Lowndes County School District Social Studies Pacing Guide
Kindergarten
Time Frame
August
Lesson Topic
All About Me
Classify items as
needs or wants
Responsibilities and
Rights within our
Families
Objective (Benchmark)
1,1a,1b,1c,1e,2,
2a,2b,2f,4a,4d,4f,5
4a
3a, 3b
1a,1b
1b,1a
Suggested Teaching Strategies
Discuss physical traits and the uniqueness of each child
Describe personal abilities from birth to adulthood
Show photos of traditional and non-traditional families
Lead discussion on likenesses and differences
Group family activities by recreation or work
Pledge of Allegiance
Star Spangled
Banner
Discuss the role of each family member and how it affects the
family as a working unit
National Symbol
Brainstorm rules at school and at home; compare
School Symbol
Rights and
Responsibilities
Read “Character Education” books and discuss
Identify needs as things that people must have to live and wants as
things people would like to have. We will pretend to buy things
(cut out pictures in a magazine) and classify them as things we
want or things we need
Identify needs as things that people must have to live and wants as
things people would like to have. We will pretend to buy things
(cut out pictures in a magazine) and classify them as things we
want or things we need.
Discuss how the students can help out around the house. List
responsibilities of each family member on the board – ex:
Dad- mows yard
1|Page
Lowndes County School District Social Studies Pacing Guide
Mom – cooks dinner
Brother – takes out garbage
Sister – washes dishes
For Homework the children can choose one “job” to help out at
home.
Tell students about appropriate behavior during flag salute and
patriotic songs. Discuss loyalty and demonstrate what words of the
Pledge means. Pledge = promise, then brainstorm promises that
students have made and make a class pledge.
We will also discuss how our flag is a national symbol to represent
our country the United States of America.
We will help the children understand that other countries have their
own flags as national symbols.
Explain to students that a symbol is used to represent something
such as a country. We will also introduce our school symbol and
have children identify it. Draw or design a blank symbol as students
follow the directions to color or give directions orally. Ask
students to design a personal seal to represent themselves or their
family.
September
Community Helpers
Authority figures,
community and state
2d,2e,
3c, 1a
We will also discuss responsibilities and rights of our school,
community, state and country.
Display a collection of consumable and non-consumable items;
determine if the object is paper, plastic, metal, etc.
Discuss recycling and practice sorting items at home and school
Discuss helpers and their goods/services
2|Page
Lowndes County School District Social Studies Pacing Guide
Lead a community parade for culminating activity
Each day a different Community Helper will be discussed.
(Teachers, Police, Principals, Mayors, etc) On Friday, the students
can draw a picture of their favorite helper.
We will discuss things we see in the community such as stores,
grocery stores, fire department, bank, etc. We will relate that to
places that many community helpers work. Discuss foods and
services.
October
Harvest
4a,4e
4b
Economics and
Christopher
Columbus
Discuss recycling and practice sorting items at home and school.
Present a harvest display of locally grown goods
Discuss the process from farm to market
Match the byproduct to the main product
Lead a field trip to the pumpkin patch which includes:
Farming, livestock, fishing, residential, and recreation
November
Holidays
Pilgrims, Native
Americans,
Thanksgiving
3|Page
5c
4b,4c
Students will learn that Christopher Columbus was trying to find a
new trade route. Vocabulary of trade, barter, and purchase will be
introduced. We will talk about how he had to trade and barter to
survive. Students can trade and barter objects in the room to get an
understanding of trading and bartering.
At the beginning of each month we will discuss what holiday we
will celebrate during Calendar Math. We will discuss the
importance of holidays, why they are special, how they came about.
We will also discuss how we value and celebrate the holidays. We
will draw pictures for our yearbooks about how we will celebrate
different holidays with our families.
Lowndes County School District Social Studies Pacing Guide
Discuss the wants and needs of the Pilgrims and the choices they
made when traveling to America
December
Christmas Around
the World
1d,5a,5b,5c,5d
Read “The First Thanksgiving” and discuss the hardships
experienced by the pilgrims in the New World
Engage students in Native American Powow
When discussing each country, the children will locate it on a
globe/map Read “Feliz Navidad” and “Legend of the Poinsettia”;
identify the location on a map/globe
Discuss and identify symbols of various countries
Using a venn diagram, compare and contrast Christmas traditions
of different countries
February
Patriotism
Responsibilities and
Rights of Citizens
Historical Figures
2c
3a
5a
Students will learn about different Christmas cultures around the
world. We will learn of different traditions and beliefs of different
countries. We compare and contrast likeness and differences in
other countries’ Christmas cultures. We will do activities to see
how countries celebrate differently. Examples (talk about how
children get treats in their wooden shoes in Holland, Italy has a
women named LaBefana – not Santa.)
Display pictures of American symbols on the board and brainstorm
what they have in common
Read “Honest Abe” and “Young George Washington”; discuss
events of their lives and their importance to the United States
citizens
Discuss previous presidents , today’s president, and the right to
vote
Discuss responsibilities and rights of citizens. Discuss voting in
group time and let children have a mock election.
4|Page
Lowndes County School District Social Studies Pacing Guide
(Favorite ice cream, favorite book, etc)
March
Pirates
3,3a,3b,3c,3d
2c
Magnets/Cardinal
Directions
April
Farm
Earth Day
Reduce, reuse,
recycle
4a,4d,4e,4f
4c
Students will learn names of past and current presidents. They will
learn that George Washington was the first president, Abraham
Lincoln ended slavery and Barack O’Bama is our current president
and the first African American president. Students will draw their
favorite president in their yearbook and describe why.
Dress as a pirate and present the students with a treasure map as an
introduction to map skills
Determine the earth is made of land and water which can be
represented on a globe or a map.
North, south, east and west will be discussed daily during the unit
on magnets. Students will learn about north and south poles on a
magnet and how they attract each other. Teacher will draw cardinal
positions on the board and ask children to point to or name an
object on the west, east, north or south side of the room.
Brainstorm items on a farm; teacher will illustrate as each item is
given; watch the nonfiction video “A Trip to the Farm”; compare
and add new items to the picture as they recall information from the
video.
Explain the goods and services previously recorded.
Discuss the jobs of a farmer, his wife, and children and hired hands
Students will be introduced to the vocabulary. Students will
brainstorm ideas of how we can reduce, reuse and recycle items at
school and home. We can locate recycle bins around our school.
