DETROIT PUBLIC SCHOOLS
Division of Academic Affairs
Office of History, Society and culture
CURRICULUM INSTRUCTIONAL SEQUENCE
AND PACING GUIDE
Grade 9
UNITED STATES HISTORY AND GEOGRAPHY
2009-2010
DETROIT PUBLIC SCHOOLS
Robert C. Bobb
Emergency Financial Manager
Barbara Byrd Bennett, Esq
Chief Academic Auditor
Sherry Ulery
Deputy Chief of Academic Affairs
Office of History, Society and Culture
Sheryl Jones
Director
Revised by the Office of History, Society and Culture
DETROIT PUBLIC SCHOOLS
Division of academic affairs
Office of History, Society and culture
Table of Contents
Introduction to Curriculum Instructional Sequence and Pacing Guide 3
Curriculum Instructional Sequence and Pacing Charts Team 4
Legend to Pacing Guide 4
Course Description 5
Expectations for Success on Michigan Merit Exam 6
Curriculum at a Glance 7
A One Year Course
Curriculum Instructional Sequence and Pacing Chart
Unit 1: Eras 1-5 ~ Foundations in United States History 8
and Geography - MEAP Preparation
Unit 2: Era 6~ The Development Of An Industrial, Urban, And Global United States 15
(1870-1930)
Unit 3: Era 7 ~ The Great Depression And World War II (1920-1945) 19
Unit 4: Era 8 ~ Post World War II United States (1945-1989) 22
Unit 5: Era 9 ~ America In A New Global Age 29
Unit 6: A Changing Home Front (1954 – 1978) 35
Revised by the Office of History, Society and Culture
DETROIT PUBLIC SCHOOLS
Division of academic affairs
Office of History, Society and culture
Introduction to Curriculum Instructional Sequence and Pacing Guide
A Planning Tool
This instructional sequence and pacing guide is a tool to be used in planning and implementing the district's curriculum. Teachers are responsible for developing lesson plans of main concepts. The format makes transparent the connections among curriculum (what to teach), instruction (materials, activities and strategies) and assessment (what was learned). The Curriculum Instructional Sequence and Pacing Guides for all subjects provide the overall curricular framework for what students will know and be able to do when they graduate from Detroit Public Schools. Pacing the sequence of instruction within a subject and a grade level assures that students are provided the opportunity to experience the full scope of a rigorous curriculum
Effective Instruction
Specifically, the pacing guides connect the components of effective instruction by:
- Showing the alignment of district outcomes with state (including MEAP) and national content standards;
- Detailing recommend instructional strategies, instructional materials and suggested assessments; and
- Indicating frequent, common assessments that can be used to monitor student achievement and to provide interventions, as necessary.
A Coherent Curriculum
Consistent use of these pacing guides will:
- Ensure educational equity - all students will have access to the same high quality curriculum;
- Ensure that there is coherence with regard to what to teach, what instructional materials to use, what research based teaching strategies should be used, and how to assess student attainment;
- Ensure what students are taught is logically connected to student achievement;
- Make it easier for students who move among schools within a school year to become acclimated to their new schools and classes;
- Provide the curricular structure which enables teachers to focus on instruction;
- Guide a sequence of instruction within and across grade levels; and
- Ensure the curriculum is aligned and consistent with state and federal standards.
These pacing guides were developed by committees of teachers, administrators and other instructional specialists who were charged to make a user-friendly document that will help teachers design lessons which meet students' needs and lead to high achievement. These guides are works in-progress. Periodically, teachers will assess the impact of these pacing guides on their classroom instruction.
"Curriculum matters: If it is in the curriculum, teachers are likely to
teach it; if teachers teach it, students are likely to learn it."
