarks: SS.912.A.1.1: Describe the importance of tariffs and trade. Agreement on Tariffs historiography, which includes how historical knowledge is and Trade (GATT) obtained and transmitted, when interpreting events in history. Suggested Activities: . International Have students select one state and research the immigrant populations. SS.912.A.1.2: Utilize a variety of primary and secondary Students will determine the origin of the immigrant groups within the state and competition – the sources to identify author, historical significance, audience, and use a map to label where they reside. emergence of China authenticity to understand a historical period. . Labor problems Have students create an outline to identify the impact of the computer and and Loss of jobs in the SS.912.A.1.3: Utilize timelines to identify the time sequence of communication technology on society, home offices, and on entertainment.

Curriculum and Instruction: Division of Social Science s and Life Skills Pacing Guide Page 27 of 34 MIAMI-DADE COUNTY PUBLIC SCHOOLS District Pacing Guide- Social Studies GRADE LEVEL OR COURSE TITLE: United States History Course Code: 2100310

Fourth Nine Weeks Essential Content NGSSS-SS Benchmarks Instructional Tools U.S. historical data. Have students create a bulletin board display of local anti-poverty programs, SS.912.A.1.4: Analyze how images, symbols, objects, including how many individuals are participating and which qualifications must be cartoons, graphs, charts, maps, and artwork may be used to met to be part of the program. interpret the significance of time periods and events from the Have students research the current status of healthcare legislation. In small past. groups, students will assemble their information in a news report. Each member of the group will focus on one issue. SS.912.A.1.5: Evaluate the validity, reliability, bias, and authenticity of current events and Internet resources. Have students research the current status of proposed Social Security reforms and create a visual display to identify and explain reforms that are under SS.912.A.1.6: Use case studies to explore social, political, consideration. legal, and economic relationships in history. Have students (in small group or through class discussion) identify a solution to a current foreign policy problem. SS.912.A.1.7: Describe various socio-cultural aspects of American life including arts, artifacts, literature, education, and Have students create a display, write a poem, or compose a song that reflects publications. the history and culture of a historical period in American history. Assessment: SS.912.G.1.2: Use spatial perspective and appropriate geographic terms and tools, including the Six Essential Develop rubrics and share with students for each of the above mentioned Elements, as organizational schema to describe any given projects in order to increase opportunities for mastery of content and historical place. 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.1.3: Employ applicable units of measurement and scale to solve simple locational problems using maps and ELL: globes. Use visual depictions of historical events in order to increase ELL students’ mastery of related content. SS.912.G.2.1: Identify the physical characteristics and the human characteristics that define and differentiate regions. SPED: Go the Division of Social Sciences’ website, SS.912.G.4.2: Use geographic terms and tools to analyze the http://socialsciences.dadeschools.net/, and look under “Curricular Documents,” push/pull factors contributing to human migration within and Next Generation Sunshine State Standards” in order to download the PDF of among places. Access Points for Students with Cognitive Disabilities related to this particular grade level. SS.912.G.4.3: Use geographic terms and tools to analyze the effects of migration both on the place of origin and destination, State and District Instructional Requirements: including border areas. 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- SS.912.H.1.1: Relate works in the arts (architecture, dance, American History, Character Education, Hispanic Contributions to the United music, theatre, and visual arts) of varying styles and genre States, Holocaust Education, and Women’s Contributions to the U.S. Detailed according to the periods in which they were created. lesson plans can be downloaded from the Division of Social Sciences and Life Skills website, http://socialsciences.dadeschools.net/, under the headings SS.912.H.1.3: Relate works in the arts to various cultures. “Character Education” and “Multicultural Support Documents.” Please note that instruction regarding the aforementioned requirements should take place SS.912.H.1.5: Examine the artistic response to social issues

Curriculum and Instruction: Division of Social Science s and Life Skills Pacing Guide Page 28 of 34 MIAMI-DADE COUNTY PUBLIC SCHOOLS District Pacing Guide- Social Studies GRADE LEVEL OR COURSE TITLE: United States History Course Code: 2100310

Fourth Nine Weeks Essential Content NGSSS-SS Benchmarks Instructional Tools and new ideas in various cultures. throughout the entire scope of a given social studies course, not only during the SS.912.H.3.1: Analyze the effects of transportation, trade, particular month or day when a particular cultural group is celebrated or communication, science, and technology on the preservation recognized. and diffusion of culture.

LA.1112.1.6.1: The student will use new vocabulary that is introduced and taught directly.

LA.1112.1.6.2: The student will listen to, read, and discuss familiar and conceptually challenging text.

LA.1112.1.6.3: The student will use context clues to determine meanings of unfamiliar words.