As a homework project they can collect and bring recyclable items.
5|Page
Lowndes County School District Social Studies Pacing Guide
First Grade
Time Frame
First Nine
Weeks
Lesson Topic
Objective (Benchmark)
1. Understand the symbols, icons, and
traditions of community, state, and
nation.
Suggested Teaching Strategies
Have students recite the Pledge of Allegiance and a
national song and discuss the meaning and ideals of
each.
a. Identify and explain the meaning of
state and national symbols, icons, and
traditions. (E.g. the United States flag,
bald eagle, Statue of Liberty, Uncle Sam,
George Washington, Thanksgiving,
saluting the flag, parades, etc.) (DOK 1)
Invite an individual to discuss the meaning of state
and national symbols, i.e.; military individual,
community, or leader or family member.
b. Explain the general meaning of the
pledge of allegiance. (DOK 1)
August 2011
First Nine
Weeks
2 days
c. Identify and discuss songs that express
the ideals of the United States of
America. (DOK 1)
3. Understand the rights and individual
responsibilities of members of families
and school.
a. Give examples of the terms “rights”
and “responsibility.” (DOK 1)
c. demonstrate responsible behavior of
individuals in different social groups
including family, peer group, and
classmates (DOK 2)
Student will brainstorm rules to follow or they
think should be followed. Teacher will list ideas.
Teacher will go over classroom, school, playground
and cafeteria’s rules and match with action of a
child in a sentence.
Read book about the first day of school and Discuss
what is going on.
At the beginning of school have students discuss
and list classroom rules and behaviors.
In groups, have students role-play different social
behavior situations.
6|Page
Lowndes County School District Social Studies Pacing Guide
First Nine
Weeks
3. Understand the rights and individual
responsibilities of members of families
and school.
Student and teacher will brainstorm about
responsible behavior and law. They will then
brainstorm consequences if you break the law.
c. demonstrate responsible behavior of
individuals in different social groups
including family, peer group, and
classmates (DOK 2)
Make a wall mural: Each student will draw a
picture of a responsible behavior and teacher will
write on picture and then hang on wall.
2 days
First Nine
Weeks
e. explain the necessity of rules and laws
and the consequences of filing to obey
them. (DOK 1)
3. Understand the rights and individual
responsibilities of members of families
and school.
2 days
e. explain the necessity of rules and laws
and the consequences of filing to obey
them. (DOK 1)
First Nine
Weeks
3. Understand the rights and individual
responsibilities of members of families
and school.
2 days
a. give examples of the terms “rights”
and “responsibility” (DOK 1)
Role play a responsible behavior about following
rules and laws.
People Watch: Students will observe throughout
the day and report at the end of the day what they
saw. They will then explain the proper response
Role play and guess if the student is breaking the
law or rules
Read the definition of rights and responsibility.
Brainstorm a list of rights and responsibilities.
Bill of Students’ Rights Together as a class, draft a
Bill of Students’ Rights. You may want to review
and discuss the differences between rights and
responsibilities before drafting a set of rights. Post
them in your classroom.
Discuss the responsibilities each student has to
uphold and protect their rights. Then draft a set of
rules or class laws that protect students’ rights.
Write the rules or laws together and post them in
7|Page
Lowndes County School District Social Studies Pacing Guide
your classroom.
First Nine
Weeks
3. Understand the rights and individual
responsibilities of members of families
and school.
2 days
b. Explain why all humans have rights
and responsibilities (DOK 1)
First Nine
Weeks
3. Understand the rights and individual
responsibilities of members of families
and school.
The teacher will share some history and
explanation of the Constitution. The teacher will
point out specific application of the Constitution, its
Bill of Rights and Amendments
The teacher will read aloud Strega Nona. After
reading teacher will discuss the 4th, 5th, 8th and 14
amendment section 1 and compare to Strega Nona.
(following rules, privacy and punishment)
The teacher will read aloud The Tale of Peter
Rabbit. After reading teacher will discuss the 4th,
5th, 8th compare to The Tale of Peter Rabbit
(following rules, authority, privacy, punishment)
The teacher will read aloud Evan’s Corner. After
reading teacher will discuss the 4th, 5th, 14th-section
1 compare to Evan’s Corner(Privacy, property)
2 days
b. Explain why all humans have rights
and responsibilities (DOK 1)
First Nine
Weeks
3. Understand the rights and individual
responsibilities of members of families
and school.
2 days
b. Explain why all humans have rights
and responsibilities (DOK 1)
8|Page
The teacher will read aloud The Big Orange Splot.
After reading teacher will discuss the 14th-section 1
compare The Big Orange Splot(Freedom of
expression, property
The teacher will read aloud Horton Hatches the
Egg. After reading teacher will discuss the 5th, 13section 1, 14th-section 1 compare to Horton hatches
the Egg( Responsibility, property, freedom, justice)
The teacher will read aloud The Three Bears. After
reading teacher will discuss the 4th, 5th, 8th 14thsection 1 compare The Three Bears(Privacy,
property, punishment
Lowndes County School District Social Studies Pacing Guide
First Nine
Weeks
1-TTW read Katie and the Big Snow by Virginia
Lee Burton, by Allan Fowler TSW discuss details
of book and directions.
2-TTW label N, S, E, W in classroom with colored
cards, a different color for each direction.
3-TSW label desks with NSEW colored cards.
4-TTW show map of U.S. TSW identify NSEW on
map and label.
5-TSW label their own U.S. map, locating
Mississippi and Columbus.
6- TSW identify and label the seven continents and
the oceans. Color map.
7-TTW hide small toy in classroom and students
use directional clues to find the toy. Repeat with
students hiding and giving directions.
8-TSW draw small map of playground and label
NSEW
Second Nine
Weeks
2B Identify cardinal directions (N,S,E,
W) (DOK 2)
4 days
2A Use a map and or globe to locate the
local community, Mississippi, the United
States, the seven continents and the
oceans. (DOK 1)
1-TTW read Katie and the Big Snow by Virginia
Lee Burton, by Allan Fowler TSW discuss details
of book and directions.
2-TTW label N, S, E, W in classroom with colored
cards, a different color for each direction.
3-TSW label desks with NSEW colored cards.
