GRADE LEVEL OR COURSE TITLE:
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
Course Code: 2109310
COURSE DESCRIPTION: World History 9-12 Course -The grade 9-12 World History course consists of the following content area strands: World History, Geography and
Humanities. This course is a continued in-depth study of the history of civilizations and societies from the middle school course, and includes the history of civilizations and societies
of North and South America. Students will be exposed to historical periods leading to the beginning of the 21st Century. So that students can clearly see the relationship between
cause and effect in historical events, students should have the opportunity to review those fundamental ideas and events from ancient and classical civilizations.
Honors/Advanced courses offer scaffolded learning opportunities for students to develop the critical skills of analysis, synthesis, and evaluation in a more rigorous and reflective
academic setting. Students are empowered to perform at higher levels as they engage in the following: analyzing historical documents and supplementary readings, working in the
context of thematically categorized information, becoming proficient in note-taking, participating in Socratic seminars/discussions, emphasizing free-response and document-based
writing, contrasting opposing viewpoints, solving problems, etc. Students will develop and demonstrate their skills through participation in a capstone and/or extended researchbased paper/project (e.g., history fair, participatory citizenship project, mock congressional hearing, projects for competitive evaluation, investment portfolio contests, or other
teacher-directed projects).
Please note the following important general information regarding the Pacing Guides:
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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: All benchmarks that highlighted in blue are essential benchmarks.
Each Social Studies Pacing Guide is divided into the following headings/categories to assist teachers in developing lesson plans:
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Grade Level or Course Title - The grade level and course title are listed in the heading of each page.
Course Code - The Florida Department of Education Course Code is listed for the course.
Topic - The general topic for instruction is listed; e.g., Westward Expansion.
Pacing - An estimated number of traditional or block instructional days needed to complete instruction on the topic is provided.
Strands and Standards – Strands and Standards from the Next Generation Sunshine State Standards (NGSSS) are provided for each topic.
Nine Week Grading Period - Grading periods (1-4) are identified.
Essential Content – This critically important column provides a detailed list of content/topics and sub topics to be addressed during instruction.
NGSSS-SS Benchmarks – This critically important column lists the required instructional Benchmarks that are related to the particular topic. The Benchmarks are divided into
Content Benchmarks and Skill Benchmarks. These benchmarks should be identified in the teacher’s lesson plans.
Instructional Tools - This column provides suggested resources and activities to assist the teacher in developing engaging lessons and pedagogically sound instructional
practices. The Instructional Tools column is divided into the following subparts: Core Text Book, Key Vocabulary, Technology (Internet resources related to a particular topic),
Suggested Activities, Assessment, English Language Learner (ELL) Instructional Strategies, Related Programs (National, State, and/or District programs as they relate to a
particular topic), and SPED (A link to the NGSSS-SS Access Points for Students with Cognitive Disabilities).
Florida Reading and Writing Standards for Literacy in History/Social Studies 6-12:
Florida Reading and Writing Standards for Literacy in 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 state standards during their teaching of social studies content to ensure a systematic and proven approach to literacy and writing
development. The Florida Standards are research and evidenced-based, aligned with college and work expectations, rigorous, and internationally benchmarked. For a complete
listing of all Florida Standards, please visit: http://www.cpalms.org/Standards/lafs.aspx. The specific pages for History/Social Studies 6-12 standards for Literacy and Writing have
been extracted from the Florida Standards document and placed at the end of each nine weeks Pacing Guide for each required 6-12 social studies course.
GRADE LEVEL OR COURSE TITLE:

MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
Course Code: 2109310
9th Grade World History Culminating Project: Below is a link to a culminating project regarding the study of the United States’ role in contemporary world history. Please
note: this project assists students in acquiring essential content needed to master skills and concepts associated with the 11th grade U.S. History End of Course
assessment: http://socialsciences.dadeschools.net/files/9th Grade World History Culminating Project.doc
Course Themes: Identified under “Essential Content” are course themes that span multiple topics. For World History, the following themes are identified:
Adapted from the AP World History Course Curriculum Framework
http://apcentral.collegeboard.com/apc/public/repository/AP_WorldHistoryCED_Effective_Fall_2011.pdf
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Human and environmental interaction- Human actions and environmental factors have impacted world history as follows:
o Demography and disease
o Migration
o Patterns of settlement
o Technology
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Development and Interaction of Cultures- Cultural diffusion is the driving force behind the spread of:
o Religions
o Belief systems, philosophies and ideologies
o Science and technology
o The arts and architecture
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Creation, Expansion and Interaction of Economic systems- The development of financial institutions and state economies are influenced by:
o Agricultural and pastoral production
o Trade and Commerce
o Labor systems
o Industrialization
o Capitalism and Socialism
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Development and Transformation of Social Structures- Categorization of the norms of societies throughout history have been formed through:
o Gender roles and relations
o Family & Kinship
o Racial and ethnic constructions
o Social and economic classes
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State Building, Expansion and Conflicts- The construction, maintenance and dissolution of systems of rule have been generated through:
o Political structures and forms of governance
o Empires
o Nations and nationalism
o Revolts and Revolutions
o Regional, trans-regional and global structures and organizations
o
**Highlighted in yellow and black type are topics that directly correlate to content that students need to demonstrate mastery of for success on the U.S. History
End of Course assessment.**
GRADE LEVEL OR COURSE TITLE:
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
Course Code: 2109310
History/Social Science Labs
History/Social Science Labs are an engaging and rigorous instructional
approach designed to require in-depth learning and thinking on the part
of the student guided by an essential question, analysis of primary or
secondary source documents, and ending in a rigorous writing
assignment or other rigorous learning task.
Steps to Conduct History/Social Science Labs
1. Identify the NGSSS-SS Benchmark(s) to be addressed.
2. Develop an essential question or use an essential question
already found in the pacing guide.
3. Build background knowledge with students about the topic.
4. FACILITATE students conduct on document/source analysis.
5. Have students report back about their analysis of the source(s).
6. Take the lab to an end and have students Independently
answer, in writing, the essential question
*History/Social Science labs, complete with sources, have been
embedded in to this pacing guide. See next page for History/Social
Science template.
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The History/Social Science lab icon (on your left) has been
included next to benchmarks that have labs already created.
Simply click on the icon and you will be taken to the webpage
on http://socialsciences.dadeschools.net where the labs are
located.
To see a video that provides an overview of the History/Social
Science lab process and benefits, please see:
http://www.umbc.edu/che/historylabs/
GRADE LEVEL OR COURSE TITLE:
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
Course Code: 2109310
History/Social Science Lab Template
Name _____________________________________________
Period _____
Date _____________________
[Put benchmark here – numbers and write it out]
Essential Question: [put essential guiding question here]
Source
Main Idea / Message / Important Details
How does this document answer the
essential question?
Source 1
[include source
information as
applicable]
Source 2
Source 3
Source 4
Thesis:
___________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________________________
GRADE LEVEL OR COURSE TITLE:
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
Course Code: 2109310
Topic 19: The First World War
Pacing
Date(s)
Traditional
7 days
04-11-16 to 04-19-16
Block
3.5 days
04-11-16 to 04-19-16
Essential Question: How did World War I transform the concept of warfare?
Please note: This topic correlates to essential content required for student mastery on the U.S.
History End of Course assessment.
STRAND(S) and STANDARD(S): of World War I?
World History (Standard 1: Utilize historical inquiry skills and analytical processes)
(Standard 6: Understand the development of Western and non-Western Nationalism, industrialization and imperialism, and the significant processes and
consequences of each)
(Standard 7: Recognize significant causes, events, figures, and consequences of the Great War period and the impact on worldwide balance of power)
Humanities
(Standard 1: Identify and analyze the historical, social, and cultural contexts of the arts)
(Standard 2: Respond critically and aesthetically to various works in the arts)
(Standard 3: Understand how transportation, trade, communication, science and technology influence the progression and regression of cultures)
GRADE LEVEL OR COURSE TITLE:
Essential Content
Course Themes Addressed:
Human and environmental
interaction
Demography and disease
Migration
Patterns of settlement
Technology
Development and Interaction of
Cultures
Science and technology
Creation, Expansion and Interaction
of Economic systems
Industrialization
Capitalism and Socialism
State Building, Expansion and
Conflicts
Political structures and forms of
governance
Nations and nationalism
Revolts and Revolutions
Regional, trans-regional and
global structures and
organizations
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Moving Beyond Militarism-The
causes of WWI
o The Balkan Powder Keg
o Mobilization
The Changing Nature of
Warfare
o Innovations
o Trench Warfare
o Air War
o U-Boats
The Early Years of the War
o Stalemate
o The Role of the US
o The Russian Revolution
o Lenin and the Bolsheviks
o The Civil War
The Effects of WWI
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
4th Nine Weeks
NGSSS-SS Benchmarks
Florida Standards Focus Standard:
LAFS.910.WSHT.2.6 Use technology, including the Internet,
to produce, publish, and update individual or shared writing
products, taking advantage of technology’s capacity to link
to other information and to display information flexibly and
dynamically.
Content Benchmarks:
SS.912.W.7.1: Analyze the causes of World War I including
the formation of European alliances and the roles of
imperialism, nationalism, and militarism.
SS.912.W.7.2: Describe the changing nature of warfare
during World War I.
SS.912.W.7.3: Summarize significant effects of World War I.
Course Code: 2109310
Instructional Tools
Florida Standards Focus Activity:
Use technology, including the Internet, to produce, publish, and update individual
or shared writing products, have students create a propaganda poster from one
Allie and one Axis power taking advantage of technology’s capacity to link to
other information and to display information flexibly and dynamically.
www.learnnc.org
http://www.csun.edu/~pjd77408/DrD/Art461/LecturesAll/Lectures/Lecture06/WWI
poster.html
Vocabulary/Identification: Balkan Powder Key, Archduke Franz Ferdinand,
ultimatum, mobilization, belligerence, propaganda, contraband, War of Attrition,
atrocities, Central Powers, Allied Powers, U-Boat, Woodrow Wilson, Zimmerman
Telegram, trench warfare, stalemate, “total war”, Mensheviks, Bolsheviks, Lenin,
communist party, red army, Soviets, Leon Trotsky, armistice, reparations, 14
Points, Paris Peace Conference, League of Nations, mandate, Treaty of
Versailles. Please note: the vocabulary/identification list is provided as a basic
introduction and list of terms and ideas associated with this topic. Individual
teachers may use additional information at their discretion.
Correlated US History EOC Lesson Plan:
(password protected: miami-dade-us-history)
http://socialsciences.dadeschools.net/files/eoc_lesson_plans/11th_grade/SS.912
.A.4%20World%20War%20I.pdf
SS.912.G.4.1: Interpret population growth and other
demographic data for any given place.
SS.912.G.4.2: Use geographic terms and tools to analyze
the push/pull factors contributing to human migration within
and among places.
SS.912.G.4.3: Use geographic terms and tools to analyze
the effects of migration both on the place of origin and
destination, including border areas.
SS.912.G.4.9: Use political maps to describe the change in
boundaries and governments within continents over time
SS.912.H.3.1: Analyze the effects of transportation, trade,
communication, science, and technology on the
preservation and diffusion of culture.
Technology:
A portal to information about World War I organized by country and by topic
http://www.library.yale.edu/rsc/WWI/primary.html
Hundreds of primary source documents from the period
http://wwi.lib.byu.edu/
The Great War- PBS has a website dedicated to World War I with an interactive
timeline, commentary, video clips, printable maps, and a glossary fo important
terms
http://www.pbs.org/greatwar/
Suggested Activities:
Have students compare the advantages of the allied to central powers.
SS.912.W.1.1: Use timelines to establish cause and effect
relationships of historical events
Have students research a new weapon or fighting technique in WWI and how it
changed warfare.
http://www.usnews.com/news/articles/2014/08/01/1914-2014-weapons-of-thenext-great-war
SS.912.W.1.3: Interpret and evaluate primary and
secondary sources.
Have students write letters home from the perspective of a WWI soldier
describing their experiences in one the battles from the War.
SS.912.W.1.4: Explain how historians use historical inquiry
GRADE LEVEL OR COURSE TITLE:
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
Course Code: 2109310
4th Nine Weeks
o
o
o
o
o
Essential Content
The New Role of
Propaganda
Paris Peace Conference
Woodrow Wilson’s
14 Points
League of Nations
The Treaty of Versailles
NGSSS-SS Benchmarks
and other sciences to understand the past.
Instructional Tools
Have students create a piece of propaganda for either side of the war.
SS.912.W.1.5: Compare conflicting interpretations or
schools of thought about world events and individual
contributions to history (historiography).
Have students research and analyze a Bolshevik slogan used during the
Revolution as their foundation. Have students write the actual slogan as well as
the effectiveness of the slogan; e.g., “peace, land and bread,” “worker control of
production,” and “all power to the Soviets.”
http://www.fordham.edu/halsall/mod/rusrev.html
http://www.marxist.com/bolshevism-old/part6-4.html
Skill Benchmarks:
SS.912.G.1.1: Design Maps using a variety of technologies
based on descriptive data to explain physical and cultural
attributes of major world regions.
SS.912.G.1.2: Use spatial perspective and appropriate
geographic terms and tools, including the Six Essential
Elements, as organizational schema to describe any given
place.
SS.912.G.1.3:Employ applicable units of measurement and
scale to solve simple locational problems using maps and
globes.
SS.912.G.2.1: Identify the physical characteristics and the
human characteristics that define and differentiate regions.
SS.912.G.2.2: Describe the factors and processes that
contribute to the differences between developing and
developed regions of the world.
SS.912.G.2.3: Use geographic terms and tools to analyze
case studies of regional issues in different parts of the world
that have critical economic, physical, or political
ramifications.
SS.912.G.2.1: Identify the physical characteristics and the
human characteristics that define and differentiate regions.
SS.912.G.2.2: Describe the factors and processes that
contribute to the differences between developing and
developed regions of the world.
SS.912.G.2.3: Use geographic terms and tools to analyze
case studies of regional issues in different parts of the world
that have critical economic, physical, or political
ramifications.
SS.912.G.4.7: Use geographic terms and tools to explain
cultural diffusion throughout places, regions, and the world.
SS.912.G.4.9: Use political maps to describe the change in
boundaries and governments within continents over time.
Have students create a map of Europe in the aftermath of WWI, including the
agreements made within the Treaty of Versailles.
Have students prepare a written position, either defending or refuting the United
States decision of not joining the League of Nations.
http://www.pbs.org/wgbh/amex/wilson/portrait/wp_league.html
http://countrystudies.us/united-states/history-88.htm
Have students graph the military losses for the Allied and Central Powers during
WWI.
Assessment:
Develop rubrics and share with students for each of the above mentioned
projects in order to increase opportunities for mastery of content and historical
thinking skills. Each project or assignment should be assessed for content
accuracy and skill development in terms of writing and reading comprehension.
ELL:
Use visual depictions of historical events in order to increase ELL students’
mastery of related content.
Additional ELL Strategies:
Provide students with oral and visual cues for directions
Provide students with pictures, graphs, charts, and videos.
Provide students with oral reading strategies (i.e., read-a-loud, jump in reading)
Provide students with peer grouping for activities
Provide students with teacher read-a-loud strategies
Provide students with the opportunity to use of audio books
Provide students with the use of manipulative items (i.e.,3-D objects)
Provide students with cooperative learning activities (small/large group settings)
Provide students with structured paragraphs for writing assignments
Provide students with the use of simplified/shortened reading text
Provide students with semantic mapping activities to enhance writing
Provide students with the opportunity to use the Language Experience Approach
http://www.literacyconnections.com/InTheirOwnWords.php
Games and activities for the ELL Classroom
http://iteslj.org/c/games.html
GRADE LEVEL OR COURSE TITLE:
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
Course Code: 2109310
4th Nine Weeks
Essential Content
NGSSS-SS Benchmarks
Instructional Tools
SS.912.G.4.1: Interpret population growth and other
demographic data for any given place.
What are read-a-louds, and what can they do for instruction?
http://www.learner.org/workshops/tml/workshop7/teaching2.html
SS.912.G.4.2: Use geographic terms and tools to analyze
the push/pull factors contributing to human migration within
and among places.
Brigham Young University offers printable World History blank outline maps,
divided by region:
https://geography.byu.edu/pages/resources/outlinemaps.aspx
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.
This ELL website offers free blank printable graphic organizers and semantic
webs:
http://www.everythingesl.net/inservices/graphic_organizers.php?ty=print
SS.912.G.4.7: Use geographic terms and tools to explain
cultural diffusion throughout places, regions, and the world.
SS.912.H.1.3: Relate works in the arts to various cultures.
SS.912.W.1.2: Compare time measurement systems used
by different cultures.
SS.912.W.1.6: Evaluate the role of history in shaping
identity and character
State and District Instructional Requirements:
Teachers should be aware that State and District Policy requires that all teachers
K-12 provide instruction to students in the following content areas: AfricanAmerican History, Character Education, Hispanic Contributions to the United
States, Holocaust Education, and Women’s Contributions to the U.S. Detailed
Lesson Plans can be downloaded from the Department of Social Sciences website. http://socialsciences.dadeschools.net , under the headings “Character
Education” and “Multicultural Support Documents.” Please note that instruction
regarding the aforementioned requirements should take place throughout the
entire scope of a given social studies course, not only during the particular
month or day when a particular cultural group is celebrated or recognized.
SPED:
Go the Department of Social Sciences’ website,
http://socialsciences.dadeschools.net/, and look under “Curricular Documents,”
Next Generation Sunshine State Standards” in order to download the PDF of
Access Points for Students with Cognitive Disabilities related to this particular
grade level.
GRADE LEVEL OR COURSE TITLE:
Date
Traditional:
April 11 -April
19, 2016
Block:
April 11 -April
19, 2016
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
Pacing Guide
Benchmark(s)
Florida Standards Focus Standard:
LAFS.910.WSHT.2.6 Use technology, including the Internet, to
produce, publish, and update individual or shared writing
products, taking advantage of technology’s capacity to link to
other information and to display information flexibly and
dynamically.
Content Benchmarks:
SS.912.W.7.1: Analyze the causes of World War I including the
formation of European alliances and the roles of imperialism,
nationalism, and militarism.
SS.912.W.7.2: Describe the changing nature of warfare during
World War I.
SS.912.W.7.3: Summarize significant effects of World War I.
SS.912.G.4.1: Interpret population growth and other
demographic data for any given place.
SS.912.G.4.2: Use geographic terms and tools to analyze the
push/pull factors contributing to human migration within and
among places.
SS.912.G.4.3: Use geographic terms and tools to analyze the
effects of migration both on the place of origin and destination,
including border areas.
SS.912.G.4.9: Use political maps to describe the change in
boundaries and governments within continents over time
SS.912.H.3.1: Analyze the effects of transportation, trade,
communication, science, and technology on the preservation
and diffusion of culture.
SS.912.W.1.1: Use timelines to establish cause and effect
relationships of historical events
SS.912.W.1.3: Interpret and evaluate primary and secondary
sources.
SS.912.W.1.4: Explain how historians use historical inquiry and
other sciences to understand the past.
SS.912.W.1.5: Compare conflicting interpretations or schools of
thought about world events and individual contributions to
history (historiography).
Data Driven
Benchmark(s)
Activities
Course Code: 2109310
Assessment(s)
Strategies
GRADE LEVEL OR COURSE TITLE:
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
Course Code: 2109310
Topic 20: The Interwar Era
Pacing
Date(s)
Traditional
6 days
Block
3 days
04-20-16 to-04-27-16
Essential Question: How did the social, political and economic events of the Interwar period,
create an atmosphere for the Second World War?
Please note: This topic correlates to essential content required for student mastery on the U.S.
History End of Course assessment.
04-20-16 to-04-27-16
STRAND(S) and STANDARD(S):
World History (Standard 1: Utilize historical inquiry skills and analytical processes)
(Standard 6: Understand the development of Western and non-Western Nationalism, industrialization and imperialism, and the significant processes and
consequences of each)
(Standard 7: Recognize significant causes, events, figures, and consequences of the Great War period and the impact on worldwide balance of power)
Humanities
(Standard 1: Identify and analyze the historical, social, and cultural contexts of the arts)
(Standard 2: Respond critically and aesthetically to various works in the arts)
(Standard 3: Understand how transportation, trade, communication, science and technology influence the progression and regression of cultures)
GRADE LEVEL OR COURSE TITLE:
Essential Content
Course Themes Addressed:
Human and environmental
interaction
Migration
Patterns of settlement
Technology
Development and Interaction of
Cultures
Belief systems, philosophies and
ideologies
Science and technology
The arts and architecture
Creation, Expansion and Interaction
of Economic systems
Trade and Commerce
Labor systems
Industrialization
Capitalism and Socialism
Development and Transformation of
Social Structures
Gender roles and relations
Racial and ethnic constructions
Social and economic classes
State Building, Expansion and
Conflicts
Political structures and forms of
governance
Nations and nationalism
Revolts and Revolutions
Regional, trans-regional and
global structures and
organizations