LA.1112.2.2.2: The student will use information from the text to answer questions or to state the main idea or provide relevant details.

LA.1112.6.3.1: The student will distinguish between propaganda and ethical reasoning strategies in print and non- print 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.

Curriculum and Instruction: Division of Social Science s and Life Skills Pacing Guide Page 29 of 34 Common Core State StandardS for enGLISH LanGUaGe artS & LIteraCy In HIStory/SoCIaL StUdIeS, SCIenCe, and teCHnICaL SUbjeCtS

Reading Standards for Literacy in History/Social Studies 6–12 RH The standards below begin at grade 6; standards for K–5 reading in history/social studies, science, and technical subjects are integrated into the K–5 Reading standards. The CCR anchor standards and high school standards in literacy work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity. Grades 6–8 students: Grades 9–10 students: Grades 11–12 students: Key Ideas and details 1. Cite specific textual 1. Cite specific textual evidence to support analysis 1. Cite specific textual evidence to support analysis evidence to support of primary and secondary sources, attending of primary and secondary sources, connecting analysis of primary and to such features as the date and origin of the insights gained from specific details to an secondary sources. information. understanding of the text as a whole. 2. Determine the central ideas 2. Determine the central ideas or information of a 2. Determine the central ideas or information of a oprimarr informatioy or senc ondarof a y primary or secondary source; provide an accurate primary or secondary source; provide an accurate summarsource; pyr ovidf thee asoun rce summary of how key events or ideas develop over summary that makes clear the relationships among kndisotincwledgt froem o rp oripoirnions. the course of the text. the key details and ideas.

3. Identify key steps in a 3. Analyze in detail a series of events described in 3. Evaluate various explanations for actions or events tperxotc’se sdescriptions related to of a a text; determine whether earlier events caused and determine which explanation best accords ahi sbilltor bey/csocialomes s ltudiesaw, ho w(e. g., later ones or simply preceded them. with textual evidence, acknowledging where the orin telorwesetr red).ates are raised text leaves matters uncertain.

Craft and Structure 4. Determine the meaning of 4. Determine the meaning of words and phrases 4. Determine the meaning of words and phrases as waso thrdesy an arde pusehrads eins a text, as they are used in a text, including vocabulary they are used in a text, including analyzing how an speciincludinficg t ov odomaincabulasry related describing political, social, or economic aspects of author uses and refines the meaning of a key term stotu hdiisetso.ry/social history/social studies. over the course of a text (e.g., how Madison defines faction in Federalist No. 10).

5. Describe how a text 5. Analyze how a text uses structure to emphasize 5. Analyze in detail how a complex primary source psereqsueennttsia inllyformatio, n (e.g., key points or advance an explanation or analysis. is structured, including how key sentences, comparatively, causally). paragraphs, and larger portions of the text contribute to the whole.

6. Identify aspects of a text 6. Compare the point of view of two or more 6. Evaluate authors’ differing points of view on the thapoint tre ovfea vile wan oaru purposthor’s e authors for how they treat the same or similar same historical event or issue by assessing the inclusio(e.g., loaden ord a lvaoidannguagcee, of topics, including which details they include and authors’ claims, reasoning, and evidence. particular facts). emphasize in their respective accounts. Integration of Knowledge and Ideas 7. Integrate visual information 7. Integrate quantitative or technical analysis (e.g., 7. Integrate and evaluate multiple sources of (geraphs.g., in, cphhaorttosg, raphs, charts, research data) with qualitative analysis in information presented in diverse formats and media invideosform, a otior nmap in prins) witt anh d print or digital text. (e.g., visually, quantitatively, as well as in words) in digital texts. order to address a question or solve a problem.

8. Distinguish among fact, 8. Assess the extent to which the reasoning and 8. Evaluate an author’s premises, claims, and evidence ojupdginimone,n ant ind ar etaesxot.ned evidence in a text support the author’s claims. by corroborating or challenging them with other information.

9. Analyze the relationship 9. Compare and contrast treatments of the same 9. Integrate information from diverse sources, bseectwondareen ya souprimarrce y o ann tdhe topic in several primary and secondary sources. both primary and secondary, into a coherent same topic. understanding of an idea or event, noting discrepancies among sources. Range of Reading and Level of Text Complexity text complexity band 10. By the end of grade 8, read and comprehend independently and history/social studies texts in the grades 6–8 proficiently. Common Core State StandardS for enGLISH LanGUaGe artS & LIteraCy In HIStory/SoCIaL StUdIeS, SCIenCe, and teCHnICaL SUbjeCtS

10. By the end of grade 10, read and comprehend history/social studies 10. By the end of grade 12, read the grades 11–CCR text complexity band texts in the grades 9–10 text complexity band independently and and comprehend independently and proficiently. proficiently. history/social studies texts in Common Core State StandardS for enGLISH LanGUaGe artS & LIteraCy In HIStory/SoCIaL StUdIeS, SCIenCe, and teCHnICaL SUbjeCtS

Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6– WHST 12 The standards below begin at grade 6; standards for K–5 writing in history/social studies, science, and technical subjects are integrated into the K–5 Writing standards. The CCR anchor standards and high school standards in literacy work in tandem to define college and career readiness expectations— the former providing broad standards, the latter providing additional specificity.