9|Page
Lowndes County School District Social Studies Pacing Guide
4-TTW show map of U.S. TSW identify NSEW on
map and label.
5-TSW label their own U.S. map, locating
Mississippi and Columbus.
6- TSW identify and label the seven continents and
the oceans. Color map.
7-TTW hide small toy in classroom and students
use directional clues to find the toy. Repeat with
students hiding and giving directions.
Second Nine
Weeks
4 days
2C Identify past and present modes of
transportation (air, land and water) in
places around the world (e.g., airplane,
space ship, horse and buggy, walking,
subway, train, ects.) (DOK 1)
8-TSW draw small map of playground and label
NSEW
Books: How I Get to School byEdith Baer, Who
Was Amelia Earhart? Boats by By Kate Boehm
Jerome
TTW introduce discussion of transportation TSW
brainstorm all ways we get from one place to
another and chart.
TSW brainstorm ways people traveled before cars,
airplanes, etc. and put on Past, Present chart
TSW use geometrical shapes to form modes of
transportation.
TSW make a flip book of different modes of
transportation showing ways to cross air, land and
water.
10 | P a g e
Lowndes County School District Social Studies Pacing Guide
TSW play game Twister using pictures of
transportation modes instead of colors on large
plastic tarp or shower curtain
Second Nine
Weeks
4 Days
1A Identify and explain the meaning of
state and national symbols, icons, and
traditions (e.g. the United States Flag,
bald eagle, Statue of Liberty, Uncle Sam,
George Washington, Thanksgiving,
saluting the flag, parades, etc. (DOK1)
2A Use a map and or globe to locate the
local community, Mississippi, the United
States, the seven continents and the
oceans. (DOK 1)
5a Discuss a variety of religious
community and family celebrations and
customs. (DOK 2)
5b Describe celebrations held by
members of the class and their families.
(DOK 1)
Books – The First Thanksgiving , The Pilgrim’s
First Thanksgiving by Ann McGovern, Oh, What A
Thanksgiving by Steven Kroll. Feeling Thankful by
Shelley Rotner, Jamaica is Thankful by Juanita
Havill
TSW locate the continent of Europe and America,
the ocean in between and trace the voyage across
the ocean.
TTW intro Thanksgiving with a book and TSW
discuss how they celebrate it at home.
TSW discuss family traditions at Thanksgiving
TSW construct a thankful paper chain by writing on
a link what they are thankful for and making a
paper chain, or write on feathers to construct a
turkey tail.
TSW construct a mini book of Thanksgiving past
and present
TSW discuss other celebrations they have in their
homes and chart.
Second Nine
Weeks
10 days
11 | P a g e
2A Use a map and or globe to locate the
local community, Mississippi, the United
States, the seven continents and the
Books: Legend of the Poinsettia by Tomi DePaulo
Wild Christmas Reindeer by Jan Brett, A Kwanzaa
Miracle, by Sharon Gayle, The Night Before
Lowndes County School District Social Studies Pacing Guide
oceans. (DOK 1)
5a Discuss a variety of religious
community and family celebrations and
customs (DOK 2)
5b Describe celebrations held by
members of the class and their families.
(DOK 1)
Christmas by Clement C. Moore, The Gift of a
Traveler by Wendy Matthews, Nine Days to
Christmas by Marie Hall Ets , Christmas Around
the World by Mary D. Lankford, Karen Dugan
TSW will make a book of Christmas Around the
World which has a map of the World, passport,
passport application and a page on each country
studied showing traditions and customs.
TSW locate countries discussed on the map and
signify with a color.
TSW identify where the oceans are and which
ocean each country studied is close to.
TSW make an ornament or Christmas symbol from
country studied.
TSW discuss traditions in their own home and
identify which country we inherited that from.
Example tree – Germany, candy cane - USA, Cards
- England,
TSW will construct a mini-book or paper on
personal family traditions and illustrate
TSW investigate cultures through Christmas
Around the World and family traditions through All
about Me.
Third Nine
12 | P a g e
Identify and discuss
3a
Discuss various historical figures; Johnny
Appleseed.
The teacher will lead a discussion about what an
Lowndes County School District Social Studies Pacing Guide
Weeks
2 days
Third Nine
Weeks
4 Days
roles of authority
3b
figures in human and 3c
civil rights
3d
(DOK 1) (DOK 2)
authority figure is. The student will start with their
home. They will draw a web with the names of
different places and list the authority figures at each
place:
Home: Mom, Dad, Grandma School: Teacher,
Assistant Teacher, Assistant Principal, Principal
Community: Sheriff, Police Officer,
Pastor/Minister, Firefighters
Activity: The students will listen to the story, Why
Do I Have to Listen to You? After reading the
story, the teacher and the students will discuss the
importance of obeying the authority figure.
Students will learn that the rules are usually for
their own safety. Students will complete a journal
entry after listening to the story.
Identify and discuss
historical figures.
The students will learn about President’s Day
during the month of February. An in depth study of
George Washington and Abraham Lincoln will
include learning facts about these two presidents.
Examples: childhood, experiences, times of service
to our country, and any other interesting trivial
facts. The teacher will discuss Martin Luther King,
Jr. and George Washington Carver. The topics will
include their struggles in their early lives and how
they became beneficial to the African American
community.
3a
3b
3c
Examples: Abraham 3d,
Lincoln, George
5c
Washington, George (DOK 1) (DOK 2)
Washington Carver,
Martin Luther King,
Jr.
Activity: The students will do a reading
comprehension sheet on all four men. After that is
complete the students will play a trivial game based
on the lives of the four men.
During Black History and MLK Day, list views of
13 | P a g e
Lowndes County School District Social Studies Pacing Guide
several different civil right leaders.
Fourth Nine
Weeks
Goods & Services
4a (DOK 1)
4b (DOK 1)
TTW lead students to discuss how they get those
items (money).
2 Days
Fourth Nine
Weeks
TSW brainstorm items that they would like to have.
Goods & Services
4a (DOK 1)
4b (DOK 1)
4c (DOK 2)
TTW read Alexander Who Used to Be Rich Last
Sunday. TSW list the goods & services that
Alexander bought with his dollar.
3 Days
TSW decide what items from a list on the board
that they would like to purchase with their pretend
dollar.
TTW lead students in discussion about choosing
which items you would like based on the amount of
money that you have.