Cultural and Intellectual Trends
o Popular Culture
o Art and Literature
o Radio and Movies
o Science and Social
Theories
o Surrealism
o Pablo Picasso
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
4th Nine Weeks
NGSSS-SS Benchmarks
Florida Standards Focus Standard:
LAFS.910.WSHT.3.9 Draw evidence from informational
texts to support analysis reflection, and research.
Content Benchmarks:
SS.912.W.7.3: Summarize significant effects of World War I.
SS.912.W.7.4: Describe the causes and effects of the
German economic crisis of the 1920s and the global
depression of the 1930s, and analyze how governments
SS.912.W.7.5: Describe the rise of authoritarian
governments in the Soviet Union, Italy, Germany, and
Spain, and analyze the policies and main ideas of Vladimir
Lenin, Joseph Stalin, Benito Mussolini, Adolf Hitler, and
Francisco Franco.
SS.912.W.7.6: Analyze the restriction of individual rights
and the use of mass terror against populations in the Soviet
Union, Nazi Germany, and occupied territories.
SS.912.W.7.7: Trace the causes and key events related to
World War II.
Course Code: 2109310
Instructional Tools
Florida Standards Focus Activity:
Have students write a research paper discussing the political, economic and
social causes of World War II by drawing evidence from informational texts to
support analysis reflection, and research.
Vocabulary/Identification: influenza pandemic, surrealism, cubism, Jazz,
functionalism, Prohibition Era, Black Tuesday, Great Depression, The New Deal.
FDR, Maginot Line, Ramsey McDonald, Irish Republican Army, The Easter
Rising, The Weimar Republic, Mohandas Gandhi , Igbo Women’s War of 1929,
Kenya, Pan-Africanism, Civil disobedience,
responded to the
Indian
Great
National
Depression.
Congress, Mussolini,
Stalin, The Black Shirts, Corporatist State, Egypt, Adolf Hitler, Anglo, Egyptian
Treaty, Kemal, Five Year Plan, command economy, Ghana, Belgian Congo,
Franco, Fascism, Pablo Picasso, abstract expressionism, Nazi Party, mass
communication, New Economic Policy, collective farms, purge, authoritarianism,
SS, Secret Police and The Spanish Civil War. Please note: the
vocabulary/identification list is provided as a basic introduction and list of terms
and ideas associated with this topic. Individual teachers may use additional
information at their discretion.
Correlated US History EOC Lesson Plans:
(password protected: miami-dade-us-history)
http://socialsciences.dadeschools.net/files/eoc_lesson_plans/11th_grade/SS.9.1
2.A.5%20Efforts%20to%20Avoid%20Future%20Wars.pdf
SS.912.W.7.8: Explain the causes, events, and effects of
the Holocaust (1933-1945) including its roots in the long
tradition of anti-Semitism, 19th century ideas about race
and nation, and Nazi dehumanization of the Jews and other
victims.
http://socialsciences.dadeschools.net/files/eoc_lesson_plans/11th_grade/SS.912
.A.5%201920's%20Foreign%20Policy.pdf
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.
http://socialsciences.dadeschools.net/files/eoc_lesson_plans/11th_grade/SS.912
.A.5.11%20Great%20Depression%20and%20New%20Deal.pdf
SS.912. H. 1.2: Describe how historical events, social
context, and culture impact forms, techniques, and purposes
of works in the arts, including the relationship between a
government and its citizens.
Technology:
Video segment: International Peace Movements
http://www.learner.org/courses/worldhistory/unit_video_22-3.html
SS.912.H.1.3: Relate works in the arts to various cultures.
Provides Extensive links to information on Gandhi’s historical role and on
contemporary Ghandian movements
http://www.gandhiserve.org/information/links/mk_gandhi/mk_gandhi.html
SS.912.H.1.4: Explain Philosophical beliefs as they relate to
works in the arts.
SS.912.G.2.3: Use geographic terms and tools to analyze
case studies of regional issues in different parts of the world
that have critical economic, physical, or political
ramifications.
http://socialsciences.dadeschools.net/files/eoc_lesson_plans/11th_grade/SS.9.1
2.A.5.10%201920's%20Civil%20Rights%20for%20Women.pdf
British National Archives: Heroes & Villains- This site investigate
important people of the inter war period
http://www.nationalarchives.gov.uk/education/heroesvillains/
A brief overview and solid bibliography with links to specific figures and topics on
GRADE LEVEL OR COURSE TITLE:
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
Course Code: 2109310
4th Nine Weeks
Essential Content







The Global Economic Crisis
o Economic Nationalism
o The Great Depression
o The New Deal
o France’s Post War
Difficulties
o England’s Labor Troubles
o German Response to
Reparations
Anti-Colonial Nationalism in
Asia and Africa
o The British Empire in Egypt
and the Middle East
o Independence in India
o Mohandas Gandhi
o Gandhi’s Salt March
o The Ottoman Empire
o Modernizing Persia
o Turkey and Kemal
o Africa Calls for Change
o Protests and Rebellion
o Igbo Women’s War of
1929
Fascism, Communism, and
Authoritarianism
Rise of Fascism in Italy
o Alberto Mussolini
o The Black Shirts
o The Corporatist State
Rise of Stalinism
o Joseph Stalin
o The Five Year Plan
o Command Economy
Rise of Nazism
o Adolf Hitler
o Nazi Party
o Anti-Semitism
Spanish Totalitarianism
o Rise of Francisco Franco’s
NGSSS-SS Benchmarks
SS.912.G.4.1: Interpret population growth and other
demographic data for any given place.
SS.912.G.4.2: Use geographic terms and tools to analyze
the push/pull factors contributing to human migration within
and among places.
SS.912.G.4.3: Use geographic terms and tools to analyze
the effects of migration both on the place of origin and
destination, including border areas.
SS.912.G.4.7: Use geographic terms and tools to explain
cultural diffusion throughout places, regions, and the world.
SS.912.G.4.9: Use political maps to describe the change in
boundaries and governments within continents over time.
SS.912.H.3.1: Analyze the effects of transportation, trade,
communication, science, and technology on the
preservation and diffusion of culture.
SS.912.W.1.1: Use timelines to establish cause and effect
relationships of historical events.
SS.912.W.1.3: Interpret and evaluate primary and
secondary sources.
SS.912.W.1.4: Explain how historians use historical inquiry
and other sciences to understand the past.
SS.912.W.1.5: Compare conflicting interpretations or
schools of thought about world events and individual
contributions to history (historiography).
SS.912.W.1.6: Evaluate the role of history in shaping
identity and character
Skill Benchmarks:
SS.912.G.1.1: Design Maps using a variety of technologies
based on descriptive data to explain physical and cultural
attributes of major world regions.
SS.912.G.1.2: Use spatial perspective and appropriate
geographic terms and tools, including the Six Essential
Elements, as organizational schema to describe any given
place.
Instructional Tools
the history of Fascism
http://departments.kings.edu/history/20c/fascism.html
SHEG: Ataturk
(http://sheg.stanford.edu/ataturk-womens-rights-turkey)
Invasion of Nanking
(http://sheg.stanford.edu/invasion-nanking)
Appeasement
(http://sheg.stanford.edu/appeasement)
Suggested Activities:
Have students create a flow chart on how economic weakness led to the Great
Depression.
Have students create a chart comparing how France, England, United States,
and Germany dealt with the Post-War Era.
http://ourworldindata.org/data/war-peace/war-and-peace-after-1945/
http://ww2db.com/
Have students create a political cartoon of propaganda for either Mussolini, Hitler
and Stalin promoting their respective political ideology.
Have students compare the economic downturn of the inter-war period with the
current economic crisis in a comparative essay.
Have students research why liberal democracy declined in the influence as
fascism, communism, and other authoritarian regimes rose in power and
popularity and create a power-point presentation.
http://faculty.marianopolis.edu/c.belanger/QuebecHistory/events/Characteristicso
ffascism.html
Have students discuss the following statement, “More- more mass culture and
mass leisure had the effect of giving all the people in the nation similar ideas and
experiences.”
Have students create a chart comparing how governments in different parts of
the world responded to the Great Depression.
Have students research Ghandi’s non-violence approach in India and evaluate
the effectiveness in a written essay.
http://www.mkgandhi.org/nonviolence/gandhi_and_non.htm
Have students create a journal entry from the perspective of a participant in
Gandhi’s Salt March of 1930.
Have students research and write an essay on the following question as it
GRADE LEVEL OR COURSE TITLE:
Essential Content
Regime
o The Spanish Civil War
o Abstract expressionism
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
4th Nine Weeks
NGSSS-SS Benchmarks
SS.912.G.1.3:Employ applicable units of measurement and
scale to solve simple locational problems using maps and
globes.
SS.912.G.2.1:Identify the physical characteristics and the
human characteristics that define and differentiate regions.
SS.912.G.2.2: Describe the factors and processes that
contribute to the differences between developing and
developed regions of the world.
SS.912.W.1.2: Compare time measurement systems used
by different cultures.
Course Code: 2109310
Instructional Tools
pertains to India and then have them relate it to their own culture: Is it
appropriate to give social and political advantages to members of a group that
has faced long term historical discrimination?
http://www.beyondintractability.org/essay/address-injustice
http://plato.stanford.edu/entries/discrimination/
Have students map the strategies the Japanese utilized for their invasion of
China.
Have students map the various anti-colonial movements and changes in Africa
during the Inter-war years.
Have students map the emergence and growth of Nazi Germany and explain
how this helps contribute to the start of WW II.
Have students create a Venn Diagram comparing and evaluating the success of
anti-colonial nationalists in Asia and Africa during this period.
Have students create a time-line of the important events in the emergence of
both Turkey and Iran.
http://www.britannica.com/topic/history-of-Turkey
http://www.pbs.org/newshour/updates/middle_east-jan-june10-timeline/
Have students create a chart comparing any two totalitarian leaders using the
following categories: rise to power, effectiveness, decline in power, citizen
perception, and lasting legacies.
Have students list the problems in Russia and Stalin’s corresponding plans to
alleviate them.
Have students write an essay evaluating whether or not the symbolism and
visual impact of Picasso’s work still has the power to communicate the horrors of
total war.
http://www.mcs.csueastbay.edu/~malek/Artfolder/Pablo.html
Assessment:
Develop rubrics and share with students for each of the above mentioned
projects in order to increase opportunities for mastery of content and historical
thinking skills. Each project or assignment should be assessed for content
accuracy and skill development in terms of writing and reading comprehension.
ELL:
Use visual depictions of historical events in order to increase ELL students’
mastery of related content.
Additional ELL Strategies:
Provide students with oral and visual cues for directions
Provide students with pictures, graphs, charts, and videos.
Provide students with oral reading strategies (i.e., read-a-loud, jump in reading)
GRADE LEVEL OR COURSE TITLE:
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
Course Code: 2109310
4th Nine Weeks
Essential Content
NGSSS-SS Benchmarks
Instructional Tools
Provide students with peer grouping for activities
Provide students with teacher read-a-loud strategies
Provide students with the opportunity to use of audio books
Provide students with the use of manipulative items (i.e.,3-D objects)
Provide students with cooperative learning activities (small/large group settings)
Provide students with structured paragraphs for writing assignments
Provide students with the use of simplified/shortened reading text
Provide students with semantic mapping activities to enhance writing
Provide students with the opportunity to use the Language Experience Approach
Games and activities for the ELL Classroom
http://iteslj.org/c/games.html
http://www.literacyconnections.com/InTheirOwnWords.php
What are read-a-louds, and what can they do for instruction?
http://www.learner.org/workshops/tml/workshop7/teaching2.html
Brigham Young University offers printable World History blank outline maps,
divided by region:
http://www.geog.byu.edu/outlineMaps.dhtml
This ELL website offers free blank printable graphic organizers and semantic
webs:
http://www.everythingesl.net/inservices/graphic_organizers.php?ty=print
State and District Instructional Requirements:
Teachers should be aware that State and District Policy requires that all teachers
K-12 provide instruction to students in the following content areas: AfricanAmerican History, Character Education, Hispanic Contributions to the United
States, Holocaust Education, and Women’s Contributions to the U.S. Detailed
Lesson Plans can be downloaded from the Department of Social Sciences website. http://socialsciences.dadeschools.net , under the headings “Character
Education” and “Multicultural Support Documents.” Please note that instruction
regarding the aforementioned requirements should take place throughout the
entire scope of a given social studies course, not only during the particular
month or day when a particular cultural group is celebrated or recognized.
SPED:
Go the Department of Social Sciences’ website,
http://socialsciences.dadeschools.net/, and look under “Curricular Documents,”
Next Generation Sunshine State Standards” in order to download the PDF of
Access Points for Students with Cognitive Disabilities related to this particular
grade level.
GRADE LEVEL OR COURSE TITLE:
Date
Traditional:
April 20-April
27, 2016
Block:
April 20-April
27, 2016
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
Pacing Guide
Benchmark(s)
Florida Standards Focus Standard:
LAFS.910.WSHT.3.9 Draw evidence from
informational texts to support analysis reflection, and
research.
Content Benchmarks:
SS.912.W.7.3: Summarize significant effects of World
War I.
SS.912.W.7.4: Describe the causes and effects of the
German economic crisis of the 1920s and the global
depression of the 1930s, and analyze how
governments responded to the Great Depression.
SS.912.W.7.5: Describe the rise of authoritarian
governments in the Soviet Union, Italy, Germany, and
Spain, and analyze the policies and main ideas of
Vladimir Lenin, Joseph Stalin, Benito Mussolini, Adolf
Hitler, and Francisco Franco.
SS.912.W.7.6: Analyze the restriction of individual
rights and the use of mass terror against populations in
the Soviet Union, Nazi Germany, and occupied
territories.
SS.912.W.7.7: Trace the causes and key events
related to World War II.
SS.912.W.7.8: Explain the causes, events, and effects
of the Holocaust (1933-1945) including its roots in the
long tradition of anti-Semitism, 19th century ideas
about race
and nation, and Nazi dehumanization of the Jews and
other victims.
SS.912.H.1.1: Relate works in the arts (architecture,
dance, music, theatre, and visual arts) of varying styles
and genre according to the periods in which they were
created.
SS.912. H. 1.2: Describe how historical events, social
context, and culture impact forms, techniques, and
purposes of works in the arts, including the relationship
between a government and its citizens.
Data Driven
Benchmark(s)
Activities
Course Code: 2109310
Assessment(s)
Strategies
GRADE LEVEL OR COURSE TITLE:
Date
Traditional:
April 20-April
27, 2016
Block:
April 20-April
27, 2016
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
Pacing Guide
Benchmark(s)
SS.912.H.1.3: Relate works in the arts to various
cultures.
SS.912.H.1.4: Explain Philosophical beliefs as they
relate to works in the arts.
SS.912.G.2.3: Use geographic terms and tools to
analyze case studies of regional issues in different
parts of the world that have critical economic,
physical, or political ramifications.
SS.912.G.4.1: Interpret population growth and other
demographic data for any given place.
SS.912.G.4.2: Use geographic terms and tools to
analyze the push/pull factors contributing to human
migration within and among places.
SS.912.G.4.3: Use geographic terms and tools to
analyze the effects of migration both on the place of
origin and destination, including border areas.
SS.912.G.4.7: Use geographic terms and tools to
explain cultural diffusion throughout places, regions,
and the world.
SS.912.G.4.9: Use political maps to describe the
change in boundaries and governments within
continents over time.
SS.912.H.3.1: Analyze the effects of transportation,
trade, communication, science, and technology on
the preservation and diffusion of culture.
Data Driven
Benchmark(s)
Activities
Course Code: 2109310
Assessment(s)
Strategies
GRADE LEVEL OR COURSE TITLE:
Date
Traditional:
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
Pacing Guide
Benchmark(s)
April 20-April
27, 2016
SS.912.W.1.1: Use timelines to establish cause and
effect relationships of historical events.
Block:
SS.912.W.1.3: Interpret and evaluate primary and
secondary sources.
April 20-April
27, 2016
SS.912.W.1.4: Explain how historians use historical
inquiry and other sciences to understand the past.
SS.912.W.1.5: Compare conflicting interpretations
or schools of thought about world events and
individual contributions to history (historiography).
SS.912.W.1.6: Evaluate the role of history in
shaping identity and character
Data Driven
Benchmark(s)
Activities
Course Code: 2109310
Assessment(s)
Strategies
GRADE LEVEL OR COURSE TITLE:
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
Course Code: 2109310
Topic 21: The Course of World War II
Pacing
Date(s)
Traditional
7 days
04-28-16 to 05-06-16
Block
3.5 days
04-28-16 to 05-06-16
Essential Question: What were the causes and consequences of World War II?
Please note: This topic correlates to essential content required for student mastery on the U.S.
History End of Course assessment.
STRAND(S) and STANDARD(S):
World History (Standard 1: Utilize historical inquiry skills and analytical processes)
(Standard 6: Understand the development of Western and non-Western Nationalism, industrialization and imperialism, and the significant processes and
consequences of each)
(Standard 7: Recognize significant causes, events, figures, and consequences of the Great War period and the impact on worldwide balance of power)
(Standard 8: Recognize significant events and people from the post World War II and Cold War eras)
Humanities
(Standard 1: Identify and analyze the historical, social, and cultural contexts of the arts)
(Standard 2: Respond critically and aesthetically to various works in the arts)
(Standard 3: Understand how transportation, trade, communication, science and technology influence the progression and regression of cultures)
GRADE LEVEL OR COURSE TITLE:
Essential Content
Course Themes Addressed:
Human and environmental
interaction
Demography and disease
Migration
Patterns of settlement
Technology
Development and Interaction of
Cultures
Religions
Belief systems, philosophies and
ideologies
Science and technology
Creation, Expansion and Interaction
of Economic systems
Labor systems
Industrialization
Capitalism and Socialism
Development and Transformation of
Social Structures
Gender roles and relations
Racial and ethnic constructions
Social and economic classes
State Building, Expansion and
Conflicts
Political structures and forms of
governance
Nations and nationalism
Revolts and Revolutions
Regional, trans-regional and
global structures and
organizations