Adapted from: Buehl, Doug. 2001. Classroom Strategies for Interactive Learning
Revised by the Office of History, Society and Culture
1
DETROIT PUBLIC SCHOOLS
Division of academic affairs
Office of History, Society and Culture
Curriculum Instructional Sequence and Pacing Guide Team
Asaka, Philander / Iroha, Okezie / Robinson, JacquelineBennett, Robert / Jenkins, Mary / Robinson, Kenneth
Busch, Denise / Limage, Deborah / Rooks, Lorraine
Clemons, Cathleen / Lockridge, Rita / Scott, Deborah
Crowley, Ann / McMurtry, Keith / Smith-Dawson, Debra
Cry, Leonard / Odom, Donya / Spencer, Belinda
Friday, Christina / Onwuzurike, Pauline / Unaegbu, Peter-Claver
Givan, Jerry / Pappas, Geraldine / Weir, William
Greene, Sylvia / Parker, Norma / Wilson, Barbara
Highsaw, Charlene / Pruitt, Deborah / Wright, Brenda
Hornbuckle, Pamela / Reaves, Edna
Sheryl Jones, Director
LEGEND TO PACING GUIDE
CCC = Cross Curricular Connections
CCV = Core Cultural Values
CDV = Core Democratic Values
ELPS = Electronic Library of Primary Resources
FA = Formal Assessment
IDR = In-Depth Resources
PE = Pupil Edition
PWE = Persuasive Writing Essay
TBDBT = To Be Determined by Teacher
TE = Teacher’s Edition
TRK = Teacher Resource Kit
Revised by the Office of History, Society and Culture
DETROIT PUBLIC SCHOOLS
Division of academic affairs
Office of History, Society and culture
United States History and Geography Course Description
This full year course introduces students to the history of the United States with a focus on the post-Civil War Industrial Age to the present day. The United States History and Geography Course begins with a review of the middle school concepts that can also be utilized as a standardized test preparation. Weeks 1-5 review how historians learn about the past, a variety of primary sources, sourcing and contextualizing strategies to examine and ask questions about the past. Beginning with Era 6, grade 9 students learn about major political, philosophical, and historical under-pinnings of our government. Throughout the course, students analyze how ideas of freedom and equality have shaped our collective past and explore implications for the future. Adopting a chronological approach, students analyze their causes and effects of events in the nation’s past. In this historical study of twentieth century America, students deepen their understanding of major geographical themes, economic principles, and significant concepts in United States government. Throughout the course, students learn to develop important questions, conduct inquiry, and evaluate evidence.
Revised by the Office of History, Society and Culture
Expectations for Success on the Michigan Merit Exam
The content expectations listed below are those that MAY be assessed on the MME, and thus represent content knowledge and skills that should be taught before students take the MME.
Revised by the Office of History, Society and Culture
7
Detroit Public Schools
Office of History, Society & Culture
Curriculum at a Glance
Text Reference:
American Nation: In the Modern Era
Holt, Rinehart and Winston, © 2003
Pacing / Topic / Units/ChaptersSemester 1
September-October
5 Weeks / Social Studies Review (Economics, Civics, History and Geography) / Unit 1 Eras 1-5
Chapters 1-4 and supplemental activities
Week of September 17 / Constitution Day Lesson
October-December
10 weeks / A Nation Transformed (1860-1910) / Unit 2
Chapters 5-8
A World Power (1897-1920) / Unit 3
Chapters 9-12
January
4 Weeks / Prosperity and Crisis / Unit 4
Chapters 13-15
Semester 2
February
3 Weeks / Prosperity and Crisis / Unit 4
Chapter 16
World Conflicts / Unit 5
Chapter 17
March
4 Weeks / World Conflicts / Unit 5
Chapters 18-19
April
2 Weeks / World Conflicts / Unit 5
Chapter 20
1 Week / A Changing Home Front / Unit 6
Chapter 21
May
3 Weeks / A Changing Home Front / Unit 6
Chapter 22-24
1 Week / Modern Times / Unit 7
Chapter 26
June
1 Week / Modern Times / Unit 7
Chapter 27
7
Detroit Public Schools
OFFICE OF HISTORY, SOCIETY AND CULTURE
Curriculum Instructional Sequence and Pacing Chart
United States History and Geography ~ Grade 9
Unit 1: The New Nation Prehistory – 1791 and Social Studies Review
Overarching Question: How did the political, social, and economic transformations in America influence the evolving meaning of freedom and equality in the United States?Focus Question(s): How did the ideals of freedom and equality influence American political society prior to 1877?
Objectives/High School Content Expectations (HSCEs): 8-C2.1.1: Explain the historical and philosophical origins of American constitutional government and evaluate the influence of ideas found in the Declaration of Independence, Articles of Confederation, selected Federalist Papers John Locke’s Second Treatise, and Montesquieu’s Spirit of Laws 8-C2.1.3: Explain how the Declaration of Independence reflected political principles of popular sovereignty, rule of law, checks and balances, separation of powers, social compact, natural rights, individual rights, separation of church and state, republicanism, and federalism. 8-E1.1 Describe how individuals, businesses, and government make economic decisions when confronting scarcity in the market economy. 8-G4.4 Explain how forces of conflict and cooperation among people influence the division of the Earth’s surface and its resources.
Cross Curricular Connections: Economics and Geography
Technology Integration: Practice test taking strategies at go.hrw.com Keyword: SES T16, Use CNNfyi.com to find a country in which the U.S. is protecting basic human rights.