Fourth Nine
Weeks
4 Days
Goods & Services
4d (DOK 1)
TSW have to make choices of what items are the
most important to them.
TTW read labels of items to list on the board the
countries where goods are made.
TSW look at a world map to find the location
where various items are made.
TSW then brainstorm ideas of how the goods go
from the country of origin to our local stores.
TTW make a list on the board and lead discussion
of various modes of transportation that bring goods
around the world.
14 | P a g e
Lowndes County School District Social Studies Pacing Guide
Fourth Nine
Weeks
Goods & Services
4b (DOK 1)
1 Day
Fourth Nine
Weeks
Set up a Money Carnival where students will
exchange coins for wanted items.
Plan/take a field trip to various locations where
goods and services are provided for the community.
Use magazines or other materials to cut pictures of
needs and wants.
Discuss as a class and put into a collage of needs
and a collage of wants.
Discuss the “opportunity costs” students make
everyday (e.g., wanting to buy candy now and not
saving to buy a toy later).
Goods & Services
4d (DOK 1)
1 Day
Fourth Nine
Weeks
Goods & Services
4c (DOK 2)
Discuss school supplies that are limited (e.g.,
crayons, paper, pencils), then discuss the concepts
of sharing and conservation.
1 Day
Fourth Nine
Weeks
Goods & Services
4d (DOK 1)
4e
Goods & Services
4a
4b
4c
4d
(DOK 1) (DOK 2)
4e
Plan/take a field trip to a business where some of
the students’ parents/relatives work. Use a digital
camera to take pictures to illustrate division of
labor. Discuss the different jobs (division of labor)
at the work place/home and use a presentation tool
to create a presentation. If a field trip is not
possible, have parent/community resource people
visit the classroom.
Set up a store using simulated currency for
exchange from other countries.
3 Days
Fourth Nine
Weeks
5 Days
Fourth Nine
Weeks
15 | P a g e
Goods & Services
Read Follow an Ice Cream Cone Around the World
by Neale S. Godfrey. Have the students use a
Lowndes County School District Social Studies Pacing Guide
world map to identify the countries or states where
the natural resources in ice cream are found.
3 Days
Second Grade
Time Frame
Lesson Topic
First Nine
Weeks
Define the term
“government” and
“voting.” (DOK 1)
Objective
(Benchmark)
1a (DOK 1)
5 Days
First Nine
Weeks
10 Days
First Nine
Weeks
10 Days
16 | P a g e
Identify the positions and
persons who hold local,
state, and national offices
(e,g., Mayor, Governor, and
President). (DOK 1)
Explain the voting process
and how results are used.
(DOK 1)
1b (DOK 1)
1c (DOK 1)
Suggested Teaching Strategies
Identify the term “government” and “voting”
Discuss the following:
a. Why do we even need a government
b. Imagine what your school would be like if you have no rules
c. This is why schools have people who are in charge, such as the
principal, administrators, teachers, and staff.
d. Our nation has people who are in charge and they make up the
government
e. Discuss the 3 branches of government
f. Discuss Symbols of Government
What is voting and why is it important to vote when there is an
election
List and identify the people that hold local state and national offices
(Mayor, Governor, President)
Discuss the voting process
a. We have regular elections
b. Our elections are private
c.
They are not surrounded by violence, as in some countries
d.
They are open to adults that are citizens etc.
Lowndes County School District Social Studies Pacing Guide
e. You do have to register to vote
Discuss how important and it’s your responsibility as a citizen to
vote
Discuss how the results are used in our country and how it can
change the country, state, and city
Have a Mock Election in your class going through the actual process
of voting in a “real” election.
a. Talk about the story The Three Little Pigs.
b. Read The True Story of The Three Little Pigs by A. Wolf
c. Have the kids fill out a ballot where they agree with the wolf
or the pigs
d. Make a graph to show results (Discuss results.)
First Nine
Weeks
10 Days
Identify the services
provided by the government
(public schools, fire
departments, police
departments). (DOK 1)
1d (DOK 1)
Identify the services provided by the government such as public
schools, police department, fire department
Explore community services that are provided by the government
and other agencies
Invite Community helpers to the classroom to discuss the roles they
play in the community
Second Nine
Weeks
10 Days
Using map of North
American
continent to locate
countries, oceans, Great
Lakes, & mountain ranges.
(DOK 1)
2a (DOK 1)
Research and role play a community helper
Show students a map of North America and help them identify
locations by discussing how they are marked on a map.
Students can make “dough in a large plastic bag” to make a relief
map. Use blue for Canada (cold), red for Mexico (hot), and white
for United States.
Students can decide on how to show rivers, cities, mountains, etc.
17 | P a g e
Lowndes County School District Social Studies Pacing Guide
Second Nine
Weeks
10 Days
Identify essential map
elements including title,
legend, intermediate
directional indicators (NE,
SE, NW, SW), scale, &
date. (DOK 1)
2b (DOK 1)
Students will fill out blank maps by including countries, oceans, the
Great Lakes, & mountain ranges.
Collect all types of maps – National Geographic, road, states,
amusement parks, etc. Use in map centers or do small group
rotations. Students will fill out a map analysis sheet for each map.
(Ex.: 1. What is the name of the map? 2. What it is used for? 3.
Does it have a map key? 4. Does it have a compass rose? 5. Does
it show cities, roads, and water? 6. What are some things listed in
the legend? What does it use to indicate these things? )
Show students how to read a compass.
Make a compass using a bar magnet, string, and a yard stick.
Put up directional signs in the classroom.
Second Nine
Weeks
5 Days
Second Nine
Weeks
10 Days
18 | P a g e
Reading a grid map of
community to locate
specific places and
geographic features. (DOK
1)
Compare & contrast effects
of location, weather, &
physical environment on the
way people live. (e.g., food,
clothing, shelter,
transportation, recreation.)
(DOK 2)
2c (DOK 1)
Math – measure distances on the map and identify by using the
scale. Ex.: How far is it from Columbus to Starkville?
Read Me on the Map by Joan Sweeney
Give students a piece of graph paper and have them create a map of
their bedroom or classroom. They should locate things on the grid
such as desks, computers, bookshelf, etc.
2d (DOK 2)
Using a map of the community have students play a “Mystery
Location” game. Give clues to location – It is to the east of the
school. It is three blocks from the post office. Also include things
such as the Tombigbee River, the dam, etc.