Causes- The Road to War
o Japanese Aggressions in
the Pacific
o Japanese Militarism
o Invasion of China
o Rape of Nanjing
o German Invasion of
Poland
o Nazi-Soviet Pact
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
4th Nine Weeks
NGSSS-SS Benchmarks
Florida Standards Focus Standard:
LAFS.910.RH.1.3 Analyze in detail a series of events
described in a text; determine whether earlier events caused
later ones or simply preceded them.
Content Benchmarks:
SS.912.W.7.5: Describe the rise of authoritarian
governments in the Soviet Union, Italy, Germany, and
Spain, and analyze the policies and main ideas of Vladimir
Lenin, Joseph Stalin, Benito Mussolini, Adolf Hitler, and
Francisco Franco.
SS.912.W.7.6: Analyze the restriction of individual rights
and the use of mass terror against populations in the Soviet
Union, Nazi Germany, and occupied territories.
SS.912.W.7.7: Trace the causes and key events related to
World War II.
SS.912.W.7.8: Explain the causes, events, and effects of
the Holocaust (1933-1945) including its roots in the long
tradition of anti-Semitism, 19th century ideas about race
SS.912.W.7.9: Identify the wartime strategy and post-war
plans of the Allied leaders.
SS.912.W.7.10: Summarize the causes and effects of
President Truman's decision to drop the atomic bombs on
Japan.
Course Code: 2109310
Instructional Tools
Florida Standards Focus Activity:
Have students decide and discuss in groups, under what circumstances of war is
ever justified. Do you think that Germany and Japan were justified in waging
war? Were the Allies justified in declaring war on Germany and Japan? As you
think about these questions, consider the moral issues that confront world
leaders when they contemplate war as an option.
http://ethics.sandiego.edu/Resources/PhilForum/Terrorism/Simpson.htmlhttp://at
heism.about.com/library/FAQs/phil/blphil_eth_waranti_inn.htm
(This also meets, LAFS.910.WSHT.1.1 Write arguments focused on disciplinespecific content.)
Vocabulary/Identification: Kellogg-Briand Pact, Ethiopia, appeasement, Axis
Powers, Allied Powers, Munich Conference, anti-comitern pact, German-Soviet
Non-Aggression Pact, sanction, demilitarized, Winston Churchill, Blitzkrieg,
Allied Powers, Charles De Gaulle, Rhineland, Pearl Harbor, Sudetenland, Siege
of Leningrad, Battle of Stalingrad, Phony war, isolationist, Battle of Britain, Lendlease act, neutrality acts, VE Day, D-Day, new order, final solution, Holocaust,
Anne Frank, Auschwitz, FDR, Douglas MacArthur, Warsaw Ghetto Uprising,
Midway Highlands, genocide, Poland, United nations, kamikaze, mobilization,
island hopping, atomic bomb, Hiroshima, Nagasaki, Marshall Plan, Yalta,
Potsdam, Bretton Woods Conference,
Truman
Doctrine,
VJ Day, concentration
and nation,
and Nazi
dehumanization
of the Jews and other
camp, Nanjing, Atlantic Charter, Operation Overload, Nuremberg Trials, Quit
India, Bataan March, Kings African Rifles, Normandy, invasion, aggression,
Hailie Selassie, mutilation. Please note: the vocabulary/identification list is
provided as a basic introduction and list of terms and ideas associated with this
topic. Individual teachers may use additional information at their discretion.
Correlated US History EOC Lesson Plans:
SS.912.W.7.11: Describe the effects of World War II.
(password protected: miami-dade-us-history)
SS.912.W.8.1: Identify the United States and Soviet aligned
states of Europe, and contrast their political and economic
characteristics.
http://socialsciences.dadeschools.net/files/eoc_lesson_plans/11th_grade/3rd%2
0Quarter%2011TH%20GRADE%20FINAL%20US%20HIS%20LESSONS/SS.91
2.A.6.1%20causes%20and%20consequences%20of%20World%20War%20II.pdf
SS.912.W.8.2: Describe characteristics of the early Cold
War.
SS.912.G.2.3: Use geographic terms and tools to analyze
case studies of regional issues in different parts of the world
that have critical economic, physical, or political
ramifications.
SS.912.G.4.1: Interpret population growth and other
demographic data for any given place.
SS.912.G.4.2: Use geographic terms and tools to analyze
Technology:
The United States Holocaust Memorial Museum- This site has samples of their
collection with general information on the people, events, and issues related to
the Holocaust.
http://www.ushmm.org/
Links on WWII, sorted by topic, date, and country
http://www.history.com/topics/world-war-ii/world-war-ii-history
http://www.history.com/topics/world-war-ii/v-j-day
GRADE LEVEL OR COURSE TITLE:
Essential Content
o Italian Expansion
o Creation of the Axis and
Allied Powers





War Strategies and Significant
Events
o German Blitzkreig
o Island Hopping
o Increased Government
Propaganda
o Naval Warfare
o Battle of Mid-Way
o Air Warfare
o Battle of Britain
o Battle of Normandy
o Battle of Stalingrad
o Pearl Harbor
o Entrance of the United
States
Victory and the End of the War
o Operation Overload
o D-Day and V-E Day
o Victory over Japan
o Yalta and Potsdam
Conference
Post-War Plans
o The United Nations
o The Occupation of
Germany
o Redrawing Borders
o Demilitarization and
Reparations
o Nuremberg Trials
Effects on Civilians and Total
War in Asia and the Colonial
World
o Quit India
o Kings African Rifles
o War Time Production
o Bataan Death March
Holocaust
o Warsaw Ghetto Uprising
o Resisting the Holocaust
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
4th Nine Weeks
NGSSS-SS Benchmarks
the push/pull factors contributing to human migration within
and among places.
SS.912.G.4.3: Use geographic terms and tools to analyze
the effects of migration both on the place of origin and
destination, including border areas.
SS.912.G.4.7: Use geographic terms and tools to explain
cultural diffusion throughout places, regions, and the world.
SS.912.G.4.9: Use political maps to describe the change in
boundaries and governments within continents over time.
SS.912.H.1.3: Relate works in the arts to various cultures.
SS.912.H.3.1: Analyze the effects of transportation, trade,
communication, science, and technology on the
preservation and diffusion of culture.
SS.912.W.1.1: Use timelines to establish cause and effect
relationships of historical events.
SS.912.W.1.3: Interpret and evaluate primary and
secondary sources.
SS.912.W.1.4: Explain how historians use historical inquiry
and other sciences to understand the past.
SS.912.W.1.6: Evaluate the role of history in shaping
identity and character.
Skill Benchmarks:
SS.912.G.1.1: Design Maps using a variety of technologies
based on descriptive data to explain physical and cultural
attributes of major world regions.
SS.912.G.1.2: Use spatial perspective and appropriate
geographic terms and tools, including the Six Essential
Elements, as organizational schema to describe any given
place.
SS.912.G.1.3: Employ applicable units of measurement and
scale to solve simple locational problems using maps and
globes.
SS.912.G.2.1: Identify the physical characteristics and the
human characteristics that define and differentiate regions.
Course Code: 2109310
Instructional Tools
History Lab: Women’s Contributions to WWII
(http://www.umbc.edu/che/historylabs/lessondisplay.php?lesson=87)
SHEG: Nazi Propaganda
(http://sheg.stanford.edu/nazi-propaganda)
Crash Course 38: WWII
(https://www.youtube.com/watch?v=Q78COTwT7nE)
Crash Course 220: WWII, A War for Resources
(https://www.youtube.com/watch?v=H-2q-QMUIgY)
Suggested Activities:
Have students debate whether or not appeasement was an effective tactic to
deal with German aggression.
Have students create a chart of countries under axis or allied control in eastern
Europe and the Mediterranean from 1940-1942.
Have students research memoirs of people living during the attack of Pearl
Harbor and have students evaluate how those feelings affected the U.S.’s
decision to enter WW II and write an essay
http://www.nationalgeographic.com/pearlharbor/
http://articles.orlandosentinel.com/keyword/pearl-harbor-survivors
Have students read a selection from Anne Frank, and pick out the historical facts
that represent German actions and her own personal feelings on the accounts.
Have students write a paragraph
SS.912.W.1.5:
answering the
Compare
following
conflicting
question:interpretations
Is the story ofor schoo
Anne Frank a valid resource, why or why not?
http://www.annefrank.com/
Have students identify the three most important allied victories in the Pacific and
have students write a justification for their choices in a paragraph.
Have students assume the role of a soldier or citizen during the war and have
them write 5 different diary entries at 5 different points in the war.
Have students research who the Aryans were and create a Venn Diagram
comparing the Aryan race in India and the Aryan race created by the Nazi’s.
http://www.spiritus-temporis.com/aryan-race/
Have students debate Truman’s decision to drop the atomic bomb on Japan.
Have students research the role of women during WW II and create a poster
highlighting at least 5 important contributions to the War.
http://www.history.com/topics/world-war-ii/american-women-in-world-war-ii
Have students create a timeline of the major events that led to the outbreak of
GRADE LEVEL OR COURSE TITLE:
Essential Content
o Anne Franck
o Concentration Camps
o Auschwitz
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
Course Code: 2109310
4th Nine Weeks
NGSSS-SS Benchmarks
SS.912.G.2.2: Describe the factors and processes that
contribute to the differences between developing and
developed regions of the world.
Instructional Tools
the Second World War.
http://www.historyplace.com/worldwar2/timeline/ww2time.htm
SS.912.W.1.2: Compare time measurement systems used
by different cultures.
Have students identify and map the major battles of the WWII on both the Asian
and European Front.
http://history1900s.about.com/od/worldwarii/a/wwiibattles.htm
http://www.historycentral.com/ww2/
Have students evaluate the costs and benefits of Japan’s decision to focus their
efforts on ability to obtain raw materials in the Pacific by graphing economic
gains and losses.
Have students research how civilians in various parts of the world experience the
Second World War as a total war and create a poster board with a minimum of 4
different regions (e.g., East Asia, South America, Europe, South Asia, South
East Asia, or Eurasia).
http://www.eyewitnesstohistory.com/w2frm.htm
Have students create a timeline of the events that led to peace in the aftermath
of WWII, be sure to have them to include each of the major results, conferences
and peace talks.
Have students create a chart evaluating how the outcome of the war affected the
global balance of political and military power.
Have students list the factors that contributed to early German and Japanese
successes and later Allied ones.
Assessment:
Develop rubrics and share with students for each of the above mentioned
projects in order to increase opportunities for mastery of content and historical
thinking skills. Each project or assignment should be assessed for content
accuracy and skill development in terms of writing and reading comprehension.
ELL:
Use visual depictions of historical events in order to increase ELL students’
mastery of related content.
Additional ELL Strategies:
Provide students with oral and visual cues for directions
Provide students with pictures, graphs, charts, and videos.
Provide students with oral reading strategies (i.e., read-a-loud, jump in reading)
Provide students with peer grouping for activities
Provide students with teacher read-a-loud strategies
Provide students with the opportunity to use of audio books
Provide students with the use of manipulative items (i.e.,3-D objects)
Provide students with cooperative learning activities (small/large group settings)
GRADE LEVEL OR COURSE TITLE:
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
Course Code: 2109310
4th Nine Weeks
Essential Content
NGSSS-SS Benchmarks
Instructional Tools
Provide students with structured paragraphs for writing assignments
Provide students with the use of simplified/shortened reading text
Provide students with semantic mapping activities to enhance writing
Provide students with the opportunity to use the Language Experience Approach
http://www.literacyconnections.com/InTheirOwnWords.php
Games and activities for the ELL Classroom
http://iteslj.org/c/games.html
What are read-a-louds, and what can they do for instruction?
http://www.learner.org/workshops/tml/workshop7/teaching2.html
Brigham Young University offers printable World History blank outline maps,
divided by region:
https://geography.byu.edu/pages/resources/outlinemaps.aspx
This ELL website offers free blank printable graphic organizers and semantic
webs:
http://www.everythingesl.net/inservices/graphic_organizers.php?ty=print
State and District Instructional Requirements:
Teachers should be aware that State and District Policy requires that all teachers
K-12 provide instruction to students in the following content areas: AfricanAmerican History, Character Education, Hispanic Contributions to the United
States, Holocaust Education, and Women’s Contributions to the U.S. Detailed
Lesson Plans can be downloaded from the Department of Social Sciences website. http://socialsciences.dadeschools.net , under the headings “Character
Education” and “Multicultural Support Documents.” Please note that instruction
regarding the aforementioned requirements should take place throughout the
entire scope of a given social studies course, not only during the particular
month or day when a particular cultural group is celebrated or recognized.
SPED:
Go the Department of Social Sciences’ website,
http://socialsciences.dadeschools.net/, and look under “Curricular Documents,”
Next Generation Sunshine State Standards” in order to download the PDF of
Access Points for Students with Cognitive Disabilities related to this particular
grade level.
GRADE LEVEL OR COURSE TITLE:
Date
Traditional:
April 28 -May
6, 2016
Block:
April 28 -May
6, 2016
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
Pacing Guide
Benchmark(s)
Data Driven
Benchmark(s)
Course Code: 2109310
Activities
Assessment(s) Strategies
Florida Standards Focus Standard:
LAFS.910.RH.1.3 Analyze in detail a series of events described in a text;
determine whether earlier events caused later ones or simply preceded
them.
Content Benchmarks:
SS.912.W.7.5: Describe the rise of authoritarian governments in the Soviet
Union, Italy, Germany, and Spain, and analyze the policies and main ideas
of Vladimir Lenin, Joseph Stalin, Benito Mussolini, Adolf Hitler, and
Francisco Franco.
SS.912.W.7.6: Analyze the restriction of individual rights and the use of
mass terror against populations in the Soviet Union, Nazi Germany, and
occupied territories.
SS.912.W.7.7: Trace the causes and key events related to World War II.
SS.912.W.7.8: Explain the causes, events, and effects of the Holocaust
(1933-1945) including its roots in the long tradition of anti-Semitism, 19th
century ideas about race
SS.912.W.7.9: Identify the wartime strategy and post-war plans of the Allied
leaders.
SS.912.W.7.10: Summarize the causes and effects of President Truman's
decision to drop the atomic bombs on Japan.
SS.912.W.7.11: Describe the effects of World War II.
SS.912.W.8.1: Identify the United States and Soviet aligned states of
Europe, and contrast their political and economic characteristics.
SS.912.W.8.2: Describe characteristics of the early Cold War.
SS.912.G.2.3: Use geographic terms and tools to analyze case studies of
regional issues in different parts of the world that have critical economic,
physical, or political ramifications.
SS.912.G.4.1: Interpret population growth and other demographic data for
any given place.
and nation, and Nazi dehumanization of the Jews and other victims.
GRADE LEVEL OR COURSE TITLE:
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
Course Code: 2109310
GRADE LEVEL OR COURSE TITLE:
Date
Traditional:
April 28 May 6, 2016
Block:
April 28 –
May 6, 2016
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
Pacing Guide
Benchmark(s)
Data Driven
Benchmark(s)
Course Code: 2109310
Activities
Assessment(s) Strategies
SS.912.G.4.2: Use geographic terms and tools to analyze the push/pull factors
contributing to human migration within and among places.
SS.912.G.4.3: Use geographic terms and tools to analyze the effects of migration
both on the place of origin and destination, including border areas.
SS.912.G.4.7: Use geographic terms and tools to explain cultural diffusion
throughout places, regions, and the world.
SS.912.G.4.9: Use political maps to describe the change in boundaries and
governments within continents over time.
SS.912.H.1.3: Relate works in the arts to various cultures.
SS.912.H.3.1: Analyze the effects of transportation, trade, communication, science,
and technology on the preservation and diffusion of culture.
SS.912.W.1.1: Use timelines to establish cause and effect relationships of historical
events.
SS.912.W.1.3: Interpret and evaluate primary and secondary sources.
SS.912.W.1.4: Explain how historians use historical inquiry and other sciences to
understand the past.
SS.912.W.1.5: Compare conflicting interpretations or schools of thought about
SS.912.W.1.6: Evaluate the role of history in shaping identity and character.
GRADE LEVEL OR COURSE TITLE:
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
Course Code: 2109310
Topic 22: Post-World War /Cold War Era (The Western World)
Pacing
Date(s)
Traditional
6 days
05-09-16 to 05-16-16
Block
3 days
05-09-16 to 05-16-16
Essential Question: What were the regional and global consequences of the Cold War?
Please note: This topic correlates to essential content required for student mastery on the U.S.
History End of Course assessment.
STRAND(S) and STANDARD(S):
World History (Standard 1: Utilize historical inquiry skills and analytical processes)
(Standard 7: Recognize significant causes, events, figures, and consequences of the Great War period and the impact on worldwide balance of power)
(Standard 8: Recognize significant events and people from the post World War II and Cold War eras)
(Standard 9: Identify major economic, political, social, and technological trends beginning in the 20 th century)
Humanities
(Standard 1: Identify and analyze the historical, social, and cultural contexts of the arts)
(Standard 2: Respond critically and aesthetically to various works in the arts)
(Standard 3: Understand how transportation, trade, communication, science and technology influence the progression and regression of cultures)
Essential Content
Course Themes Addressed:
Human and environmental
interaction
Demography and disease
Migration
Patterns of settlement
Creation, Expansion and Interaction
of Economic systems
Trade and Commerce
Labor systems
Industrialization
Capitalism and Socialism
Development and Transformation of
Social Structures
Gender roles and relations
Racial and ethnic constructions
Social and economic classes
State Building, Expansion and
Conflicts
Political structures and forms of
governance
Nations and nationalism
Revolts and Revolutions
4th Nine Weeks
NGSSS-SS Benchmarks
Florida Standards Focus Standard:
LAFS.910.WSHT.3.9 Draw evidence from informational
texts to support analysis reflection, and research.
Content Benchmarks:
SS.912.W.7.11: Describe the effects of World War II.
SS.912.W.8.1: Identify the United States and Soviet aligned
states of Europe, and contrast their political and economic
characteristics.
SS.912.W.8.2: Describe characteristics of the early Cold
War.
SS.912.W.8.3: Summarize key developments in post-war
China.
SS.912.W.8.4: Summarize the causes and effects of the
arms race and proxy wars in Africa, Asia, Latin America, and
the Middle East.
Instructional Tools
Florida Standards Focus Activity:
Have students research the implication of successful revolutions in China and
Cuba for the Cold War rivalry of the United States and the Soviet union and
predict the actions and reactions of the involved nations and write a position
paper by drawing evidence from informational texts to support analysis
reflection, and research in a class debate.
http://www.bbc.co.uk/archive/cuba/index.shtml
Vocabulary/Identification: containment, cold-war, Truman Doctrine, Marshall
Plan, NATO, Warsaw Pact, cuneiform, Berlin Wall, Khrushchev, Mao Zedong,
Cuban Missile Crisis, , arms race, satellite states, Domino Theory, East
Germany, West Germany, The Peoples Republic of China, The Great Leap
Forward, The Cultural Revolution, the Gang of Four, The Reed Guards, Cuban
Missile Crisis, Bay of Pigs, Space Race, The Iron Curtain, Sputnik I, Mexico (
PRI Party), Samosa, Sandinista Contras, guerilla, Pinochet, Fidel Castro,
Batista, Juan Peron Eva Peron, Organization of American States, doomsday
clock, sphere of influence, cooperatives, Richard Nixon, Henry Kissinger,
Operation Bootstrap, Prague Spring, Duvalier, Salvador Allende, détente,
dissidence, Helsinki Accords. Please note: the vocabulary/identification list is
provided as a basic introduction and list of terms and ideas associated with this
topic. Individual teachers may use additional information at their discretion.
SS.912.W.8.5: Identify the factors that led to the decline
and fall of communism in the Soviet Union and Eastern
Europe.
Correlated US History EOC Lesson Plans:
SS.912.W.8.6: Explain the 20th century background for the
establishment of the modern state of Israel in 1948 and the
http://socialsciences.dadeschools.net/files/eoc_lesson_plans/11th_grade/3rd%2
(password protected: miami-dade-us-history)
GRADE LEVEL OR COURSE TITLE:
Essential Content
Regional, trans-regional and
global structures and
organizations