Grades 6–8 students: Grades 9–10 students: Grades 11–12 students: Text Types and Purposes 1. Write arguments focused 1. Write arguments focused on discipline-specific 1. Write arguments focused on discipline-specific coon nditesnctipli. ne-specific content. content. a. Introduce claim(s) about a topic or issue, a. Introduce precise claim(s), distinguish the a. Introduce precise, knowledgeable claim(s), acknowledge and distinguish the claim(s) from claim(s) from alternate or opposing claims, establish the significance of the claim(s), alternate or opposing claims, and organize the and create an organization that establishes distinguish the claim(s) from alternate or reasons and evidence logically. clear relationships among the claim(s), opposing claims, and create an organization b. Support claim(s) with logical reasoning and counterclaims, reasons, and evidence. that logically sequences the claim(s), relevant, accurate data and evidence that b. Develop claim(s) and counterclaims fairly, counterclaims, reasons, and evidence. demonstrate an understanding of the topic or supplying data and evidence for each while b. Develop claim(s) and counterclaims fairly and text, using credible sources. pointing out the strengths and limitations thoroughly, supplying the most relevant data c. Use words, phrases, and clauses to create of both claim(s) and counterclaims in a and evidence for each while pointing out the cohesion and clarify the relationships among discipline-appropriate form and in a manner strengths and limitations of both claim(s) and claim(s), counterclaims, reasons, and evidence. that anticipates the audience’s knowledge counterclaims in a discipline-appropriate form d. Establish and maintain a formal style. level and concerns. that anticipates the audience’s knowledge level, concerns, values, and possible biases. e. Provide a concluding statement or section c. Use words, phrases, and clauses to link the that follows from and supports the argument major sections of the text, create cohesion, c. Use words, phrases, and clauses as well as presented. and clarify the relationships between claim(s) varied syntax to link the major sections of and reasons, between reasons and evidence, the text, create cohesion, and clarify the and between claim(s) and counterclaims. relationships between claim(s) and reasons, d. Establish and maintain a formal style and between reasons and evidence, and between objective tone while attending to the norms claim(s) and counterclaims. and conventions of the discipline in which they d. Establish and maintain a formal style and are writing. objective tone while attending to the norms e. Provide a concluding statement or section and conventions of the discipline in which they that follows from or supports the argument are writing. presented. e. Provide a concluding statement or section that follows from or supports the argument presented. WHST Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6–12

Grades 6–8 students: Grades 9–10 students: Grades 11–12 students: Text Types and Purposes (continued) 2. Write 2. Write informative/explanatory texts, including 2. Write informative/explanatory texts, including itnhfeo rnmarartaitvieo/ne oxpf lhainstaotorircya l the narration of historical events, scientific the narration of historical events, scientific pevroecnetsd,u srceise/n teifxipceriments, procedures/ experiments, or technical processes. procedures/ experiments, or technical processes. a. Introduce a topic clearlory t, e pchnreviiceawinl prgo cwehssaets. a. Introduce a topic and organize ideas, a. Introduce a topic and organize complex ideas, is to follow; organize ideas, concepts, and concepts, and information to make important concepts, and information so that each new information into broader categories as connections and distinctions; include element builds on that which precedes it to appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., create a unified whole; include formatting formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to (e.g., headings), graphics (e.g., figures, charts, tables), and multimedia when useful to aiding comprehension. tables), and multimedia when useful to aiding aiding comprehension. b. Develop the topic with well-chosen, relevant, comprehension. b. Develop the topic with relevant, well-chosen and sufficient facts, extended definitions, b. Develop the topic thoroughly by selecting the facts, definitions, concrete details, quotations, concrete details, quotations, or other most significant and relevant facts, extended or other information and examples. information and examples appropriate to the definitions, concrete details, quotations, or c. Use appropriate and varied transitions to audience’s knowledge of the topic. other information and examples appropriate to create cohesion and clarify the relationships c. Use varied transitions and sentence structures the audience’s knowledge of the topic. among ideas and concepts. to link the major sections of the text, create c. Use varied transitions and sentence structures d. Use precise language and domain-specific cohesion, and clarify the relationships among to link the major sections of the text, create vocabulary to inform about or explain the ideas and concepts. cohesion, and clarify the relationships among topic. d. Use precise language and domain-specific complex ideas and concepts. e. Establish and maintain a formal style and vocabulary to manage the complexity of d. Use precise language, domain-specific objective tone. the topic and convey a style appropriate to vocabulary and techniques such as metaphor, the discipline and context as well as to the simile, and analogy to manage the complexity f. Provide a concluding statement or section that expertise of likely readers. of the topic; convey a knowledgeable stance follows from and supports the information or in a style that responds to the discipline and explanation presented. e. Establish and maintain a formal style and objective tone while attending to the norms context as well as to the expertise of likely and conventions of the discipline in which they readers. are writing. e. Provide a concluding statement or section f. Provide a concluding statement or section that follows from and supports the information that follows from and supports the information or explanation provided (e.g., articulating or explanation presented (e.g., articulating implications or the significance of the topic). implications or the significance of the topic).