Students will research two locations and create Venn Diagrams to
compare and contrast the location and another to compare and
contrast the way people in each location live. Divide into groups
and assign a Venn diagram to each group – food, shelter, clothing,
shelter, transportation, & recreation.
Create charts to show homes, occupations, outside activities, modes
Lowndes County School District Social Studies Pacing Guide
of travel, clothing, weather, shelter, transportation, & recreational
activities for each location. Use magazines to tear out pictures or
run pictures from the internet.
Third Nine
Weeks
Compare and contrast the
terms “rights” and
“responsibilities.” (DOK 2)
3a (DOK 2)
5 Days
Third Nine
Weeks
10 Days
Define and give examples
3b (DOK 1)
of some of the rights
students have in the school.
(e.g., Students have the right
to come to school, to ask
questions, to vote in class
elections). (DOK 1)
Make travel brochures of different locations including information
about weather, recreational activities, clothing, transportation, etc.
Students can visit the “Travel Agency” to compare different
locations. They can choose a specific one and write a postcard
telling why they like that area.
Identify the terms “rights” and “responsibilities”
Compare and contrast the terms.
Explain the rights of citizens (What are the responsibilities of a good
citizen? Why must I be a good citizen? Who are some examples of
good citizens who improved the lives of all Americans?)
Identify rights that students have in school
Describe examples of rights that students have in school
Participate in democratic decision making
TSW develop a list of class rights that they have in the school
Students will present the rights to the class in a mock election
Third Nine
Weeks
5 Days
19 | P a g e
Discuss the responsibilities
of individuals in schools.
(e.g., Respect for the rights
and property of others,
tolerance, honesty, selfcontrol, compassion,
participation in the
3c (DOK 2)
Will hold a mock election in the classroom
The student will explain the responsibilities of
a good citizen, with emphasis on:
a. Respecting and protecting the rights and property of others
b. Taking part in the voting process when making classroom
decisions
c. Describing actions that can improve the school and
community
Lowndes County School District Social Studies Pacing Guide
democratic process, work
for the common good,
fairness, etc.) (DOK2)
Third Nine
Weeks
10 Days
d. Demonstrating self discipline and self reliance
e. practicing honesty and trustworthiness
Explain the role of people in 3d (DOK 1)
authority. (e.g., police
officers, city officials,
community leaders) in
upholding human and civil
rights. (DOK 1)
Read When Sophie Gets Angry: Really, Really Angry by Molly
Bang
Watch video from the Character Builders Storybook series, Honesty
and Responsibility
Identify a variety of local laws
and people who enforce them
Invite the mayor, councilman,
judge, policeman to your class
TSW role play different community leaders and their responsibilities
TSW create different community leaders in an art project
Third Nine
Weeks
5 Days
Participate in the
development of classroom
rules and defining the
consequences of failing to
obey them. (DOK 2)
3e (DOK 2)
Compare roles/responsibilities of
your school’s principal with
those of the city’s mayor (Venn
Diagram or Double Bubble Thinking Map) using The Lorax by Dr.
Seuss
The student will define the concept of classroom rules and the need
for rules and laws.
Analyze classroom problems and suggest fair solutions.
Identify, demonstrate, analyze responsible citizenship in
home/school/community; identify responsible courses of
action/consequences
Predict consequences that may result from responsible and
irresponsible action
20 | P a g e
Lowndes County School District Social Studies Pacing Guide
Third Nine
Weeks
15 Days
Third Nine
Weeks
10 Days
Describe production and
consumption of human
made goods and services.
(e.g., food production
involves farmers,
processors, distributers,
weather, land, and water
resources; automobile
industry involves designers,
engineers, welders, robots,
etc.). (DOK 2)
Explain how limits on
resources affect choices
about production and
consumption. (e.g.,
Farming vs. industrial
production; relocating vs.
commuting) (DOK 2)
4a (DOK 2)
Define the words goods and services, productions and consumption.
TTW show a agricultural map of MS and discuss the products
farmed in the state.
Describe how goods are processed and distributed.
TTW discuss all jobs affected by the farming industry.
TTW discuss all jobs needed by the farming industry.
TSW list/discuss all the steps necessary to grow/produce food from
field to table. Steps where the crop is grown, the season of growing
the crop, how it is harvested, and the transportation process of
getting to the consumers
4b (DOK 2)
Describe what is needed to manufacture or build automobiles.
List/discuss skills needed to design an automobile and skills needed
by workers to assemble the automobiles
Discuss where resources come from needed to build the automobiles
TSW compare human workers to robots in the manufacturing of
automobiles using a Venn diagram.
Explain how limits on resources affect choices about production and
consumption
Discuss how the scarcity of an item may raise the price such as
natural resources and food.
Discuss how the demand affects the production and price of
products.
Compare farming to industrial production by making a T- chart
discussing the advantages and disadvantages of each. Discuss the
health issues, environmental issues, the use of soil and water.
Compare how travel affects the animals, the price, use of chemicals
to prevent it from spoiling could cause health problems.
21 | P a g e
Lowndes County School District Social Studies Pacing Guide
TTW read If You Give a Mouse A Cookie to discuss the cause and
effect of things.
TSW participate in a distribution game that will show scarcity of an
item
Third Nine
Weeks
10 Days
Fourth Nine
Weeks
10 Days
Fourth Nine
Weeks
10 Days
22 | P a g e
Explain the roles of
producers and consumers.
(DOK2)
4c (DOK 2)
Identify and discuss
expressions of culture
evident in neighborhoods.
(e.g., art, music, literature,
religion, food, dance, etc.)
(DOK 2)
5a (DOK 2)
Compare and contrast
neighborhoods to earlier
generations in such areas as
school, dress, manners,
stories, games, and festivals
drawing from biographies,
oral histories, and folklore.
5b (DOK 2)
TSW participate in a supply and demand game where the student
will see how the supply needs to meet the demand
Explain the roles of producers and consumers
Discuss the different kinds of producers and the different ways
consumers buy the goods.
Recognize that communities have customs and cultures that differ.
Compare and contrast the way we celebrate holidays and events to
the way different cultures have done in the past and present.
 Brainstorm the way different classmates celebrate birthdays,
ceremonial events, and holidays.
 Compare and contrast differences among classmates
 Do an “On-line” search on how different cultures celebrate
the same events through art, music, literature, religion, food,
dance, etc.