Europe and the Americas

Origins of the Cold War

Contrasting Political and
Economic Systems

China
o China under Mao Zedong
o The People’s Republic of
China
o The Great Leap Forward
o The Cultural Revolution
o The Gang of Four



The US and the Cold War
o SE Asia Treaty
Organization
o Cuban Missile Crisis
o Bay of Pigs Invasion
o The Space Race
o The Truman Doctrine
o The Marshall Plan
o Containment
USSR
o Cuneiform
o The Iron Curtain
o Nikita Khruschev
o Sputnik I
The Effects of the Cold War
o The Arms Race
o NATO
o WARSAW Pact
o Western Europe
o The Berlin Wall
o France and Charles De
Gaulle
o The Common MarketEuropean Economic
Community
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
4th Nine Weeks
NGSSS-SS Benchmarks
ongoing military and political conflicts between Israel
SS.912.W.8.7: Compare post-war independence
movements in African, Asian, and Caribbean countries.
SS.912.W.8.8: Describe the rise and goals of nationalist
leaders in the post-war era and the impact of their rule on
their societies.
SS.912.W.8.9: Analyze the successes and failures of
democratic reform movements in Africa, Asia, the
Caribbean, and Latin America.
SS.912.W.8.10: Explain the impact of religious
fundamentalism in the last half of the 20th century, and
identify related events and forces in the Middle East over the
last several decades.
SS.912.W.9.1: Identify major scientific figures and
breakthroughs of the 20th century, and assess their impact
on contemporary life.
SS.912.W.9.2: Describe the causes and effects of postWorld War II economic and demographic changes.
SS.912.G.2.2: Describe the factors and processes that
contribute to the differences between developing and
developed regions of the world.
SS.912.G.2.3: Use geographic terms and tools to analyze
case studies of regional issues in different parts of the world
that have critical economic, physical, or political
ramifications.
Course Code: 2109310
Instructional Tools
0Quarter%2011TH%20GRADE%20FINAL%20US%20HIS%20LESSONS/SS.91
and the Arab-Muslim world.
2.A.6.10-%20early%20years%20of%20the%20Cold%20War.pdf
http://socialsciences.dadeschools.net/files/eoc_lesson_plans/11th_grade/3rd%2
0Quarter%2011TH%20GRADE%20FINAL%20US%20HIS%20LESSONS/SS.91
2.A.6.13-%20foreign%20policy-%20Truman%20-%20Nixon.pdf
Technology:
Video Segment: Las Madres de Plaza de Mayo (Revolution and Resistance in
Argentina)
http://www.learner.org/courses/worldhistory/unit_video_23-3.html
British National Archives-The Cold War- This site investigate important people
and events of the Cold war period through case studies, documents and general
information
http://www.nationalarchives.gov.uk/education/coldwar/
A web portal on Cold War studies with links to archival publications
http://fas.harvard.edu/~hpcws/links.htm
Links to a wealth of information on the Argentinean Revolutionary
http://latinamericanhistory.about.com/od/historyofsouthamerica/p/mayrevolution.
htm
http://www.mapsofworld.com/argentina/revolution-day.html
History Lab: Cold War and Rosenbergs
(http://www.umbc.edu/che/historylabs/lessondisplay.php?lesson=105)
SHEG: Castro and the US
(http://sheg.stanford.edu/castro-us)
China’s Cultural Revolution
(http://sheg.stanford.edu/chinas-cultural-revolution)
SS.912.G.4.1: Interpret population growth and other
demographic data for any given place.
Crash Course 39: Cold War
(https://www.youtube.com/watch?v=y9HjvHZfCUI)
SS.912.G.4.2: Use geographic terms and tools to analyze
the push/pull factors contributing to human migration within
and among places.
Suggested Activities:
Have students create political cartoons as a means of understanding the Cold
War. Call students’ attention to different symbols of the Cold War with: the iron
wall represents the iron curtain: the hammer and sickle represents the Soviet
Union or Communism; the arm represents the people of Czechoslovakia; the
torch represents liberty. Discuss the meaning of a political cartoon. Explain that
political cartoons typically use strong symbolism to communicate an opinion
about events. Have students brainstorm ideas for expressing an opinion in a
political cartoon about one or more of the events covered in this section. Have
students post their cartoons on the wall and use them as the basis for a class
review of the main ideas.
SS.912.G.4.3: Use geographic terms and tools to analyze
the effects of migration both on the place of origin and
destination, including border areas.
SS.912.G.4.7: Use geographic terms and tools to explain
cultural diffusion throughout places, regions, and the world.
GRADE LEVEL OR COURSE TITLE:

Essential Content
Latin America & the Caribbean
Reform Movements
o
The Dominican Republic
o
Rafael Trujillo

Mexico and Central America

Cuba
o Fidel Castro
o Bay of Pigs
o Cuban Missile Crisis
o Soviet Relations
o Nicaragua
o Sandinista Revolution
o Daniel Ortega
o Contras’
o Panama and El Salvador
o Puerto Rico
o Operation Bootstrap

South America
o Brazil
o Military Dictatorship
o Argentina
o The Peron’s
o Military Rule
o Colombia and Peru
o The War on Drugs
o Guerilla Warfare
o Chile
o Military Coup
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
Course Code: 2109310
4th Nine Weeks
NGSSS-SS Benchmarks
SS.912.G.4.9: Use political maps to describe the change in
boundaries and governments within continents over time.
Have students create a Venn Diagram comparing NATO and the Warsaw Pact.
SS.912.W.1.3: Interpret and evaluate primary and
secondary sources.
Have students discuss the appropriateness of the Truman Doctrine and the
Marshal Plan.
SS.912.W.1.4: Explain how historians use historical inquiry
and other sciences to understand the past.
Have students evaluate the role of youth in the global up-heavels of 1965-1974.
http://www.learner.org/courses/worldhistory/unit_video_23-1.html
SS.912.W.1.5: Compare conflicting interpre
SS.912.W.1.6: Evaluate the role of history in shaping
identity and character.
Have students research the implication of successful revolutions in China and
Cuba for the Cold War rivalry of the United States and the Soviet union.
http://www.bbc.co.uk/archive/cuba/index.shtml
SS.912.H.3.1: Analyze the effects of transportation, trade,
communication, science, and technology on the
preservation and diffusion of culture.
SS.912.W.1.1: Use timelines to establish cause and effect
relationships of historical events.
Instructional Tools
Have students view a series of photos that depict various elements of popular
culture in the 1960’s and then identify ideas and emotions they believe the
images would evoke.
http://www.retrowaste.com/1960s/
http://www.pbs.org/opb/thesixties/topics/culture/
Have students map important political developments in Latin and South America.
http://www.world-newspapers.com/south-america.html
Skill Benchmarks:
SS.912.G.1.1: Design Maps using a variety of technologies
based on descriptive data to explain physical and cultural
attributes of major world regions.
Have students list similarities amongst the different governments in South
America.
SS.912.G.1.2: Use spatial perspective and appropriate
geographic terms and tools, including the Six Essential
Elements, as organizational schema to describe any given
place.
Have students research and defend their answers to the following question:
When Gross human rights violations have been committed, how do
democratizing societies balance their quest for peace and reconciliation with the
need for accountability and justice?
http://ethics.sandiego.edu/Resources/PhilForum/Terrorism/Simpson.html
http://atheism.about.com/library/FAQs/phil/blphil_eth_waranti_inn.htm
SS.912.G.1.3:Employ applicable units of measurement and
scale to solve simple locational problems using maps and
globes.
Have students write slogans that would have been appropriate to be carried by
the Red Guard.
SS.912.G.2.1:Identify the physical characteristics and the
human characteristics that define and differentiate regions.
Have students create a chart comparing the effects the Cold War had on the US
and USSR.
SS.912.H.1.3: Relate works in the arts to various cultures.
Have students create a timeline outlining the major global events that contributed
to the Cold War.
SS.912.W.1.2: Compare time measurement systems used
by different cultures.
Have students list the ways that communism affected Chinese domestic and
foreign policies.
Assessment:
Develop rubrics and share with students for each of the above mentioned
projects in order to increase opportunities for mastery of content and historical
thinking skills. Each project or assignment should be assessed for content
GRADE LEVEL OR COURSE TITLE:
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
Course Code: 2109310
4th Nine Weeks
Essential Content
NGSSS-SS Benchmarks
Instructional Tools
accuracy and skill development in terms of writing and reading comprehension.
ELL:
Use visual depictions of historical events in order to increase ELL students’
mastery of related content.
Additional ELL Strategies:
Provide students with oral and visual cues for directions
Provide students with pictures, graphs, charts, and videos.
Provide students with oral reading strategies (i.e., read-a-loud, jump in reading)
Provide students with peer grouping for activities
Provide students with teacher read-a-loud strategies
Provide students with the opportunity to use of audio books
Provide students with the use of manipulative items (i.e.,3-D objects)
Provide students with cooperative learning activities (small/large group settings)
Provide students with structured paragraphs for writing assignments
Provide students with the use of simplified/shortened reading text
Provide students with semantic mapping activities to enhance writing
Provide students with the opportunity to use the Language Experience Approach
http://www.literacyconnections.com/InTheirOwnWords.php
Games and activities for the ELL Classroom
http://iteslj.org/c/games.html
What are read-a-louds, and what can they do for instruction?
http://www.learner.org/workshops/tml/workshop7/teaching2.html
Brigham Young University offers printable World History blank outline maps,
divided by region:
https://geography.byu.edu/pages/resources/outlinemaps.aspx
This ELL website offers free blank printable graphic organizers and semantic
webs:
http://www.everythingesl.net/inservices/graphic_organizers.php?ty=print
State and District Instructional Requirements:
Teachers should be aware that State and District Policy requires that all teachers
K-12 provide instruction to students in the following content areas: AfricanAmerican History, Character Education, Hispanic Contributions to the United
States, Holocaust Education, and Women’s Contributions to the U.S. Detailed
Lesson Plans can be downloaded from the Division of Social Sciences and Life
Skills web-site. http://socialsciences.dadeschools.net , under the headings
“Character Education” and “Multicultural Support Documents.” Please note that
instruction regarding the aforementioned requirements should take place
throughout the entire scope of a given social studies course, not only during the
particular month or day when a particular cultural group is celebrated or
recognized.
SPED: Go the Department of Social Sciences’ website,
GRADE LEVEL OR COURSE TITLE:
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
Course Code: 2109310
4th Nine Weeks
Essential Content
NGSSS-SS Benchmarks
Instructional Tools
http://socialsciences.dadeschools.net/, and look under “Curricular Documents,”
Next Generation Sunshine State Standards” in order to download the PDF of
Access Points for Students with Cognitive Disabilities related to this grade level.
GRADE LEVEL OR COURSE TITLE:
Date
Traditional:
May 9, 2016 May 16, 2016
Block:
May 9, 2016 May 16, 2016
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
Pacing Guide
Benchmark(s)
Florida Standards Focus Standard:
LAFS.910.WSHT.3.9 Draw evidence from
informational texts to support analysis reflection, and
research.
Content Benchmarks:
SS.912.W.7.11: Describe the effects of World War
II.
SS.912.W.8.1: Identify the United States and Soviet
aligned states of Europe, and contrast their political
and economic characteristics.
SS.912.W.8.2: Describe characteristics of the early
Cold War.
SS.912.W.8.3: Summarize key developments in
post-war China.
SS.912.W.8.4: Summarize the causes and effects
of the arms race and proxy wars in Africa, Asia, Latin
America, and the Middle East.
SS.912.W.8.5: Identify the factors that led to the
decline and fall of communism in the Soviet Union
and Eastern Europe.
SS.912.W.8.6: Explain the 20th century background
for the establishment of the modern state of Israel in
1948 and the ongoing military and political conflicts
between Israel and the Arab-Muslim world.
SS.912.W.8.7: Compare post-war independence
movements in African, Asian, and Caribbean
countries.
Data Driven
Benchmark(s)
Activities
Course Code: 2109310
Assessment(s)
Strategies
GRADE LEVEL OR COURSE TITLE:
Date
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
Pacing Guide
Benchmark(s)
Data Driven
Benchmark(s)
Activities
Course Code: 2109310
Assessment(s)
Strategies
SS.912.G.4.3: Use geographic terms and tools to
May 9 - May 16, analyze the effects of migration both on the place of
origin and destination, including border areas.
Traditional:
2016
Block:
SS.912.G.4.7: Use geographic terms and tools to
May 9 - May 16, explain cultural diffusion throughout places, regions,
and the world.
2016
SS.912.G.4.9: Use political maps to describe the
change in boundaries and governments within
continents over time.
SS.912.W.1.3: Interpret and evaluate primary and
secondary sources.
SS.912.W.1.4: Explain how historians use historical
inquiry and other sciences to understand the past.
SS.912.W.1.6: Evaluate the role of history in
shaping identity and character
SS.912.H.3.1: Analyze the effects of transportation,
trade, communication, science, and technology on
the preservation and diffusion of culture.
SS.912.W.1.1: Use timelines to establish cause and
effect relationships of historical events
SS.912.W.1.5: Compare conflicting interpretations or scho
GRADE LEVEL OR COURSE TITLE:
Date
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
Pacing Guide
Benchmark(s)
SS.912.W.8.8: Describe the rise and goals of
May 9 - May 16, nationalist leaders in the post-war era and the
impact of their rule on their societies.
Traditional:
2016
Block:
SS.912.W.8.9: Analyze the successes and failures
May 9 - May 16, of democratic reform movements in Africa, Asia, the
Caribbean, and Latin America.
2016
SS.912.W.8.10: Explain the impact of religious
fundamentalism in the last half of the 20th century,
and identify related events and forces in the Middle
East over the last several decades.
SS.912.W.9.1: Identify major scientific figures and
breakthroughs of the 20th century, and assess their
impact on contemporary life.
SS.912.W.9.2: Describe the causes and effects of
post-World War II economic and demographic
changes.
SS.912.G.2.2: Describe the factors and processes
that contribute to the differences between
developing and developed regions of the world.
SS.912.G.2.3: Use geographic terms and tools to
analyze case studies of regional issues in different
parts of the world that have critical economic,
physical, or political ramifications.
SS.912.G.4.1: Interpret population growth and other
demographic data for any given place.
SS.912.G.4.2: Use geographic terms and tools to
analyze the push/pull factors contributing to human
migration within and among places.
Data Driven
Benchmark(s)
Activities
Course Code: 2109310
Assessment(s)
Strategies
GRADE LEVEL OR COURSE TITLE:
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
Course Code: 2109310
Topic 23: Post World War- The Non-Western World
Pacing
Date(s)
Traditional
6 days
05-17-16 to 05-24-16
Block
3 days
05-17-16 to 05-24-16
Essential Question: How did democratization and decolonization movements in the 20 th
century change the post-colonial world?
Please note: This topic correlates to essential content required for student mastery on the U.S.
History End of Course assessment.
STRAND(S) and STANDARD(S):
World History (Standard 1: Utilize historical inquiry skills and analytical processes)
(Standard 8: Recognize significant events and people from the post World War II and Cold War eras)
(Standard 9: Identify major economic, political, social, and technological trends beginning in the 20 th century)
Humanities
(Standard 1: Identify and analyze the historical, social, and cultural contexts of the arts)
(Standard 2: Respond critically and aesthetically to various works in the arts)
(Standard 3: Understand how transportation, trade, communication, science and technology influence the progression and regression of cultures)
Nine Weeks
NGSSS-SS Benchmarks
Instructional Tools
Essential Content
Course Themes Addressed:
Florida Standards Focus Standard:
Florida Standards Focus Activity:
LAFS.910.RH.2.4 Determine the meaning of words and
Have students research and write a report determining the meaning of
Development and Interaction of
phrases as they are used in a text, including vocabulary
democratization and decolonization movements in the mid-twentieth century and
Cultures
describing political, social, or economic aspects of
how they were affected by the Cold War, including vocabulary describing
Religions
history/social studies.
political, social, or economic aspects of history/social studies.
Belief systems, philosophies and
http://faculty.ucc.edu/egh-damerow/decolonization.htm
Content Benchmarks:
ideologies
SS.912.W.7.11: Describe the effects of World War II.
(This also meets, LAFS.910.WSHT.3.9 Draw evidence from informational texts
State Building, Expansion and
to support analysis reflection, and research.)
Conflicts
SS.912.W.8.1: Identify the United States and Soviet aligned
Political structures and forms of
states of Europe, and contrast their political and economic
Vocabulary/Identification: The Philippines, Burma, Vietnam, Geneva Accords,
governance
characteristics.
TET Offensive, Ho Chi Minh, Paris Peace Accords, Laos Cambodia, Muggabi,
Nations and nationalism
Belgian Congo, Israel, Palestine, Suez Crisis, Ayatollah Khomeini, Six Day War,
Revolts and Revolutions
SS.912.W.8.2: Describe characteristics of the early Cold
Yasir Arafat, Camp David Accords, Nehru Ghandi, OPEC, Kwame Nkrumah,
Regional, trans-regional and
War.
Ghana, Kenya, Pan- Arabism, Jomo Kenyatta, Mau Mau, Patrice Lumumba,
global structures and
Quang Duc, zaibatsu, SCAP, Khmer Rouge, Religious Fundamentalism, State
organizations
SS.912.W.8.3: Summarize key developments in post-war
Capitalism, Muslim League, Indian National Congress, Dali Lama, Singapore,
China.
Hong Kong, West Bank, Nehru Gandhi, Mohammad Mossadeq, Iranian
Revolution, Saddam Hussein, Iran-Contra Affair, PLO, Kibbutz, Balfour
SS.912.W.8.4: Summarize the causes and effects of the