Month - September
Week: 1 / Key Concepts/Vocabulary: Stamp Act, Intolerable Acts, Declaration of Independence, revolution, federalists, anti-federalists, needs, wants, goods, services, producers, consumers, self-sufficiency, specialization, interdependence, barter
CDV: freedom CCV: kujichagulia
Teaching Resources:
Textbook: American Nation in the Modern Era, Holt, Rinehart and Winston © 2003
Bellwork/Do Now:
· List tips for taking a test
· What British laws and acts angered colonists?
· What might consumers hope to gain by boycotting a company’s goods?
· List ultimate goals of American Revolution / Student Activities
· Discuss “Why History Matters Today” pp. xxxii-xxxiii
· Review Critical Thinking Strategies pp. S1-S3.
· Explore Standardized Test-Taking Strategies pp.S12-S15
· Use Resources p. 3 Guided Reading Strategies 1.3 to read pp. 15-23
· Complete (see SA pp. 3-4) Establishing Colonies (1600-1775) graph activity (Answers: 1. Settlements ruled by settlers’ homelands 2. Dutch and Swedish 3. The British gained control of all land east of the Mississippi River 4. Religious freedom; economic opportunities 5. more than 1 million) 8-G4.4
· Complete The Colonial Workers Web (see SA pp. 6-8) 8-E1.1
· Complete Resources Geography Activity pp. 1-2, Boston at the Start of the Revolution. 8-G4.4
· Analyze the funding to the Revolution, Economics.
TE p. 22 8-E1.1
· Analyze the various perceptions of freedom see p. 22 Great Debates: Independence.8- C2.1.1
· Analyze the Declaration of Independence pp. 24-27 8-C2.1.1
Assessment(s):
· Students debate whether the American Revolution achieved its ultimate goals, see TE p. 23 Extend 8-C2.1.1
In groups students create graphic organizers for sections of the Declaration of Independence and then orally share with class. 8-C2.1.1
United States History and Geography ~ Grade 9
Unit 1: Social Studies Review and American Beginnings, Prehistory-1900
Overarching Question: How did the political, social, and economic transformations in America influence the evolving meaning of freedom and equality in the United States?Focus Question(s): (1) What is the role of the constitution? (2) How does our government’s checks and balances work? (3) What role do international organizations play?
Objectives/High School Content Expectations (HSCEs) 7-C4.3.3 Explain why governments belong to different types of international and regional organizations. (e.g. United Nations (UN), North Atlantic Treaty Organizations, Organizations of Petroleum Exporting Countries (OPEC), European Union (EU), African Union (AU) and G-8 countries (leading economic/political). Describe the consequences of the American Revolution by analyzing their birth of an independent republican government; creation of Articles of Confederation; changing views on freedom and equality; and concerns over distribution of power within government, between government and the governed and among people.
8-U3.3.4 Explain how the new constitution resolved (or compromised) the major issues including sharing, separating, and checking of power among federal governments institutions, dual sovereignty (state-federal power), rights of individuals, the Electoral College, the Three-Fifths Compromise, and the Great Compromise.
Cross Curricular Connections: Economics
Technology Integration: go.hrw.com Homework Practice Online, keyword: SE3HP1
Month - September
Week: 2 / Key Concepts/Vocabulary: federalist, anti-federalist, supremacy clause, republicanism, exports, imports
CDV: federalism, representative government CCV: Ujima
Teaching Resources:
Textbook: American Nation in the Modern Era, Holt, Rinehart and Winston © 2003 Chapter 1: The New Nation, Prehistory -1791
Bellwork/Do Now:
· Why might the framers have omitted the word slavery from the original text of the Constitution?
· What were the weaknesses of the Articles of Confederation?