Compile findings in a class big book titled “The Way We
Celebrate____________ ” Discuss differences in religions, foods
and dances during celebrations (unit/seasonally appropriate event
being studied).
Comprehend that physical and human characteristics of
communities change over time.
Read the Little House on the Prairie Series by Laura Ingalls Wilder.
Compare and contrast school, dress, manners, stories, games, and
festivals from the events in the non fiction book to those of present
day.
Lowndes County School District Social Studies Pacing Guide
(DOK 2)
Activity: Students may complete an at home project of interviewing
a parent/grandparent. Inquiring about the way school, community,
state, and nation were when they were children. Then, students can
report back to the class interesting differences discovered through
research.
Invite grandparents or community leaders to the class to speak about
the way the school, community, and state were when they were
children of the same age. Compare and contrast views among a
multi-cultural classroom.
Fourth Nine
Weeks
10 Days
23 | P a g e
Name historical figures of
various cultures. (e.g.,
Thomas Jefferson, Thomas
Edison, Fredrick Douglas,
Harriet Tubman, Susan B.
Anthony, etc.). (DOK 1)
5c (DOK 1)
Depending on unit of study, read a historical biography and compare
and contrast events and celebrations to present day activities.
Either assign or have groups of students to choose from a list of
historical figures to research (e.g., Thomas Jefferson, Thomas
Edison, Fredrick Douglas, Harriet Tubman, Susan B. Anthony, etc.).
Then have students introduce their historical figure to the class
through a skit. Introduction should be complete with historical
costumes of particular era. Materials for costumes need not be
expensive—they should refurbish clothing articles they already at
home or they could even use wrapping paper to make their
costumes. Students should be creative with their introductions
including significant events from historical figures life, but should
not be limited to only those events. Facts that we do not typically
hear about these figures that make them more “Human, personable,
or more relatable” should be included. Introductions could be
through the enactment of an event that occurred in the figure’s life;
through an interview on a present day talk show; or the figure could
be interviewed by a student posing as a radio or television reporter.
Lowndes County School District Social Studies Pacing Guide
Third Grade
Time Frame
Lesson topic
First Nine
Weeks
Communities
Objective
(Benchmark)
5a (DOK1)
Chapter 1/Unit
1
Lesson 1
Communities
Pgs. 10-15
Suggested Teaching Strategies
Workbook, p. 3
Transparency 1
Every Student Learns Guide, pp. 2-5
Quick Study, pp. 2-3
Explain how cultural artifacts represent cultures in local communities.
Have students illustrate a split picture- El Paso on the left and their community
on the right- to compare the landforms.
3 Days
First Nine
Weeks
United States
Communities
5b (DOK1)
Compare and contrast celebrations of various groups within the local
community.
Lesson 2
Pgs. 18-23
3 Days
First Nine
Weeks
Lesson 3
Pgs. 26-29
2 Days
24 | P a g e
Quick Study, pp. 4-5
World
Communities
4a (DOK2)
Workbook, p. 5
Transparencies 1, 29
Every Student Learns Guide, pp. 10-13
Quick Study, pp. 6-7
Identify ways in which a community depends upon other communities to
provide for its wants and needs and goods and services.
Lowndes County School District Social Studies Pacing Guide
First Nine
Weeks
Chapter 1
Review
Chapter 1 Content Test, Assessment Book, pp. 1-2
Chapter 1 Skills Test, Assessment Book, pp. 3-4
Chapter 1
Review
Pgs. 34-35
1 Day
First Nine
Weeks
A Rural
Community
4a (DOK 2)
Chapter 2
Lesson 1
Pgs. 38-41
2 Days
First Nine
Weeks
Understand basic economic concepts and their effects on a community.
A Suburban
Community
5a (DOK 1)
Chapter 2
Lesson 2
Pgs. 46-47
2 Days
First Nine
Weeks
Chapter 2
Lesson 3
Pgs. 48-53
Workbook, pp. 9
Transparency 1
Every Student Learns Guide, pp. 14-17
Quick Study pp. 8-9
An Urban
Community
5b (DOK 1)
Quick Study, pp. 8-13
Workbook, p.10
Quick Study pp. 10-11
Transparency 1
Every Student Learns pp.18-21
Explain how cultural artifacts represent cultures in local communities (e.g.
pictures, animals, masks).
Workbook pp. 11-12
Transparencies 1, 30
Every Student Learns pp. 22-25
Quick Study pp. 12-13
Chapter 2 Skills Test (Assess Book pg 7-8)
As enrichment, student can be taught “America, the Beautiful”
2 Days
Compare and contrast celebrations of various groups within the local
25 | P a g e
Lowndes County School District Social Studies Pacing Guide
community.
First Nine
Weeks
Moving to a
2a (DOK2)
New Community
Chapter 3
Lesson 1
Pgs. 74-77
1 Day
First Nine
Weeks
Use social studies tools to describe the connections among the people, places,
and environment of the community.
Learning New
Customs
5b (DOK1)
Chapter 3
Lesson 2
Pgs. 78-81
2 Days
First Nine
Weeks
Chapter 3
Lesson 4
26 | P a g e
Workbook p.18
Transparencies 14, 80
Every Student learns Guide pp. 30-33
Quick Study pp. 16-17
Compare and contrast celebrations of various groups within the local
community.
Where Did They
Come From?
5a (DOK1)
Chapter 3
Lesson 3
Pgs. 84-89
2 Days
First Nine
Weeks
Students will create their own 3D community from a teacher rubric. (rural,
urban, or suburban)
Workbook p.17
Transparencies 14, 80
Every Student learns Guide pp. 26-29
Quick Study pp. 14-15
Workbook p.19
Transparencies 1
Every Student learns Guide pp. 34-37
Quick Study pp. 18-19
Explain how cultural artifacts represent cultures in local communities.
A New Life in
America
3c (DOK2)
5b (DOK1)
Workbook p.20
Transparencies 1, 32
Every Student learns Guide pp. 38-41
Quick Study pp. 20-21
Workbook p. 21
Lowndes County School District Social Studies Pacing Guide
Pgs. 90-95
Chapter 3 Content & Skills test pp. 13-16
3 Days
Describe different ways people in a community can influence their local
government.