Eastern Europe
of SE Asian Nations, Bandung
arms race and proxy wars in Africa, Asia, Latin America, and Declaration, Benazir Bhutto, The association
o The Communist Bloc
Generation, Taliban, Robert Mugabe, 38th Parallel, North Korea, South Korea,
the Middle East.
The Korean War, Pan-Africanism. Please note: the vocabulary/identification list

Middle East and South Asia
is provided as a basic introduction and list of terms and ideas associated with
SS.912.W.8.5:
Identify
the
factors
that
led
to
the
decline
o Religious
this topic. Individual teachers may use additional information at their discretion.
and fall of communism in the Soviet Union and Eastern
Fundamentalism
Europe.
o Dali Lama
Correlated US History EOC Lesson Plans:
o The movement for Indian
SS.912.W.8.6: Explain the 20th century background for the
Independence
(password protected: miami-dade-us-history)
establishment of the modern state of Israel in 1948 and the
o The Muslim League
ongoing military and political conflicts between Israel
and the Arab-Muslim world.
GRADE LEVEL OR COURSE TITLE:
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
Course Code: 2109310
Nine Weeks
o
o
o
o
o
o





NGSSS-SS Benchmarks
SS.912.W.8.7: Compare post-war independence
movements in African, Asian, and Caribbean countries.
Instructional Tools
http://socialsciences.dadeschools.net/files/eoc_lesson_plans/11th_grade/3rd%2
0Quarter%2011TH%20GRADE%20FINAL%20US%20HIS%20LESSONS/SS.91
2.A.6.10-%20early%20years%20of%20the%20Cold%20War.pdf
SS.912.W.8.8: Describe the rise and goals of nationalist
leaders in the post-war era and the impact of their rule on
their societies.
http://socialsciences.dadeschools.net/files/eoc_lesson_plans/11th_grade/3rd%2
0Quarter%2011TH%20GRADE%20FINAL%20US%20HIS%20LESSONS/SS.91
2.A.6.13-%20foreign%20policy-%20Truman%20-%20Nixon.pdf
SS.912.W.8.9: Analyze the successes and failures of
democratic reform movements in Africa, Asia, the
Caribbean, and Latin America.
Technology:
Video Segment: Post-Colonialism in the Belgian Congo
http://www.learner.org/courses/worldhistory/unit_video_22-2.html
SS.912.W.8.10: Explain the impact of religious
fundamentalism in the last half of the 20th century, and
identify related events and forces in the Middle East over the
last several decades.
Video Segment: Ayatollah Khomeini (Revolution and Resistance in Iran)
http://www.learner.org/courses/worldhistory/unit_video_23-2.html
History Lab: Guatemalan Coup of 1954; Iran-Contra Affair
(http://www.umbc.edu/che/historylabs/lessondisplay.php?lesson=101)
SS.912.W.9.1: Identify major scientific figures and
breakthroughs of the 20th century, and assess their impact
on contemporary life.
SHEG: Indian Partition; Assassination of Lumumba
(http://sheg.stanford.edu/india-partition)
Iran and Iraq and Turkey
o
o
o
o
o

Essential Content
Indian National Congress
Nehru Gandhi
Egyptian Independence
Suez Canal Crisis
Anwar Sadat
Yasir Arafat
Mohammad Mossadeq
Iranian Revolution
Ayatollah Khomeni
Saddam Hussein
Iran- Contra Affair
The Formation of the State of
Israel
o Balfour Declaration
o Menachem Begin
o Kibbutz
o Six-Day War
o PLO
o Camp David Accords
The Division of Pakistan
o Independence for
Bangladesh
o Benazir Bhutto
o
The Middle East
o The Development of
OPEC
o Russia and Afghanistan
o The Creation of Taliban
o War
Africa: The process of
decolonization
o The Bandung Generation
o Nasser, Nehru, and
Sukrano
Independence Movements &
Pan-Africanism
o Ghana
o Kwame Nkrumah
SS.912.W.9.2: Describe the causes and effects of postWorld War II economic and demographic changes.
SS.912.G.2.2: Describe the factors and processes that
contribute to the differences between developing and
developed regions of the world.
SS.912.G.2.3: Use geographic terms and tools to analyze
case studies of regional issues in different parts of the world
that have critical economic, physical, or political
ramifications.
Crash Course 40: Decolonization and :Nationalism
(https://www.youtube.com/watch?v=T_sGTspaF4Y)
Crash Course 221: Congo and Africa’s World War
(https://www.youtube.com/watch?v=4uArRzwKHvE)
Extensive links to contemporary and historical information on India and South
Asian region
http://www.Columbia.edu/cu/lweb/indiv/southasia/cuvl/
Documents and case studies from around the world on decolonization
http://www.casahistoria.net/decolonisation.htm
SS.912.G.4.1: Interpret population growth and other
demographic data for any given place.
PBS Global Connections The Middle East- This site has a timeline of the Middle
E East in the 20th Century, including Egypt, and the Israeli-Palestinian conflict. It
includes a timeline, articles related to the topic as well as video clips.
SS.912.G.4.2: Use geographic terms and tools to analyze
http://www.pbs.org/wgbh/globalconnections/mideast/index.html
the push/pull factors contributing to human migration within
and among places.
The Road to Partition- This site investigate the creation of India and Pakistan
through Primary documents
SS.912.G.4.3: Use geographic terms and tools to analyze
http://www.nationalarchives.gov.uk/education/topics/the-road-to-partition.htm
the effects of migration both on the place of origin and
destination, including border areas.
SS.912.G.4.7: Use geographic terms and tools to explain
cultural diffusion throughout places, regions, and the world.
SS.912.G.4.9: Use political maps to describe the change in
The BBC offers an extensive site on the India-Pakistan Conflict with an
interactive time line, as well as links to articles and other useful
websites.http://news.bbc.co.uk/hi/english/static/in_depth/south_asia/2002/india_
pakistan/timeline/default.stm
GRADE LEVEL OR COURSE TITLE:
o
o
o
o
o
o



Essential Content
Kenya
Mau Mau
British Central Africa (
Rhodesia)
Robert Mugabe
The French Colonies
Belgian and Portuguese
Colonies
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
Nine Weeks
NGSSS-SS Benchmarks
boundaries and governments within continents over time.
SS.912.H.3.1: Analyze the effects of transportation, trade,
communication, science, and technology on the
preservation and diffusion of culture.
SS.912.W.1.1: Use timelines to establish cause and effect
relationships of historical events.
The Effects of Independence
o Political Challenges
o Ethnic Violence
o Limited Economies
o Environmental
SS.912.W.1.3: Interpret and evaluate primary and
secondary sources.
Southeast Asia and East Asia
o The Occupation of Japan
o SCAP
o Zaibatsu
o MacArthur Constitution
o Liberal Democratic Party
o The Two Koreas
SS.912.W.1.6: Evaluate the role of history in shaping
identity and character.
Independence Struggles in SE
Asia
o Nationalism in Taiwan
o The Vietnam War
o Ho Chi Minh
o Geneva Accord
o Domino Theory
o Tet Offensive
o Paris Peace Accords
o Cambodia and Laos
o Ho Chi Minh Trail
o Khmer Rouge
o The Philippines
o Burma(Myanmar)
o Indonesia
SS.912.W.1.4: Explain how historians use historical inquiry
and other sciences to understand the past.
Skill Benchmarks:
SS.912.G.1.1: Design Maps using a variety of technologies
based on descriptive data to explain physical and cultural
attributes of major world regions.
SS.912.G.1.2: Use spatial perspective and appropriate
geographic terms and tools, including the Six Essential
Elements, as organizational schema to describe any given
place.
SS.912.G.1.3:Employ applicable units of measurement and
scale to solve simple locational problems using maps and
globes.
SS.912.G.2.1:Identify the physical characteristics and the
human characteristics that define and differentiate regions.
SS.912.H.1.3: Relate works in the arts to various cultures.
SS.912.W.1.2: Compare time measurement systems used
by different cultures.
Course Code: 2109310
Instructional Tools
Suggested Activities:
Have students create a time-line of the Israeli-Palestinian conflict from its origin
to the current state.
Have students map the independence movements in Africa. Have students
select one of them and discuss the new form of government instituted.
http://africanhistory.about.com/od/eraindependence/Independence.htm
Have students bring in current articles about events in the Middle East and then
research the origin of the conflict being discussed in the article and present their
findings to the class.
http://www.cnn.com/MIDDLEEAST/
http://www.onlinenewspapers.com/asian-newspapers.htm
SS.912.W.1.5: Compare conflicting interpre
Have students create a Vietnam War poster that either supports or is against the
War. Guide a discussion of why the United States entered the Vietnam War.
Point out that many Americans opposed the war and explain that thousands of
people demonstrated against.
Have students create a testimonial honoring Cold War Heroes in order to
evaluate Cold War issues and personalities. Have students choose a Cold War
hero. Then tell them to write a testimonial honoring that person’s contributions to
history. The testimonial statements should: identify the hero; describe the
person’s actions during the Cold War that earned recognition; describe the
challenges, dangers, or other obstacles the person faced; convey the person’s
personality; provide biographical information.
Have students create a table listing the political status or government structure of
SE Asian countries.
Have students discuss and debate what is meant by “The Japanese Miracle” and
how that it has affected the relationship between the United States and Japan
economically.
http://www.allempires.com/article/index.php?q=The_Rise_of_the_Japanese_Mir
acle
Have students create maps of the Middle East prior to the creation of the Israeli
state and compare to a map of the region today. What are the major differences
and what effect does it have on the regions global sphere in influence or impact?
Have students chart Oil reserves and the Middle east and discuss the
significance of OPEC Today.
Assessment:
Develop rubrics and share with students for each of the above mentioned
projects in order to increase opportunities for mastery of content and historical
thinking skills. Each project or assignment should be assessed for content
accuracy and skill development in terms of writing and reading comprehension.
GRADE LEVEL OR COURSE TITLE:
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
Course Code: 2109310
Nine Weeks
Essential Content
NGSSS-SS Benchmarks
Instructional Tools
ELL:
Use visual depictions of historical events in order to increase ELL students’
mastery of related content.
Additional ELL Strategies:
Provide students with oral and visual cues for directions
Provide students with pictures, graphs, charts, and videos.
Provide students with oral reading strategies (i.e., read-a-loud, jump in reading)
Provide students with peer grouping for activities
Provide students with teacher read-a-loud strategies
Provide students with the opportunity to use of audio books
Provide students with the use of manipulative items (i.e.,3-D objects)
Provide students with cooperative learning activities (small/large group settings)
Provide students with structured paragraphs for writing assignments
Provide students with the use of simplified/shortened reading text
Provide students with semantic mapping activities to enhance writing
Provide students with the opportunity to use the Language Experience Approach
http://www.literacyconnections.com/InTheirOwnWords.php
Games and activities for the ELL Classroom
http://iteslj.org/c/games.html
What are read-a-louds, and what can they do for instruction?
http://www.learner.org/workshops/tml/workshop7/teaching2.html
Brigham Young University offers printable World History blank outline maps,
divided by region:
https://geography.byu.edu/pages/resources/outlinemaps.aspx
This ELL website offers free blank printable graphic organizers and semantic
webs:
http://www.everythingesl.net/inservices/graphic_organizers.php?ty=print
State and District Instructional Requirements:
Teachers should be aware that State and District Policy requires that all teachers
K-12 provide instruction to students in the following content areas: AfricanAmerican History, Character Education, Hispanic Contributions to the United
States, Holocaust Education, and Women’s Contributions to the U.S. Detailed
Lesson Plans can be downloaded from the Division of Social Sciences and Life
Skills web-site. http://socialsciences.dadeschools.net , under the headings
“Character Education” and “Multicultural Support Documents.” Please note that
instruction regarding the aforementioned requirements should take place
throughout the entire scope of a given social studies course, not only during the
particular month or day when a particular cultural group is celebrated or
recognized.
SPED:
Go the Department of Social Sciences’ website,
http://socialsciences.dadeschools.net/, and look under “Curricular Documents,”
GRADE LEVEL OR COURSE TITLE:
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
Course Code: 2109310
Nine Weeks
NGSSS-SS Benchmarks
Essential Content
Date
Pacing Guide
Benchmark(s)
Data Driven
Benchmark(s)
Instructional Tools
Activities
Assessment(s)
Strategies
Next Generation Sunshine State Standards” in order to download the PDF of
Access Points for Students with Cognitive Disabilities related to grade level.
GRADE LEVEL OR COURSE TITLE:
Traditional:
May 17 to May
24, 2016
Block:
May 17 to May
24, 2016
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
Florida Standards Focus:
LAFS.910.RH.2.4 Determine the meaning of words
and phrases as they are used in a text, including
vocabulary describing political, social, or economic
aspects of history/social studies.
Content Benchmarks:
SS.912.W.7.11: Describe the effects of World War
II.
SS.912.W.8.1: Identify the United States and Soviet
aligned states of Europe, and contrast their political
and economic characteristics.
SS.912.W.8.2: Describe characteristics of the early
Cold War.
SS.912.W.8.3: Summarize key developments in
post-war China.
SS.912.W.8.4: Summarize the causes and effects
of the arms race and proxy wars in Africa, Asia, Latin
America, and the Middle East.
SS.912.W.8.5: Identify the factors that led to the
decline and fall of communism in the Soviet Union
and Eastern Europe.
SS.912.W.8.6: Explain the 20th century background
for the establishment of the modern state of Israel in
1948 and the ongoing military and political conflicts
between Israel
Course Code: 2109310
GRADE LEVEL OR COURSE TITLE:
Date
Traditional:
May 17 to May
24, 2016
Block:
May 17 to May
24, 2016
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
Pacing Guide
Benchmark(s)
SS.912.W.8.7: Compare post-war independence
movements in African, Asian, and Caribbean
countries.
SS.912.W.8.8: Describe the rise and goals of
nationalist leaders in the post-war era and the
impact of their rule on their societies.
SS.912.W.8.9: Analyze the successes and failures
of democratic reform movements in Africa, Asia, the
Caribbean, and Latin America.
SS.912.W.8.10: Explain the impact of religious
fundamentalism in the last half of the 20th century,
and identify related events and forces in the Middle
East over the last several decades.
SS.912.W.9.1: Identify major scientific figures and
breakthroughs of the 20th century, and assess their
impact on contemporary life.
SS.912.W.9.2: Describe the causes and effects of
post-World War II economic and demographic
changes.
SS.912.G.2.2: Describe the factors and processes
that contribute to the differences between
developing and developed regions of the world.
SS.912.G.2.3: Use geographic terms and tools to
analyze case studies of regional issues in different
parts of the world that have critical economic,
physical, or political ramifications.
SS.912.G.4.1: Interpret population growth and other
demographic data for any given place.
Data Driven
Benchmark(s)
Activities
Course Code: 2109310
Assessment(s)
Strategies
GRADE LEVEL OR COURSE TITLE:
Date
Traditional:
May 17 to May
24, 2016
Block:
May 17 to May
24, 2016
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
Pacing Guide
Benchmark(s)
Data Driven
Benchmark(s)
Activities
Course Code: 2109310
Assessment(s)
Strategies
SS.912.G.4.2: Use geographic terms and tools to
analyze the push/pull factors contributing to human
migration within and among places.
SS.912.G.4.3: Use geographic terms and tools to
analyze the effects of migration both on the place of
origin and destination, including border areas.
SS.912.G.4.7: Use geographic terms and tools to
explain cultural diffusion throughout places, regions, and
the world.
SS.912.G.4.9: Use political maps to describe the change
in boundaries and governments within continents over
time.
SS.912.H.3.1: Analyze the effects of transportation,
trade, communication, science, and technology on the
preservation and diffusion of culture.
SS.912.W.1.1: Use timelines to establish cause and
effect relationships of historical events.
SS.912.W.1.3: Interpret and evaluate primary and
secondary sources.
SS.912.W.1.4: Explain how historians use historical
inquiry and other sciences to understand the past.
SS.912.W.1.6: Evaluate the role of history in shaping
identity and character
SS.912.W.1.5: Compare conflicting interpretations or schools
GRADE LEVEL OR COURSE TITLE:
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
Course Code: 2109310
Topic 24: Toward a New World Era
Pacing
Date(s)
Traditional
6 days
05-25-16 to 06-02-16
Block
3 days
05-25-16 to 06-02-16
Essential Question: How do regional organizations and fundamentalism movements impact
the new world order?
Please note: This topic correlates to essential content required for student mastery on the U.S.
History End of Course assessment.
STRAND(S) and STANDARD(S):
World History
(Standard 1: Utilize historical inquiry skills and analytical processes)
(Standard 8: Recognize significant events and people from the post World War II and Cold War eras)
(Standard 9: Identify major economic, political, social, and technological trends beginning in the 20 th century)
Humanities
(Standard 1: Identify and analyze the historical, social, and cultural contexts of the arts)
(Standard 2: Respond critically and aesthetically to various works in the arts)
(Standard 3: Understand how transportation, trade, communication, science and technology influence the progression and regression of cultures)
Essential Content
Course Themes Addressed:
Development and Interaction of
Cultures
Religions
Belief systems, philosophies and
ideologies
Science and technology
Creation, Expansion and Interaction
of Economic systems
Trade and Commerce
Capitalism and Socialism
Development and Transformation of
Social Structures
Gender roles and relations
Racial and ethnic constructions
Social and economic classes
State Building, Expansion and
Conflicts
Political structures and forms of
governance
Nations and nationalism
Revolts and Revolutions
Regional, trans-regional and
global structures and
organizations
4th Nine Weeks
NGSSS-SS Benchmarks
Florida Standards Focus Standard
LAFS.910.RH.1.3 Analyze in detail a series of events
described in a text; determine whether earlier events caused
later ones or simply preceded them.
Content Benchmarks:
SS.912.W.8.10: Explain the impact of religious
fundamentalism in the last half of the 20th century, and
identify related events and forces in the Middle East over the
last several decades.
SS.912.W.9.1: Identify major scientific figures and
breakthroughs of the 20th century, and assess their impact
on contemporary life.
SS.912.W.9.2: Describe the causes and effects of postWorld War II economic and demographic changes.
SS.912.W.9.3: Explain cultural, historical, and economic
factors and governmental policies that created the
opportunities for ethnic cleansing or genocide in Cambodia,
the Balkans, Rwanda, and Darfur, and describe various
governmental and non-governmental responses to them.
Instructional Tools
Florida Standards Focus Activity:
Have students research the components of regional organizations by analyzing a
series of events described in a text listing the specific components of each and
what countries gain advantages or disadvantages as result.
www.un.org
Vocabulary/Identification: Four Asian Tigers, Tiananmen Square Massacre,
devolution, Ronald Reagan, Gorbachev, Perestroika, Glasnost, Thatcherism,
Tony Blair, Yugoslavia, Bosnia, Rwanda, Cambodia, Kosovo, Weapons of Mass
Destruction, George W. Bush, Bill Clinton, NAFTA, Welfare State, Apartheid,
Nelson Mandela ,Congolese Conflict, Hutu, Tutsi, Kleptocracy, New World
Order, Internet, Soweto Uprising, Bantustans, Persian Gulf War, Helsinki
Accords, EEC, EEU, Chaebols, corporation, Tokyo Stock Exchange,
agglomerate, genocide, Tiananmen Massacre, Deng Xiaoping, African Union,
Free Trade, Third World, Maastricht Treaty, ECLAC, 1989 Revolutions, ethnic
cleansing, refugee. Please note: the vocabulary/identification list is provided as
a basic introduction and list of terms and ideas associated with this topic.
Individual teachers may use additional information at their discretion.
Correlated US History EOC Lesson Plan:
(password protected: miami-dade-us-history)
http://socialsciences.dadeschools.net/files/eoc_lesson_plans/11th_grade/4th%2
0Quarter%2011TH%20GRADE%20FINAL%20US%20HIS%20LESSONS/SS.91
2.A.7.11-%20U.S.%20Foreign%20Policy-%20Modern.pdf
Technology:
GRADE LEVEL OR COURSE TITLE:
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
Course Code: 2109310
4th Nine Weeks
Essential Content