· What were the basic differences between the Federalists and the Anti-federalists? / Student Activities
· Constitution Day Observance week of September 17. (see www.billofrights.org/ConstitutionDay; www.archives.gov/education/lessons/constitution-day/activities; or Learning Village resources)
· Read Section 4 pp. 28-35 using Guided Reading Strategies 1.4 p. 4
· Using the Constitution Handbook pp 39-66, outline the Constitution using resources The Constitution: Past, Present and Future- Outlining the Constitution, pp. 26-27 8-U3.3.4
· Describe role of Congress using resources, The Constitution: Past, Present and Future-The Congress at Work p. 28. 8-U3.3.4
· Explain the checks and balances of the branches of government using resources, The Constitution: Past, Present and Future-Checks and Balances
· Complete Building Social Studies Skills , (Interpreting Maps and Analyzing Primary Sources) p. 37
· Complete (see SA pp. 12-13) Forming a New Nation (1775-1800) graph activity (Answers: 1. Lexington and Concord 2. Recognized the independence of the United States and established its borders 3. To give up 4. Sold it to settlers 5. English) F1.3
· Summarize the mission of the following international organizations: Red Cross/ Red Crescent, NATO, WTO, OPEC, AU, G-8 Countries 7.C4.3.3
Assessment(s): Section 4 - Review p. 35
United States History and Geography ~ Grade 9
Unit 1: Social Studies Review and American Beginnings, Prehistory-1900
Overarching Question: How did the political, social, and economic transformations in America influence the evolving meaning of freedom and equality in the United States?Focus Question(s): (1) How did the ideals of freedom and equality influence American political society prior to 1877? (2) How did America respond to geographic, economic, and demographic changes prior to 1877? (3) What were the contributing factors that led to the development of early economic regions in the United States? (4) How did economics influence the European slave trade?
Objectives/High School Content Expectations (HSCEs): 8-F1.2 Using the American Revolution, the creation and adoption of the Constitution, and the Civil War as touchstones, develop an argument/narrative about the changing character of American political society and the roles of key individuals across cultures in prompting/supporting the change by discussing: the birth of republican government, including the rule of law, inalienable rights, equality,
and limited government, the development of governmental roles in American life, and competing views of the responsibilities of governments (federal, state, and local), changes in suffrage qualifications, the development of political parties, America’s political and economic role in the world. 8-U4.1.2 Explain the changes in America’s relationships with other nations by analyzing treaties with American Indian nations, Jay’s Treaty (1795), French Revolution, Pinckney’s Treaty (1795), Louisiana Purchase, War of 1812, Transcontinental Treaty (1819), and the Monroe Doctrine. (C4). 8-U5.1.4 Describe how the following increased sectional tensions, the Missouri Compromise (1820); the Wilmot Proviso (1846); the Compromise of 1850 including the Fugitive Slave Act; the Kansas-Nebraska Act (1857) and subsequent conflict in Kansas; the Dred Scott v. Sandford decision (1857), changes in the party system (e.g., the death of the Whig Party, rise of the Republican party, and division of the Democratic party) (C2; C3) (National Geography Standard 13, p. 169) 8-U4.2.1 Comparing Northeast and the South – Compare and contrast the social and economic systems of the Northeast and the South with respect to geography and climate. 8-U4.2.2 The Institution of Slavery – Explain the ideology of the institution of slavery, its policies, and consequences.
Cross Curricular Connections: Economics
Technology Integration: Using CNNfyi.com, students research recent U. S. Congressional compromises.
Month - September
Week: 3 / Key Concepts/Vocabulary: free enterprise, loose construction, strict construction, judicial review, Bill of Rights, Louisiana Purchase, manifest destiny
CDV: Common Good CCV: Ujamaa
Teaching Resources:
Textbook: American Nation in the Modern Era, Holt, Rinehart and Winston © 2003, Chapter 2: The Expanding Nation, 1789-1861
Bellwork/Do Now:
· List reform movements of this era
· Why do you think Jefferson called the slave trade a, “cruel war against human nature?”
· What caused the Texas Revolution and The Mexican War? / Student Activities:
· Use Resources, Guided Reading Strategy 2.1 to read pp. 70- 78 The New Nation Takes Shape. 8-F1.2
· Chart the differences between northern and southern society using Life in the United States Before the Civil War using the Five Themes of Geography see p. 85 Section 2 Review question 3. 8-U4.2.1
· Interpret the Bill of Rights using resources The Constitution: Past, Present and Future-Interpreting the Bill of Rights p. 34. 8-F1.2
· Complete Guided Reading Strategy 2.3 Westward Expansion for pp. 86-91.
· Complete Limiting Trade activity (see SA pp. 14-20). 8-U4.1.2
· Explain and analyze the impact of: Pinckney’s Treaty, Louisiana Purchase and the Monroe Doctrine. 8-U4.1.2
· Describe how the following increased sectional tensions: The Missouri Compromise, the Compromise of 1850, including the fugitive slave act and the Dred Scott Decision. 8-U5.1.4
Assessment(s):
· Choose the 3 freedoms or rights in the Bill of Rights that you think are most important and support your opinion in essay form.
· Complete Daily Quiz 2.2.
· Explain the economics and politics of slavery. 8-U4.2.2
· Describe slavery resistance movements.
United States History and Geography ~ Grade 9