Second Nine
Weeks
Celebrating
Culture
2a (DOK2)
5b (DOK2)
5a (DOK2)
Compare and contrast celebrations of various groups within the local
community.
Locate places on a map or globe by understanding hemisphere, equator, prime
meridian
Make a time line – use personal experiences
Holiday and tradition time line
Jan – Eat black eye peas (tradition)
March – St. Patrick’s Day green (holiday)
April – Easter bunny rabbits, eggs (holiday)
Chapter 4
Lesson 1
Pgs. 104-112
4 Days
Have students research one of the holidays and write a paragraph describing
the holiday from the point of view of someone who has never experienced it
before.
Make a T-chart compare how holiday and traditions are alike and different.
Create a greeting card to send to a friend or relative
Use social Studies tools (e.g. time line, maps, globes, compasses, graphs,
grids, and technological resources, tec.) to describe the connections among the
people, places, and environment of the community.
Second Nine
Weeks
27 | P a g e
Celebrating a
Community’s
Past
5a (DOK1)
5c (DOK2)
Compare and contrast celebrations of various groups within the local
community.
Make a K-W-L chart
Time line from past to present
Lowndes County School District Social Studies Pacing Guide
Lesson 2
Pgs. 114-119
Explain the significance of selected ethnic and or cultural celebrations in
Mississippi and in the US.
Celebrations compare and contrast.
2 Days
Read Nan’yehi (Nancy Ward) page 118-119 and discuss why she was
considered a Cherokee leader.
Second Nine
Weeks
Celebrations
Across Our
Nation
Chapter 4
Lesson 3
Pgs. 120-124
3a (DOK1)
5b (DOK2)
Explain how cultural artifacts represent cultures in local communities (e..g.
pictures, animals, and masks).
Explore Civil Rights
Read books on Martin Luther King, Rosa Park, and others
Use graphic organizer
Research Memorial Day, Veterans Day, Independence Day
2 Days
Make a class picture book of special days Americans celebrate
Research how Pilgrims and Indians use cranberries in 1600.
www.cranberries.org
Then make a graph on comparing the past to how we use cranberries now.
Identify important beliefs commonly held by Americans about themselves and
their government (e.g. following individual rights and freedoms, common
good, respect for law, importance of work, education, volunteerism, conflict
resolutions).
Second Nine
Weeks
Chapter 4
1 Day
28 | P a g e
Review and Test
Lowndes County School District Social Studies Pacing Guide
Second Nine
Weeks
What’s Your
Community’s
Environment
3b (DOK1)
Make a landform project describing the different kinds of landforms.
Chapter 5
Lesson 1
Pgs. 142-148
Divide the class into five groups and assign each group a region: northeast,
southeast, Midwest, western, or southwest. Research animal life, etc.)
3 Days
Second Nine
Weeks
Relate the following words in a sentence. Landform, region, ecosystem.
Living in
Different
Climates
2a (DOK2)
Explain why certain civic responsibilities (e.g. following civic protocol,
celebrating historic figures, etc) are important to individuals and to the
community.
Graph the weather for a week. Divide students into the four different regions
of the United States. Students will make a daily graph on highs and lows.
Lesson 2
Pgs. 150-160
Write a jingle or short song about how people adapt to the climate in the
different communities.
4 Days
Line graph – temperature locally highs and lows
Second Nine
Weeks
Lesson 3
Pgs. 160-166
Communities
and Resources
4a (DOK2)
4c (DOK1)
1e (DOK2)
Use social studies tools,(e.g. time lines, maps, globes, compasses, graphs,
grids, and technological resources. etc) to describe the connections among the
people, places, and environment of the community.
Make flashcards that have natural resources.
Divide students into three groups: coal, oil, natural gas
Research and read about their assigned fossil fuel
Create a flow chart to represent how coal, oil, and natural gas form.
Go Green – ways to conserve our resources – class project
Students will participate in a recycle relay. Students will bring in items of
plastic, aluminum, and paper. Teacher will label 3 boxes as plastic, aluminum,
and paper. Students are divided into 2 teams and each student will put items in
correct box.
29 | P a g e
Lowndes County School District Social Studies Pacing Guide
Identify the ways in which a community depends upon other communities to
provide for its wants and needs and goods and services.
Research and identify historical figures of various cultures (e.g. Martin Luther
King, Jr., Betsey Ross, Franklin D. Roosevelt, Rosa Parks, etc.)
Second Nine
Weeks
Review and Test
Chapter 5
1 Day
Second Nine
Weeks
A Mountain
Community
4c
Chapter 6
Lesson 1
Pgs. 172-174
2 Days
Second Nine
Weeks
Students can draw a map inside their school. Label classrooms and other
important rooms
Read a biography on Daniel Boone.
Identify resources and scarcity of resources within the community.
A Water
Community
4c (DOK1)
Read and discuss the “Puget Sound” by Harold Felton –Paul Bunyan
Write a poem or story in their own words about Paul Bunyan or another
American folktale.
Lesson 2
Pgs. 178-184
Field Trip to the local lock and dam trace
3 Days
Second Nine
Weeks
Lesson 3
Pgs. 187-190
A Crossroads
Communities
4c (DOK1)
Identify resources and scarcity of resources within the community
Create a line graph on where the underground railroad stated and where it
ended.
Read about Harriet Tubman and Peco’s Bill
Identify resources and scarcity of resources within the community.
30 | P a g e
Lowndes County School District Social Studies Pacing Guide
2 Days
Second Nine
Weeks
Review and Test
Chapter 6
1 Day
Third Nine
Weeks
Explorers Come
To The North
2a (DOK 2)
2b (DOK1)
5c (DOK 2)
Develop map skills by locating the regions in the America’s explored by
Christopher Columbus and Ponce de Leon.
Chapter 7
Lesson 1
Pgs. 208-211
Discuss Native Americans and European Explorers that built the first
communities in North America. Libraries have many resources for finding
information.
2 Days
Use workbook pg 44 to practice the skill of cause and effect from the lesson.
Workbook p. 45 to preview vocab. , p. 46 -Outline of lesson
Transparencies 18,36
Research using the library – wk book p. 47.
Third Nine
Weeks
Lesson 2
Pgs. 214-219
4 Days
31 | P a g e
A Spanish
Community
2a (DOK 2)
2b (DOK1)
5c (DOK 2)
Use Social Studies tools (maps, globes) to describe connections among people,
places, and environment of the community.