The End of the Cold-War
o Tiananmen Square
Massacre
o Foreign Policy
o Collapse of the Berlin
Wall
o Gorbachev
o Perestroika
o Glasnot
o Devolution of Eastern
Europe

Weapons of Mass Destruction

20th Century Ideologies
o Thatcherism and Tony
Blair
o Ronald Reagan
o Helsinki Accords
o Bill Clinton’s Presidency
o Reform vs. Independence
o Britain- Creation of a
Welfare State
o Apartheid
o Nelson Mandela



Scientific Figures and
Breakthrough
The New Economic Order
( Implementing Regionalization)
o The Four Asian Tigers
o Energy Sources
o EEC to EEU
o Maastricht Treaty
o NAFTA
o ECLAC
o African Union
The aftermath of Devolution and
decolonization
o The 1989 Revolutions
o Strife in Bosnia
o Dayton Accord
NGSSS-SS Benchmarks
SS.912.W.9.4: Describe the causes and effects of twentieth
century nationalist conflicts.
SS.912.W.9.5: Assess the social and economic impact of
pandemics on a global scale, particularly within the
developing and under-developed world.
SS.912.W.9.6: Analyze the rise of regional trade blocs such
as the European Union and NAFTA, and predict the impact
of increased globalization in the 20th and 21st centuries.
SS.912.W.9.7: Describe the impact of and global response
to international terrorism.
SS.912.G.4.9: Use political maps to describe the change in
boundaries and governments within continents over time.
SS.912.W.1.3: Interpret and evaluate primary and
secondary sources.
SS.912.W.1.4: Explain how historians use historical inquiry
and other sciences to understand the past.
SS.912.W.1.6: Evaluate the role of history in shaping
identity and character.
Skill Benchmarks:
SS.912.G.1.1: Design Maps using a variety of technologies
based on descriptive data to explain physical and cultural
attributes of major world regions.
SS.912.G.1.2: Use spatial perspective and appropriate
geographic terms and tools, including the Six Essential
Elements, as organizational schema to describe any given
place.
SS.912.G.1.3: Employ applicable units of measurement and
scale to solve simple locational problems using maps and
globes.
SS.912.G.2.1: Identify the physical characteristics and the
human characteristics that define and differentiate regions.
SS.912.G.2.2: Describe the factors and processes that
contribute to the differences between developing and
developed regions of the world.
Instructional Tools
PBS Global Connections The Middle East- This site has a timeline of the Middle
East in the 20th Century, including Egypt, and the Israeli-Palestinian. It includes
a timeline, articles related to the topic as well as video clips.
http://www.pbs.org/wgbh/globalconnections/mideast/index.html
The BBC offers an extensive site on the India-Pakistan Conflict with an
interactive time line, as well as links to articles and other useful websites.
http://news.bbc.co.uk/hi/english/static/in_depth/south_asia/2002/india_pakistan/ti
meline/default.stm
http://www.learner.org/courses/worldhistory/unit_video_24-1.html
Crash Course 41: Globalization I
(https://www.youtube.com/watch?v=5SnR-e0S6Ic)
Crash Course 42: Globalization II
(https://www.youtube.com/watch?v=s_iwrt7D5OA)
Debates over the 1915 Armenian Genocide. Overview and Links to recent
stories on the topic
http://news.bbc.co.uk/2/hi/europe/6045182.stm
Suggested Activities:
SS.912.W.1.5: Compare conflicting interpre
Have students write an essay analyzing the global impact of World War I and
World War II.
Have students list major treaties and agreements made between European
countries since the 1970’s and highlight the purpose of each of these
agreements.
Have students write newspaper articles describing the breakup of the Soviet
Union.
Have students interview someone who remembers the collapse of the Berlin
Wall and describe the impact it had on their life.
Have students research Margaret Thatcher, her background, important policies,
etc and discuss in groups whether or not she should be considered a feminist.
http://worldhistoryconnected.press.illinois.edu/7.1/ribberink.html
Have students research technological advancements made in the last few
decades and decide what they think is the most important. Have students
explain their choice, thinking about: worldwide communication; biological and
chemical research; discoveries above and beyond Earth.
http://www.ideafinder.com/history/timeline/the1900s.htm
Have students map terrorism around the world: Students will begin to visualize
the location of terrorist activity. Pair a struggling reader with a more proficient
GRADE LEVEL OR COURSE TITLE:
o
o
o
o
Essential Content
Yugoslavia
Rwanda
Cambodia
The Balkans
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
4th Nine Weeks
NGSSS-SS Benchmarks
SS.912.G.2.3: Use geographic terms and tools to analyze
case studies of regional issues in different parts of the world
that have critical economic, physical, or political
ramifications.
SS.912.G.4.1: Interpret population growth and other
demographic data for any given place.
SS.912.G.4.2: Use geographic terms and tools to analyze
the push/pull factors contributing to human migration within
and among places.
SS.912.G.4.3: Use geographic terms and tools to analyze
the effects of migration both on the place of origin and
destination, including border areas.
SS.912.G.4.7: Use geographic terms and tools to explain
cultural diffusion throughout places, regions, and the world.
SS.912.H.1.3: Relate works in the arts to various cultures.
SS.912.H.3.1: Analyze the effects of transportation, trade,
communication, science, and technology on the
preservation and diffusion of culture.
SS.912.W.1.1: Use timelines to establish cause and effect
relationships of historical events.
SS.912.W.1.2: Compare time measurement systems used
by different cultures.
Course Code: 2109310
Instructional Tools
reader. Ask students to read information on terrorism around the world, making
note of every place name that is mentioned. (Munich, Germany; land claimed
by both Israelis and Palestinians; Britain and Northern Ireland; Afghanistan;
Saudi Arabia; Tokyo, Japan; Kenya; Tanzania; Sudan; Colombia) Have
students use the textbook atlas or a globe to help them find each of the places
mentioned. Then have students use a blank world map to show each location
and label it to identify its significance. Ask
students how this activity affected
their comprehension of the material. Encourage students to refer to an atlas
whenever they are reading text that includes place names.
Have students research the components of NAFTA, listing the specific
components of each and what countries gain advantages or disadvantages as
result. http://www.naftanow.org/
Have students evaluate Historical Figures: Using publishing software, students
are to prepare a booklet titled “Who’s Who in World History, 20th Century,
including brief biographies of people whose actions or ideas influenced the
history of that period. The booklet should include people who represent
religious, political, cultural, military, and economic endeavors. In the last chapter
of the booklet, select the person you would most like to meet, explain why, and
list ten (10) questions you would ask if given the opportunity for an interview.
Have students create a Venn Diagram comparing the problems that Soviets
faced under communism with the problems that current Soviet leaders face.
Have students research the definition of Genocide, based on the United Nations
and then classify whether or not each of the 20th Century “genocides” were in
fact genocide. Students must provide evidence to support their claims in a
written report and presentation.
http://www.history.com/topics/what-is-genocide
Have students create a chart of the major 20th century genocides, including the
causes, geographic areas, and effects of each.
Have students create a chart comparing foreign policy actions between
President Reagan, Clinton and Bush.
Assessment:
Develop rubrics and share with students for each of the above mentioned
projects in order to increase opportunities for mastery of content and historical
thinking skills. Each project or assignment should be assessed for content
accuracy and skill development in terms of writing and reading comprehension.
ELL:
Use visual depictions of historical events in order to increase ELL students’
mastery of related content.
Additional ELL Strategies:
Provide students with oral and visual cues for directions
GRADE LEVEL OR COURSE TITLE:
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
Course Code: 2109310
4th Nine Weeks
Essential Content
NGSSS-SS Benchmarks
Instructional Tools
Provide students with pictures, graphs, charts, and videos.
Provide students with oral reading strategies (i.e., read-a-loud, jump in reading)
Provide students with peer grouping for activities
Provide students with teacher read-a-loud strategies
Provide students with the opportunity to use of audio books
Provide students with the use of manipulative items (i.e.,3-D objects)
Provide students with cooperative learning activities (small/large group settings)
Provide students with structured paragraphs for writing assignments
Provide students with the use of simplified/shortened reading text
Provide students with semantic mapping activities to enhance writing
Provide students with the opportunity to use the Language Experience Approach
http://www.literacyconnections.com/InTheirOwnWords.php
Games and activities for the ELL Classroom
http://iteslj.org/c/games.html
What are read-a-louds, and what can they do for instruction?
http://www.learner.org/workshops/tml/workshop7/teaching2.html
Brigham Young University offers printable World History blank outline maps,
divided by region:
https://geography.byu.edu/pages/resources/outlinemaps.aspx
This ELL website offers free blank printable graphic organizers and semantic
webs:
http://www.everythingesl.net/inservices/graphic_organizers.php?ty=print
State and District Instructional Requirements:
Teachers should be aware that State and District Policy requires that all teachers
K-12 provide instruction to students in the following content areas: AfricanAmerican History, Character Education, Hispanic Contributions to the United
States, Holocaust Education, and Women’s Contributions to the U.S. Detailed
Lesson Plans can be downloaded from the Department of Social Sciences website. http://socialsciences.dadeschools.net , under the headings “Character
Education” and “Multicultural Support Documents.” Please note that instruction
regarding the aforementioned requirements should take place throughout the
entire scope of a given social studies course, not only during the particular
month or day when a particular cultural group is celebrated or recognized.
SPED:
Go the Department of Social Sciences’ website,
http://socialsciences.dadeschools.net/, and look under “Curricular Documents,”
Next Generation Sunshine State Standards” in order to download the PDF of
Access Points for Students with Cognitive Disabilities related to this particular
grade level.
GRADE LEVEL OR COURSE TITLE:
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
Course Code: 2109310
GRADE LEVEL OR COURSE TITLE:
Date
Traditional:
May 25 to June
2, 2016
Block:
May 25 to June
2, 2016
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
Pacing Guide
Benchmark(s)
Florida Standard:
LAFS.910.RH.1.3 Analyze in detail a series of
events described in a text; determine whether earlier
events caused later ones or simply preceded them.
Content Benchmarks:
SS.912.W.8.10: Explain the impact of religious
fundamentalism in the last half of the 20th century,
and identify related events and forces in the Middle
East over the last several decades.
SS.912.W.9.1: Identify major scientific figures and
breakthroughs of the 20th century, and assess their
impact on contemporary life.
SS.912.W.9.2: Describe the causes and effects of
post-World War II economic and demographic
changes.
SS.912.W.9.3: Explain cultural, historical, and
economic factors and governmental policies that
created the opportunities for ethnic cleansing or
genocide in Cambodia, the Balkans, Rwanda, and
Darfur, and describe various governmental and nongovernmental responses to them.
SS.912.W.9.4: Describe the causes and effects of
twentieth century nationalist conflicts.
SS.912.W.9.5: Assess the social and economic
impact of pandemics on a global scale, particularly
within the developing and under-developed world.
Data Driven
Benchmark(s)
Activities
Course Code: 2109310
Assessment(s)
Strategies
GRADE LEVEL OR COURSE TITLE:
Traditional:
May 25 to June
2, 2016
Block:
May 25 to June
2, 2016
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
Course Code: 2109310
SS.912.W.9.6: Analyze the rise of regional trade
blocs such as the European Union and NAFTA, and
predict the impact of increased globalization in the
20th and 21st centuries.
SS.912.W.9.7: Describe the impact of and global
response to international terrorism.
SS.912.G.4.9: Use political maps to describe the
change in boundaries and governments within
continents over time.
SS.912.W.1.3: Interpret and evaluate primary and
secondary sources.
SS.912.W.1.4: Explain how historians use historical
inquiry and other sciences to understand the past.
SS.912.W.1.6: Evaluate the role of history in
shaping identity and character.
SS.912.W.1.5: Compare conflicting interpretations or schools
GRADE LEVEL OR COURSE TITLE:
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
Course Code: 2109310
Topic 25: Voyage into the 21st Century
Pacing
Date(s)
Traditional
5 days
06-03-16 to 06-09-16
Block
2.5 days
06-03-16 to 06-09-16
Essential Question: What were the factors and processes that contributed to the differences
between developing and developed regions of the world?
Please note: This topic correlates to essential content required for student mastery on the U.S. History
End of Course assessment.
STRAND(S) and STANDARD(S):
World History (Standard 1: Utilize historical inquiry skills and analytical processes)
(Standard 8: Recognize significant events and people from the post World War II and Cold War eras)
(Standard 9: Identify major economic, political, social, and technological trends beginning in the 20 th century)
Humanities
(Standard 1: Identify and analyze the historical, social, and cultural contexts of the arts)
(Standard 2: Respond critically and aesthetically to various works in the arts)
(Standard 3: Understand how transportation, trade, communication, science and technology influence the progression and regression of cultures)
Essential Content
Course Themes Addressed
Human and environmental
interaction
Demography and disease
Migration
Patterns of settlement
Technology
Development and Interaction of
Cultures
Religions
Belief systems, philosophies and
ideologies
Science and technology
The arts and architecture
Creation, Expansion and Interaction
of Economic systems
Trade and Commerce
Industrialization
Capitalism and Socialism
Development and Transformation of
Social Structures
Gender roles and relations
Racial and ethnic constructions
4th Nine Weeks
NGSSS-SS Benchmarks
Florida Standards Focus Standard:
LAFS.910.WSHT.2.5 Develop and strengthen writing as
needed by planning, revising, editing, rewriting, or trying a
new approach, focusing on addressing what is most
significant for a specific purpose and audience.
Content Benchmarks:
SS.912.W.8.10: Explain the impact of religious
fundamentalism in the last half of the 20th century, and
identify related events and forces in the Middle East over the
last several decades.
Instructional Tools
Florida Standards Focus Activity:
Have students write a letter developing and strengthening writing as needed by
planning, revising, editing, rewriting, or trying a new approach, to the President
of the United States describing the major global issues facing the world today
and suggesting possible solutions. www.un.org
9th Grade World History Culminating Project:
SS.912.W.9.1: Identify major scientific figures and
breakthroughs of the 20th century, and assess their impact
on contemporary life.
SS.912.W.9.2: Describe the causes and effects of postWorld War II economic and demographic changes.
SS.912.W.9.3: Explain cultural, historical, and economic
factors and governmental policies that created the
opportunities for ethnic cleansing or genocide in Cambodia,
the Balkans, Rwanda, and Darfur, and describe various
governmental and non-governmental responses to them.
SS.912.W.9.4: Describe the causes and effects of twentieth
century nationalist conflicts.
Below is a link to a culminating project regarding the study of the United States’
role in contemporary world history. Please note: this project assists students in
acquiring essential content needed to master skills and concepts associated with
the 11th grade U.S. History End of Course assessment:
http://socialsciences.dadeschools.net/files/9th Grade World
History Culminating Project.doc
Vocabulary/Identification: Mira Nair, Man Mohan Singh, September 11, 2001
Terrorist Attacks, World Trade Center, Green House Effect, Green Revolution,
deforestation, SARS Aids, Bio- Warfare, Bio-Terrorism, genetically modified
GRADE LEVEL OR COURSE TITLE:
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
Course Code: 2109310
4th Nine Weeks
Essential Content
Social and economic classes
State Building, Expansion and
Conflicts
Political structures and forms of
governance
Nations and nationalism
Revolts and Revolutions
Regional, trans-regional and
global structures and
organizations