3. (See note; not 3. (See note; not applicable as a separate 3. (See note; not applicable as a separate applicablrequireme nats) a requirement) requirement)

Note: Students’ narrative skills continue to grow in these grades. The Standards require that students be able to incorporate narrative elements effectively into arguments and informative/explanatory texts. In history/social studies, students must be able to incorporate narrative accounts into their analyses of individuals or events of historical import. In science and technical subjects, students must be able to write precise enough descriptions of the step-by- step procedures they use in their investigations or technical work that others can replicate them and (possibly) reach the same results. WHST Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6–12

Grades 6–8 students: Grades 9–10 students: Grades 11–12 students: Production and distribution of Writing 4. Produce clear and 4. Produce clear and coherent writing in which 4 Produce clear and coherent writing in which coherent writing in the development, organization, and style are . the development, organization, and style are which the appropriate to task, purpose, and audience. appropriate to task, purpose, and audience. development, 5. With some guidance and 5. Develop and strengthen writing as needed by 5 Develop and strengthen writing as needed by supporadults, td efrvoelom peerp ansd and planning, revising, editing, rewriting, or trying . planning, revising, editing, rewriting, or trying bstyr epnlagnntheinng writin, revisgin ags, a new approach, focusing on addressing what a new approach, focusing on addressing what needwit inagpp, rreowarcihti,n fgocusin, or trying ogn is most significant for a specific purpose and is most significant for a specific purpose and audienhow welcel hpurposave beee ann d audience. audience. addressed.

6. Use technology, including the Internet, to produce 6. Use technology, including the Internet, to produce, 6. Use technology, including the Internet, to produce, and publish writing and present the relationships publish, and update individual or shared writing publish, and update individual or shared writing between information and ideas clearly and products, taking advantage of technology’s products in response to ongoing feedback, efficiently. capacity to link to other information and to display including new arguments or information. information flexibly and dynamically. Research to Build and Present Knowledge 7. Conduct short research projects to answer a 7. Conduct short as well as more sustained research 7. Conduct short as well as more sustained research question (including a self-generated question), projects to answer a question (including a self- projects to answer a question (including a self- drawing on several sources and generating generated question) or solve a problem; narrow or generated question) or solve a problem; narrow or additional related, focused questions that allow for broaden the inquiry when appropriate; synthesize broaden the inquiry when appropriate; synthesize multiple avenues of exploration. multiple sources on the subject, demonstrating multiple sources on the subject, demonstrating understanding of the subject under investigation. understanding of the subject under investigation.

8. Gather relevant information from multiple print 8. Gather relevant information from multiple 8. Gather relevant information from multiple and digital sources, using search terms effectively; authoritative print and digital sources, using authoritative print and digital sources, using assess the credibility and accuracy of each source; advanced searches effectively; assess the advanced searches effectively; assess the and quote or paraphrase the data and conclusions usefulness of each source in answering the strengths and limitations of each source in terms of others while avoiding plagiarism and following research question; integrate information into the of the specific task, purpose, and audience; a standard format for citation. text selectively to maintain the flow of ideas, integrate information into the text selectively to avoiding plagiarism and following a standard maintain the flow of ideas, avoiding plagiarism and format for citation. overreliance on any one source and following a standard format for citation.

9. Draw evidence from informational texts to support 9. Draw evidence from informational texts to support 9. Draw evidence from informational texts to support analysis reflection, and research. analysis, reflection, and research. analysis, reflection, and research. Range of Writing 10. Write routinely over extended time frames (time 1 Write routinely over extended time frames (time 10. Write routinely over extended time frames (time for reflection and revision) and shorter time 0for reflection and revision) and shorter time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a frames (a single sitting or a day or two) for a frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and range of discipline-specific tasks, purposes, and range of discipline-specific tasks, purposes, and audiences. audiences. audiences.