Economic Globalization
o World Trade Organization
(WTO)
o Multi-National
Corporations
o Out-sourcing
o MDC’s, LDC’s and NIC’s
o McDonaldization
o Mercosur- South America
o Global Security
o Supranational
Organizations
o United Nations
Terrorism
o September 11, 2001
Terrorist Attacks
o Bio-Terrorism
o The war on Terrorism
o Al-Qaeda
o Homeland Security

Israeli- Palestinian Conflict

Health and Environment
o Pollution
o Desertification
o Deforestation
o Aids in Africa
o SARS
o The Green Revolution &
GMO’s
o Kyoto Protocol
NGSSS-SS Benchmarks
SS.912.W.9.5: Assess the social and economic impact of
pandemics on a global scale, particularly within the
developing and under-developed world.
SS.912.W.9.6: Analyze the rise of regional trade blocs such
as the European Union and NAFTA, and predict the impact
of increased globalization in the 20th and 21st centuries.
SS.912.W.9.7: Describe the impact of and global response
to international terrorism.
SS.912.G.2.2: Describe the factors and processes that
contribute to the differences between developing and
developed regions of the world.
Instructional Tools
crops, Bangalore, MDC, LDC, NIC, Out-sourcing, Multinational corporation, ALQaeda, Osama Bin Laden, Mercosur, Patriot Act, World Trade Organization (
WTO), Mohammad Yusuf, genetics, Kyoto Protocol, global epidemic, War on
Terrorism, War in Afghanistan, sustainable development, global warming,
McDonaldization, One- child policy, Bharatiya Janata Party, Dowry system,
global economy, acid-rain, globalization, CAFTA, supranational organization,
regionalism, global security, Homeland Security, deforestation, pollution,
overpopulation, famine, Wangari Mathai, Bollywood, gender equality, human
rights, humanitarianism, Darfur, Sudan, DRC, Obama, Robotics, Demography,
Non-proliferation, Militarization. Please note: the vocabulary/identification list is
provided as a basic introduction and list of terms and ideas associated with this
topic. Individual teachers may use additional information at their discretion.
Correlated US History EOC Lesson Plans:
(password protected: miami-dade-us-history)
SS.912.G.2.3: Use geographic terms and tools to analyze
case studies of regional issues in different parts of the world
that have critical economic, physical, or political
ramifications.
SS.912.G.4.1: Interpret population growth and other
demographic data for any given place.
SS.912.G.4.2: Use geographic terms and tools to analyze
the push/pull factors contributing to human migration within
and among places.
SS.912.G.4.3: Use geographic terms and tools to analyze
the effects of migration both on the place of origin and
destination, including border areas.
SS.912.G.4.7: Use geographic terms and tools to explain
cultural diffusion throughout places, regions, and the world.
SS.912.G.4.9: Use political maps to describe the change in
boundaries and governments within continents over time.
SS.912.W.1.3: Interpret and evaluate primary and
secondary sources.
http://socialsciences.dadeschools.net/files/eoc_lesson_plans/11th_grade/4th%2
0Quarter%2011TH%20GRADE%20FINAL%20US%20HIS%20LESSONS/SS.91
2.A.7.12-%2021st%20Century%20Challenges.pdf
Technology:
The United Nations Convention on the Prevention and Punishment of the Crime
of Genocide- this site has the official definition of Genocide.
http://www.hrweb.org/legal/genocide.html
Video Segment: global economy and social change: Sri Lanka
http://www.learner.org/courses/worldhistory/unit_video_24-2.html
Video Segment: Global economy and environmental change
http://www.learner.org/courses/worldhistory/unit_video_24-3.html
Video Segment: Reggae Music: Out of Africa
http://www.learner.org/courses/worldhistory/unit_video_25-2.html
Video Segment: The Chechen Conflict
http://www.learner.org/courses/worldhistory/unit_video_26-2.html
SS.912.W.1.4: Explain how historians use historical inquiry
and other sciences to understand the past.
Article on the 25 Major Scientific Achievements of the 1950s: Can We Top
Them?
http://factoidz.com/25-major-scientific-achievements-in-the-1950s-can-we-topthem/
SS.912.W.1.5: Compare conflicting interpre
SS.912.W.1.6: Evaluate the role of history in shaping
identity and character.
Key concepts on Globalization
http://www.iie.com/publications/papers/paper.cfm?ResearchID=330
Skill Benchmarks:
GRADE LEVEL OR COURSE TITLE:



Essential Content
o Global Climate
Demography and the
Population Question
o Overpopulation and
Famine
o China’s One Child Policy
Gender, Human Rights, and
Democracy
o Protection of Human
Rights
o Ethnic Issues
o Sudan-Darfur
o DRC
Global Culture & Mass
Communication
o Militarization
o Bollywood
o The Internet
o Computer Age
o Genetics
o Space
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
4th Nine Weeks
NGSSS-SS Benchmarks
SS.912.G.1.1: Design Maps using a variety of technologies
based on descriptive data to explain physical and cultural
attributes of major world regions.
SS.912.G.1.2: Use spatial perspective and appropriate
geographic terms and tools, including the Six Essential
Elements, as organizational schema to describe any given
place.
SS.912.G.1.3:Employ applicable units of measurement and
scale to solve simple locational problems using maps and
globes.
SS.912.G.2.1:Identify the physical characteristics and the
human characteristics that define and differentiate regions.
SS.912.H.1.3: Relate works in the arts to various cultures.
SS.912.H.3.1: Analyze the effects of transportation, trade,
communication, science, and technology on the
preservation and diffusion of culture.
Course Code: 2109310
Instructional Tools
Official webpage of an organization dedicated to the cause of sustainability
http://www.worldwatch.org/
Extensive links to global online information sources, by region and topic
http://www.polity.co.uk/global/links.asp
Suggested Activities:
Have students interview an individual who either witnessed or remembers the
terrorist attacks on September 11, 2001 and what effects it had on their own
lives and people in their community and create a written report.
Have students write a letter to a soldier currently serving in Afghanistan.
Have students map international terrorists attacks in the last decade.
Have students research one of the regional trade organizations, write a
paragraph listing the members as well as three current events affiliated with the
association.
http://rtais.wto.org/UI/PublicAllRTAList.aspx
Have students map lesser developed regions vs. that or more developed
regions.
SS.912.W.1.1: Use timelines to establish cause and effect
relationships of historical events.
Have students select one technological advancement and discuss the
advantages and disadvantages since its inception.
SS.912.W.1.2: Compare time measurement systems used
by different cultures.
Have students research newspaper and magazine articles on either a crisis in
Africa or the economic issues in China and prepare a written position on the
topic.
charting, mapping, paraphrasing, summarizing, comparing,
http://www.learner.org/courses/worldhistory/unit_video_26-1.html
Have students debate what is more important: environmental conservation or
economic advancement.
Have students research the political reasons for hosting the Olympics in Beijing
and write an essay evaluating whether or not it was the right decision.
http://www.learner.org/courses/worldhistory/unit_video_25-1.html
Have students evaluate the popularity and global effect that the World Cup has
in today’s society and create a power-point presentation.
http://www.learner.org/courses/worldhistory/unit_video_25-3.html
Have students list ways the United States has combated terrorists at home and
abroad.
Have students graph the spread of AIDS in the last decade for both the United
States and Africa and list reasons for the difference between the two.
http://www.pbs.org/wgbh/nova/aids/perspective.html
GRADE LEVEL OR COURSE TITLE:
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
Course Code: 2109310
4th Nine Weeks
Essential Content
NGSSS-SS Benchmarks
Instructional Tools
Have students graph the top ten most populous countries in the world. Are there
any patterns exemplified?
http://www.nationsonline.org/oneworld/world_population.htm
Have students in groups of four identify a religious and ethical conflict that
scientific advancements have created in recent years: e.g., stem cell research,
harvesting /transplantation of organs. Each group will select a representative in
order to debate another representative with dissenting views. Note: This should
be connected back to the Scientific Revolution and the Enlightenment in some
capacity.
Have students research genocide in the late 20th century. Create a 3dimensional map. Students are to find information on instances of genocide and
ethnic cleansing in the last 20 years. Maps should: (1) identify countries where
genocide or ethnic cleansing has occurred: (2) include explanatory captions: (3)
cite sources.
Have students describe the major global issues facing the world today and
suggest possible solutions.
Have students discuss the need for tolerance and understanding among various
religious groups throughout the world.
Have students create a list of the various types of human interactions across
cultures and civilizations that have ultimately led to today’s interdependent world.
Assessment:
Develop rubrics and share with students for each of the above mentioned
projects in order to increase opportunities for mastery of content and historical
thinking skills. Each project or assignment should be assessed for content
accuracy and skill development in terms of writing and reading comprehension.
ELL:
Use visual depictions of historical events in order to increase ELL students’
mastery of related content.
Additional ELL Strategies:
Provide students with oral and visual cues for directions
Provide students with pictures, graphs, charts, and videos.
Provide students with oral reading strategies (i.e., read-a-loud, jump in reading)
Provide students with peer grouping for activities
Provide students with teacher read-a-loud strategies
Provide students with the opportunity to use of audio books
Provide students with the use of manipulative items (i.e.,3-D objects)
Provide students with cooperative learning activities (small/large group settings)
Provide students with structured paragraphs for writing assignments
Provide students with the use of simplified/shortened reading text
Provide students with semantic mapping activities to enhance writing
GRADE LEVEL OR COURSE TITLE:
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
Course Code: 2109310
4th Nine Weeks
Essential Content
NGSSS-SS Benchmarks
Instructional Tools
Provide students with the opportunity to use the Language Experience Approach
http://www.literacyconnections.com/InTheirOwnWords.php
Games and activities for the ELL Classroom: http://iteslj.org/c/games.html
What are read-a-louds, and what can they do for instruction?
http://www.learner.org/workshops/tml/workshop7/teaching2.html
Brigham Young University offers printable World History blank outline maps,
divided by region: https://geography.byu.edu/pages/resources/outlinemaps.aspx
This ELL website offers free blank printable graphic organizers and semantic
webs: http://www.everythingesl.net/inservices/graphic_organizers.php?ty=print
State and District Instructional Requirements:
Teachers should be aware that State and District Policy requires that all teachers
K-12 provide instruction to students in the following content areas: AfricanAmerican History, Character Education, Hispanic Contributions to the United
States, Holocaust Education, and Women’s Contributions to the U.S. Detailed
Lesson Plans can be downloaded from the Department of Social Sciences website. http://socialsciences.dadeschools.net , under the headings “Character
Education” and “Multicultural Support Documents.” Please note that instruction
regarding the aforementioned requirements should take place throughout the
entire scope of a given social studies course, not only during the particular
month or day when a particular cultural group is celebrated.
SPED:
Go the Department of Social Sciences’ website,
http://socialsciences.dadeschools.net/, and look under “Curricular Documents,”
Next Generation Sunshine State Standards” in order to download the PDF of
Access Points for Students with Cognitive Disabilities.
GRADE LEVEL OR COURSE TITLE:
Date
Traditional:
June 3 to June
9, 2016
Block:
June 3 to June
9, 2016
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
Pacing Guide
Benchmark(s)
Florida Standards Focus Standard:
LAFS.910.WSHT.2.5 Develop and strengthen writing as needed by
planning, revising, editing, rewriting, or trying a new approach, focusing on
addressing what is most significant for a specific purpose and audience.
Content Benchmarks:
SS.912.W.8.10: Explain the impact of religious fundamentalism in the last
half of the 20th century, and identify related events and forces in the Middle
East over the last several decades.
SS.912.W.9.1: Identify major scientific figures and breakthroughs of the
20th century, and assess their impact on contemporary life.
SS.912.W.9.2: Describe the causes and effects of post-World War II
economic and demographic changes.
SS.912.W.9.3: Explain cultural, historical, and economic factors and
governmental policies that created the opportunities for ethnic cleansing or
genocide in Cambodia, the Balkans, Rwanda, and Darfur, and describe
various governmental and non-governmental responses to them.
SS.912.W.9.4: Describe the causes and effects of twentieth century
nationalist conflicts.
SS.912.W.9.5: Assess the social and economic impact of pandemics on a
global scale, particularly within the developing and under-developed world.
SS.912.W.9.6: Analyze the rise of regional trade blocs such as the
European Union and NAFTA, and predict the impact of increased
globalization in the 20th and 21st centuries.
SS.912.W.9.7: Describe the impact of and global response to international
terrorism.
SS.912.G.2.2: Describe the factors and processes that contribute to the
differences between developing and developed regions of the world.
SS.912.G.2.3: Use geographic terms and tools to analyze case studies of
regional issues in different parts of the world that have critical economic,
physical, or political ramifications.
Data Driven
Benchmark(s)
Course Code: 2109310
Activities
Assessment(s) Strategies
GRADE LEVEL OR COURSE TITLE:
Date
Traditional:
June 3 to June
9, 2016
Block:
June 3 to June
9, 2016
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
Pacing Guide
Benchmark(s)
Data Driven
Benchmark(s)
Course Code: 2109310
Activities
Assessment(s) Strategies
SS.912.G.4.1: Interpret population growth and other demographic data for
any given place.
SS.912.G.4.2: Use geographic terms and tools to analyze the push/pull
factors contributing to human migration within and among places.
SS.912.G.4.3: Use geographic terms and tools to analyze the effects of
migration both on the place of origin and destination, including border areas.
SS.912.G.4.7: Use geographic terms and tools to explain cultural diffusion
throughout places, regions, and the world.
SS.912.G.4.9: Use political maps to describe the change in boundaries and
governments within continents over time.
SS.912.W.1.3: Interpret and evaluate primary and secondary sources.
SS.912.W.1.4: Explain how historians use historical inquiry and other
sciences to understand the past.
SS.912.W.1.6: Evaluate the role of history in shaping identity and character.
SS.912.W.1.5: Compare conflicting interpretations or schools
GRADE LEVEL OR COURSE TITLE:
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
Course Code: 2109310
DISCOVERY EDUCATION RESOURCES
*Please login to Discovery Education through your portal and copy and paste resource name into search function on the Discovery Education website.
TOPIC 19: THE FIRST WORLD WAR
Videos:
Imperialism
Militarism
World War I
Introduction: Two Deaths
The Assassination of Archduke Franz Ferdinand
A Series of Ultimatums
The Schlieffen Plan
The Onset of World War I
The European Conflict Explodes
World War I: A New Kind of War
Trench Warfare
Land of the Trench
Life in the Trenches
Chemical and Biological Warfare in World War I
Equipment and Firearms
Debut of the Tank
World War I, Tanks, and the Tractor
A New Generation of Aircraft
Physics Helps the Allies Defeat the Germans
Sonar and Liberty Ships
The Battlegrounds of Europe
The Battle of Ypres (1914-1917)
A Killing Ground: The Battle at Verdun
The Battle of the Somme – July 1, 1916
The Battle of the Somme: Triumph or Failure
Wilson's Neutrality Ideal
Germany's Naval Battles: The Sinking of the Lusitania
On the Verge of World War
Outbreak of World War I
America Prepares for WWI
The United States and World War I
America Enters the War
Migration and Technology
The March Offensive, 1918
Russia’s Disastrous World War I Campaign
War and Revolution
Leon Trotsky’s Marxist Views
Nicholas Abdicates the Throne
GRADE LEVEL OR COURSE TITLE:
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
Lenin and the Bolsheviks
Civil War in Russia
The Russian Civil War
The Romanovs Are Killed
Peace, Diplomacy, and Reparation
Armistice and Wilson's Fourteen Points
Wilson Proposes a Postwar Solution
Negotiations and Compromise in Paris
The Treaty of Versailles
The Effects of the Treaty of Versailles on Germany
Reparations for War
1919: The Versailles Peace Conference: Herbert Hoover Raises Relief Money for Starving Europe
1919: Speeches For and Against the League of Nations
Trouble Brewing at Home and Abroad
Audio:
The Causes of World War II: The Russian Revolution
The Causes of World War I: Imperialism & Alliances
The Causes of World War I: Nationalism & War
Warren G. Harding: "League of Nations" (1920)
Images:
A German view of British imperialism in 1915.
Torpedoing of the Lusitania.
German submarine that sank the Lusitania.
A World War I navy recruiting poster.
WWI poster urges children's help in agriculture.
A quiet moment in the German trenches, 1915.
British battlefield in Belgium, September 1917.
The "Council of Four" of Paris Peace Conference.
Indian gun crew, Somme and Ancre area, 1916.
Francis Ferdinand and Austria's Francis Joseph.
Leon Trotsky (Lev Davidovich Bronstein).
Articles:
Russian Revolution
Versailles, Treaty of
Learning Guides:
Schmoop Learning Guide: All Quiet on the Western Front
TOPIC 20: THE INTERWAR YEARS
Videos:
Course Code: 2109310
GRADE LEVEL OR COURSE TITLE:
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
The Influenza Pandemic of 1918
1918 Flu Epidemic
Europe in the 1920s
Culture in the 1920s
The Highest Quality of Life in the World
Leisure Time
The Roaring Twenties
The Birth of Jazz
America in the 1920s: The Jazz Age
A Place for Religion
Prohibition and the American Gangster
Changing the Shape of American Organized Crime: Al Capone and Prohibition
Picasso's Early Years
Part Four: Cubism
Cubism
Introduction to Surrealism
Breton Defines Surrealism
Salvador Dali Comes of Age: Breaking into Visionary Surrealism
Abstract Expressionism
Black Tuesday Foretells the Great Depression
Dark Days of October
The Crash
The Great Depression
The Dust Bowl
The Great Depression in America
The Rise of Economic Nationalism
Hoover versus Roosevelt and the New Deal
New Deal: America's Plan
President Roosevelt's "One Hundred Days" Begins New Deal
Inflation and Depression
The Effects of World War One
Ireland - December 7, 1921
The Irish War of Independence
Colonies Send Men to Help Fight
Congo
Istanbul and Religion
Jewish Settlement of Palestine
Gandhi’s Satyagraha Philosophy
Mohandas Karamchand Gandhi: Advocate of Tolerance and Nonviolence
Significance of the Salt March
How Gandhi Used Salt to Save Indians
The Depression Abroad
The Rise of Fascism in Italy, Russia, & Germany
Benito Mussolini
Benito Mussolini and the Rise of Fascism in Italy
Course Code: 2109310
GRADE LEVEL OR COURSE TITLE:
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
Josef Stalin
Building a Socialist Government
Trotsky’s Feud with Joseph Stalin
Collectivization
Five Year Plans
The Purges
Totalitarianism
Adolph Hitler
The Creation of the Weimar Republic
Hitler Rises to Power in Germany
Adolf Hitler Gains Followers
Uniting Germany under Hitler’s Rule
Gleichschaltung: The Basis of Nazi Totalitarianism and Oppression of the German People
Hitler's Storm Troopers and Absolute Power
Hitler Expands the Armed Forces
Hitler's Speech to the German State
Newsreel: Hitler's Atrocities
Anti-Semitism
USC Shoah Foundation Volume 1: Rise of Nazism and Racism
Pseudoscience Fuels Genocide
The Nuremberg Race Laws
Jesse Owens and Joe Louis Debunk Hitler’s Claim of Aryan Superiority
The Spanish Civil War
Francisco Franco
Part Five: Guernica and the Horrors of War
The Rise of Nationalism
Audio:
Fascist Dictatorships: The Roots of Fascism
Fascist Dictatorships: Fascism versus Communism
The Causes of World War II: Hitler's Rise to Power & Political Plan
African American History: Pan-Africanism
The Great Depression: Solutions: Reshaping the Economy
The Great Depression: Solutions: An Impending, Uncertain War Era
Franklin D. Roosevelt: Fireside Chat: On the Works Relief Program & Social Security Act (April 28, 1935)
Franklin D. Roosevelt: Fireside Chat: On the 1937-1938 Recession (April 14, 1938)
Franklin D. Roosevelt: Fireside Chat: On Government & Capitalism (September 30, 1934)
Franklin D. Roosevelt: Fireside Chat: On the New Deal (May 7, 1933)
Stuff You Missed in History Class Podcast: How Prohibition Works
Stuff You Missed in History Class Podcast: The St. Valentine’s Massacre
Stuff You Missed in History Class Podcast: Gandhi’s Salt March
Stuff You Should Know Podcast: What exactly is Facism?
Images:
Head of a Woman by Pablo Picasso
Course Code: 2109310
GRADE LEVEL OR COURSE TITLE:
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
Pablo Picasso at an exhibit of his pottery.
SA and SS members sworn in as policemen.
Evacuate Madrid, Spanish Civil War poster, 1937.
Francisco Franco, fascist dictator of Spain.
A portrait of Mustapha Kemal (1881-1938).
Demonstration by Egyptian Nationalist Wafd Party.
Mohandas (Mahatma) Gandhi (1869-1948).
Reza Shah Pahlavi (1898-1944)
The New York Times headline of Oct. 25, 1929.
Unemployed marchers at the Capitol, 1932.
A "squatter" in Chicago, May 1930.
A soup kitchen set up by Al Capone.
A soup line in New York City.
Articles:
New Deal
MacDonald, James Ramsay
Ataturk, Mustafa Kemal
TOPIC 21: THE COURSE OF WORLD WAR II
Videos:
1931: Japanese Aggression in Manchuria
May 1932: Japan Breaks Agreements and is Expelled from the League of Nations
The China Incident
Japan Invades China
War Erupts in the Eastern Hemisphere
The Italian Invasion of Ethiopia: An Undeclared War (1935)
Italy's Invasion and Conquest of Ethiopia
Italy Invades Ethiopia and Germany Sends Troops into the Rhineland
March 13, 1938: Hitler Defies Versailles Treaty and Marches into Austria
Austria Absorbed by German Reich in Surprise Coup
Hitler Invades Austria and the Sudetenland
World-Wide News Events: Peace Conference at Munich
Neville Chamberlain Negotiates Peace with Germany
Germany, France, England, and Italy Sign a Treaty that Clears the Way for Hitler's Armies
Europe Braces for War
September 1, 1939: Hitler Invades Poland
World War II Begins
"Phony War"
Diplomacy in the 1930s: The Axis and Allied Powers
Nationalism and the Rise of the Axis Powers
The Formation of the Allied Powers
Italy, Germany, & Japan Unite
Course Code: 2109310
GRADE LEVEL OR COURSE TITLE:
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
Course Code: 2109310
American's Isolationism
Neutrality Bill Becomes a Law; Embargo Lifted
U.S. Lend-Lease Act Buys Time to Prepare for War
Events at Sea: FDR and Churchill Sign the Atlantic Charter
Winston Leonard Spencer Churchill: The Voice of Great Britain throughout World War II
The Free French Movement
The Bombing of Great Britain
Stalin Attacks Germany: June 1941
Using Bomb Shelters to Protect Art Through Air Raids
The Battle of Stalingrad and Allied Bombing of Germany
Official Films! Nazi Defeat at Stalingrad!
Pearl Harbor: The Japanese Plan of Attack
Japan Attacks Pearl Harbor
America Enters World War Two
The Early War in the Pacific
World-Wide News Events: China Strikes Back at Japan
Sergeant Wally Kinder: The Bataan Death March
The Battle of Midway
June 3, 1942: The Battle of Midway
Roosevelt, Churchill, and Chiang Kai-shek Meet to Discuss Japan's Fate
The United States Military "Island Hops" Towards Japan
Japanese Kamikaze Pilots
Iwo Jima
Introduction: The Final Battle of the Central Pacific
The Battle of Okinawa
August, 1942; Battle at El Alamein
The Gathering Offensive: Roosevelt, Churchill and de Gaulle, Strategize. "Unconditional Surrender for Germany and Japan"
Stalin Meets with U.S. and Great Britain to Reaffirm Commitment in War Efforts
German Machine Guns
D-Day "Operation Overlord"
U.S. Troops Storms the Beaches at Normandy
The Allied Invasion of Italy and the Invasion of Normandy
June 6, 1944: D-Day and Its Aftermath
D-Day - June 6, 1944
Western Front: September 1, 1944
The Battle of the Bulge
The Battle of the Bulge and the Fall of Berlin
Yalta Conference - February 12, 1945
Big Three Confer
Fall of the Third Reich
V-E Day - May 13, 1945
Potsdam Conference
Remembering the Battle for Sugar Loaf
The Manhattan Project Begins
America’s Moral Dilemma: The Atomic Bomb
GRADE LEVEL OR COURSE TITLE:
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
I Hope It Works
The U.S. Air Force Drops an Atomic Bomb on Hiroshima
Attack on Nagasaki and Japan’s Surrender
The Atomic Bomb and Naval Defeats Bring an End to the War with Japan
The Aftermath of the Atomic Bomb
The Birth of the United Nations and Postwar Recovery
The Nuremberg Trials
The Nuremberg Trials of Nazi War Criminals
General MacArthur: Supreme Allied Commander of the Southwest Pacific Theater in WWII
Dividing Germany
Germany after the War
The Marshall Plan for Europe
Hitler and the Nazis Spread Anti-Semitism
Kristallnacht & Holocaust
The Warsaw Ghetto Uprising, 1943
David Bergman Introduces the Holocaust
USC Shoah Foundation Volume 02: Nazi Occupation and Persecution
Auschwitz
Dachau
Going into Hiding
Keeping Anne's Memory Alive
Reunion: Children of La Hille
Understanding the Long Journey of a Holocaust Victim: An Exercise
Liberation of the Concentration Camps
Liberation: Starting a New Life After the Holocaust
In Memoriam: The Holocaust
Audio:
The Causes of World War II: Japanese Power
The Causes of World War II: Depression
The Causes of World War II: The Early Days of the Nazi Party
The Causes of World War II: Hitler Moves Forward
The Causes of World War II: The Russian Revolution
Stuff You Missed in History Class Podcast: How Hitler’s Propaganda Machine Worked
Images:
The Anschluss, 1938.
The "Stalin-Hitler Pact."
Adolf Hitler and Benito Mussolini.
Hailie Selassie, the Ethiopian emperor.
World War I 4-stacker destroyers at Philadelphia.
Charles de Gaulle (1890-1970).
Principals of the Yalta Conference.
Mme. Chiang, Gandhi, Chiang, Nehru, April 1942.
Japanese troops celebrate, Nanjing occupation.
Course Code: 2109310
GRADE LEVEL OR COURSE TITLE:
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
A kamikaze attack.
Prisoners during infamous Bataan Death March.
Stalin, Truman, Churchill at Potsdam Conference.
V-J Day celebration at the White House.
General MacArthur and General Omar Bradley.
One of the first freed from a concentration camp.
Prisoners in their bunks at Dachau.
Articles:
Totalitarianism
Holocaust
Skill Builder:
Europe at the Peak of Axis Power
Learning Guide:
Schmoop Learning Guide: Night
Content Collection:
USC Shoah Foundation
TOPIC 22: POST-WORLD WAR/COLD WAR ERA (THE WESTERN WORLD)
Videos:
The Cold War
Cold War (BGL)
Cold War Ideology
The Beginnings of the Cold War
Policy of Containment
Truman Doctrine and Marshall Plan
The Marshall Plan for Europe
The Iron Curtain
Berlin Airlift and the Formation of NATO
NATO
The Warsaw Pact: An Economic and Military Treaty
Berlin Wall
Berlin Wall Seals Iron Curtain
European Economic Community
The Space Race
The Space Race Begins
Rivalry between the United States and the Soviet Union
Nuclear Arms Race
The Cold War: Russia
Television and Cold War Fears
Course Code: 2109310
GRADE LEVEL OR COURSE TITLE:
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
Communism in China - October 1, 1949
Effects of Deforestation
The Cultural Revolution of China (1966-1976)
The Chinese Cultural Revolution
Challenging Mao Zedong’s Economic Policy
New Perspective on the Cultural Revolution
The Death of Mao Zedong
Détente under Nixon
President Nixon Tours China
Global Cold War Battles
Cold War Spreads to Central America
Fulgencio Batista y Zaldivar
Cubans Stand Up to Batista
Fidel Castro Overthrows the Government
Who is Che Guevara?
Castro's Economic and Social Revolution
Fidel Castro and the U.S. Relationship
Understanding the Power of Fidel Castro
Bay of Pigs Incident
Invading Cuba: the Bay of Pigs
Discovering Soviet Missiles in Cuba
Cuban Missile Crisis
The Cuban Missile Crisis
Assassination! Trujillo Killed: Army in Power
Nicaragua: Sandinista Victory
Contras Fight Sandinistas
The Nicaraguan Contras
Operation Just Cause
Noriega is Captured
El Salvador: Conflict and Coup
Assassins: Puerto Rican Rebels Attempt Truman’s Life
Juan Domingo Peron
Death of Juan Perón and Global Problems on the Horizon
Arrest of Pinochet
End of Pinochet Rule in Chile
Argentina’s Military Regime
Political Turmoil in Chile and Argentina
Military Rulers in Argentina and Chile
Fighting Colombian Drug Cartels
The Institutional Revolutionary Party (PRI) and Vicente Fox
Audio:
Stuff You Missed in History Class Podcast: How the Marshall Plan Worked
Stuff You Missed in History Class Podcast: What’s Mutual Assured Destruction?
Course Code: 2109310
GRADE LEVEL OR COURSE TITLE:
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
Images:
The Marshall Plan, a Dutch poster 1947-1951.
Premier Guofeng receives UN Secretary General.
Mao Zedong lying in state.
Backyard furnaces.
Nikita Khruschev & Nicolai Bulganin.
Daniel Ortega Speaking Against Reagan Administration
Ben-Gurion reads charter of independence, 1948.
Articles:
North Atlantic Treaty Organization
Organization of American States
TOPIC 23: POST-WORLD WAR – THE NON-WESTERN WORLD
Videos:
The Soviet Union's "Buffer Zone": The Communist Bloc
East and West, Democratic and Communist: Bound in Peace
Religious Practices
The Coronation of a Tibetan King
Gandhi Leads the Indian National Congress
Indian Independence - August 15, 1947
Nehru’s India
Unsettling Days of Partition in 1947
Partitioning Palestine
Israel
Ben-Gurion, Zionism, and the State of Israel: The Fight for a Nation’s Right to Exist
The Palestine Liberation Organization
The Six Day War Changes the Map
The Yom Kippur War
Violence in the Middle East and the Camp David Accords
Experiencing Israel’s Good and Bad
Egyptian Independence
American-Led Coups
Crisis Over the Suez Canal
Nasser: Egyptian Leader, Advocate of Pan-Arabism, and Opponent of Israel
Sadat’s Successes and Failures
The White Revolution and Ayatollah Khomeini
Ayatollah Khomeini Tightens His Grip
The Iran-Iraq War
The U.S. Aids Iraq with Nuclear Intelligence
The Iran-Contra Affair
Saddam Hussein Uses Chemical Weapons on His Own People
Liberation of Kuwait
Course Code: 2109310
GRADE LEVEL OR COURSE TITLE:
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
Saddam Hussein
Civil War in Pakistan
End of Military Rule in Pakistan
The Cold War in the Middle East
Soviet Union Invades Afghanistan
The Taliban Rise to Power
DeGaulle Supports Algerian Independence
Jomo Kenyetta of Kenya Dies
Hell’s Gate, the Mau Mau Rebellion, and the Equator
New Governments in Africa
Rhodesia: Moving toward Zimbabwe
Namibia
Hutus Attack
Civil War in Sudan
Post-War Tensions in Asia
Start of Korean War
Peace Talks Begin but Do Not Bring and Immediate End to the War
First Indochina War – May 7, 1954
Causes of the Vietnam War
The Tet Offensive Begins
Vietnam War: The Tet Offensive
Paris Peace Accords & Leaving Vietnam
Events in Vietnam and Cambodia
Ferdinand Marcos in the Philippines
Coup Attempts in the Philippines
Displaced People in Burma
Students Protest Presidency
Idea of Democracy
Audio:
Stuff You Missed in History Class Podcast: Interview with President Jimmy Carter: Camp David Accords
Images:
The Dalai Lama, Tibetan spiritual leader in India.
President Anwar Sadat of Egypt (1918-1981).
Mohammad Ali Jinnah (1876-1948).
Yasir Arafat, chairman of the PLO.
Palestinians demonstrate vs. Balfour Declaration
Robert Mugabe, Prime Minister of Zimbabwe.
Kwame Nkrumah, President of Ghana, 1960-1966.
Mau Mau suspects held in Kenya, 1953.
Patrice Lumumba, Congo leader, 1960-1961.
The assassination of Prime Minister Hamaguchi.
Korean War: soldier at first-aid station, 1951.
Achmed Sukarno, Indonesia's first president.
Course Code: 2109310
GRADE LEVEL OR COURSE TITLE:
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
Articles:
Organization of Petroleum Exporting Countries
Jinnah, Muhammad Ali
Mossadegh, Muhammad
Balfour Declaration
Nkrumah, Kwame
TOPIC 24: TOWARD A NEW WORLD
Videos:
The Rise of Deng Xiaoping
Restlessness in China
Demonstrations at Tiananmen Square
The Massacre at Tiananmen Square
The Fall of the Berlin Wall
Down Came the Wall
The Berlin Wall Comes Down
End of the Cold War
A Private Meeting: Ronald Reagan and Mikhail Gorbachev Meet to Discuss Nuclear Proliferation
Reagan and the End of the Cold War
Gorbachev and Yeltsin Present the New USSR
Perestroika Spreads
Moscow Summit of 1988
Eastern Europe Breaks Free from Soviet Control
Changes within Soviet Bloc Countries
Margaret Thatcher Attempts Diplomacy
Tony Blair Becomes British Prime Minister
A President's Legacy
Introduction: Ronald Reagan’s Legacy
Clinton and the New World Order: Failures and Successes
President Clinton’s First Term
Apartheid in South Africa
Nelson Mandela’s Early Life
Mandela’s First Televised Interview
Violence in South Africa (Mandela and Apartheid Part 1)
Freedom for Nelson Mandela
International Convergence
Trading Blocks and Agreements
The Creation of the European Union
The European Union: The Face of a New Europe
Euro
Kosovo: 1999: Ethnic Groups Fight for a Nation to Call their Own
Bosnian Serbs Begin Ethnic Cleansing: Peace Efforts are Ineffective
Course Code: 2109310
GRADE LEVEL OR COURSE TITLE:
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
Civil War and Genocide in Rwanda
Justice and Remembrance
How Do You Feel about the Holocaust and the Genocide in Africa?
Remembering Genocide in Rwanda
Somalia, Bosnia, & Peace Efforts
The Legacy of the Pol Pot Regime and Khmer Rouge
A New Fear
Audio:
Ronald Reagan: Address from the Brandenburg Gate (Berlin Wall) (June 12, 1987)
Images:
Protester blocking tanks approaching Tiananmen Square
Gorbachev and Reagan at Geneva Summit
Margaret Thatcher, prime minister 1979-1992.
Mandela meets with de Klerk.
The Tokyo Stock Exchange.
Articles:
African Union
European Union
TOPIC 25: VOYAGE INTO THE 21st CENTURY
Videos:
Challenges for Our Century
International Organizations
World Trade Organization Admits China
Globalization
Helping Less Developed Countries
Globalization and Outsourcing's Effects on Indians' Culture and Heritage
American Jobs Moving to China
Consumer Culture
United Nations Security Council
UN Inspections and Economic Sanctions
Small Victories
America under Attack
Foreign Policy, Terrorism, & September 11
War on Terrorism
The Effects of the War on Afghanistan
Operation Neptune Spear
Next Refuge
Anthrax
Iraqibacter
Course Code: 2109310
GRADE LEVEL OR COURSE TITLE:
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
The Oslo Accords
Failed Talks at Camp David
Obstacles to Peace: Settlements, Refugees, Jerusalem
Environmental Impacts: Pollutions
Changing Landscapes
A Great Green Wall: Fighting Desertification
Deforestation of the Amazon
Sustainable Development
Energy Consumption around the World
Catching Up with Fossil Fuels
Kyoto Protocol
Global Warming and the Changing Environment
The PBS NewsHour: India’s Population Boom Tests Green Revolution’s Legacy
The Advantages of Genetically Modified Food Supplies
Scientists Address the Opposition to Genetically Modified Crops
HIV
AIDS in Africa
SARS
Population
Who Lives Where?
China's One Child Policy
Emphasis on Human Rights
National Underground Railroad Freedom Center: Darfur: Taking Action
Knowing the Lost Boys
Mumbai: Bollywood and the Slums
The PBS NewsHour: Researchers Aim to Unlock Genetic Data Goldmine for Vital Medical Information
Man versus Machine: A Game of Chess
Engineering the Smart Phone
E-Waste
The Cost of our Advancements
President Obama's Inaugural Address
Striking a Sustainable Balance
Audio:
Stuff You Should Know Podcast: What is China’s One-Child Policy?
What You Should Know Podcast: What are Smart Mobs?
Images:
Yitzhak Rabin, Israeli prime minister.
Osama bin Laden
Articles:
Qaeda, AlTerrorism
Universal Declaration of Human Rights
Course Code: 2109310