Use maps and globes to find relative and absolute locations in regard to
different communities.
Identify historical figures in different cultures.
Identify and use symbols to locate places on a map
Discuss the Spanish explorers who came to present-day Florida.
Locate Cadiz, Spain and discuss its importance in history as being a port city
for Europe.
Lowndes County School District Social Studies Pacing Guide
Workbook p. 48,49
Transparencies 18,37
Use Social Studies tools (maps, globes) to describe connections among people,
places, and environment of the community.
Use maps and globes to find relative and absolute locations in regard to
different communities.
Third Nine
Weeks
A French
Community
2a (DOK 2)
2b (DOK1)
5c (DOK 2)
Lesson 3
Pgs. 224-227
Identify historical figures in different cultures.
Locate places discovered by Jacques Cartier and Samuel de Champlain.
Describe how individuals contributed to the expansion or creation of
communities.
Discuss French explores who came to present day Canada and built
communities.
2 Days
Compare/Contrast Native Americans and Europeans view on land ownership.
Workbook p. 50
Transparency18
Third Nine
Weeks
An English
Community
5c (DOK 2)
Use Social Studies tools (maps, globes) to describe connections among people,
places, and environment of the community.
Use maps and globes to find relative and absolute locations in regard to
different communities
Identify historical figures in different cultures.
Identify reasons people formed communities.
Discuss English explorers came to present day Virginia and built communities.
Lesson 4
Pgs. 230-235
32 | P a g e
Discuss Pocahontas importance in helping the Jamestown colony survive.
Lowndes County School District Social Studies Pacing Guide
3 Days
Workbook pg 51, Transparency 18
Identify historical figures in different cultures
Chapter Summary
Third Nine
Weeks
Workbook pg 52 (Vocab. Review)
Chapter 7
Review
Pgs. 238-239
1 Day
Third Nine
Weeks
Chapter 7 Assessment
Content Test pp37-38 (Assessment Book)
Skill Test pp39-40 (Assessment Book)
Chapter 7
Assessment
1 Day
Third Nine
Weeks
Transportation
Over Time
2a (DOK2)
Discuss forms of transportation people use today to travel long distances.
Use workbook p. 53 to preview voc words.
Chapter 8
Lesson 1
Pgs. 242–249
3 Days
Make flash cards summarizing events that have changed transportation over
time.
Workbook p. 54 Graphic organizer
Using a time line – wk book p. 55.
Use social studies tools (e.g., time lines, maps, globes, compasses, graphs,
grids, and technological resources,etc.) to describe the connections among the
people, places, and environment of the community.
33 | P a g e
Lowndes County School District Social Studies Pacing Guide
Third Nine
Weeks
Communication
Over Time
2a (DOK 2)
Discuss how new forms of communication help people keep in touch with one
another.
Lesson 2
Pgs. 250-255
Workbook p. 56
Transparencies 15, 40
3 Days
Use social studies tools (e.g., time lines, maps, globes, compasses, graphs,
grids, and technological resources etc.) to describe the connections among the
people, places, and environment of the community.
Discuss the impact of new technology on communities
Third Nine
Weeks
Inventions Over
Time
2a (DOK 2)
Identify scientists and inventors who invented new technology.
Lesson 3
Pgs. 258-263
Workbook p. 57
3 Days
Third Nine
Weeks
Lesson 4
Pgs. 266-269
Medicine
Improves Over
Time
5c (DOK 2)
Use social studies tools (e.g., time lines, maps, globes, compasses, graphs,
grids, and technological resources etc.) to describe the connections among the
people, places, and environment of the community.
Discuss how new medicines and ways to fight diseases have improved the
health of people around the world.
Create a presentation about Louis Pasteur or Edward Jenner.
3 Days
Identify historic figures such as Helen Keller who have exemplified good
citizenship.
Third Nine
Weeks
Research and identify historical figures of various cultures.
Chapter Summary
Workbook p. 61; Vocabulary Review
Chapter 8
Review
Pgs. 275-275
34 | P a g e
Lowndes County School District Social Studies Pacing Guide
1 Day
Third Nine
Weeks
Chapter 8
Assessment
1 Day
Third Nine
Weeks
Earning,
spending, and
saving
4a (DOK 2)
Identify ways of earning, spending and saving money.
Analyze a simple budget that allocates money for spending and saving.
Chapter 9
Lesson 1
Pgs. 290-295
Explain the difference between needs and wants.
4 Days
Workbook pg. 64 voc. review
Workbook pg. 65 - Make a budget.
Transparency 9
Third Nine
Weeks
Choosing Wisely 4d(DOK 2)
Identify the ways in which a community depends upon other communities to
provide or its wants and needs and goods and services.
Identify an example of making an economic choice.
Explain how people make choices about goods and services.
Lesson 2
Pgs. 300-303
2 Days
Explain the idea of opportunity cost.
Workbook pg. 67
Transparency 1
Describe opportunity costs of choices made in the community.
35 | P a g e
Lowndes County School District Social Studies Pacing Guide
Third Nine
Weeks
Inventions Over
Time
4a (DOK 2)
4e (DOK 2)
Explain how supply and demand affect the price of a good or a service.
Explain how the cost of production and selling price affect profits.
Lesson 3
Pgs. 306-311
Give examples of how a simple business operates.
3 Days
Integrate Literature by reading Homer Price.
Identify the ways in which a community depends upon other communities to
provide for its wants and needs and goods and services.
Describe the division of labor within the community.
Chapter Summary
Workbook p. 70; Vocabulary Review
Third Nine
Weeks
Chapter 9
Review
Pgs. 314-315
1 Day
Third Nine
Weeks
Chapter 9
Assessment
1 Day
Fourth Nine
Weeks
Chapter 10
Lesson 1
Pgs. 318-323
36 | P a g e
Using Resources
4c (DOK1)
4d (DOK2)
2a (DOK 2)
4e (DOK 2)
Have students find out and share in an oral report where natural resources can
be found in their state.
Have students make a table of natural resources in their state, identify their
location, and categorize them as renewable or nonrenewable resources.
Lowndes County School District Social Studies Pacing Guide
Pgs. 324-325
Workbook Pgs. 72 -73
Transparencies 9,41,42
Quick Study Pgs. 62-63
Use a Cutaway diagram (pages 324-325)
Students will create an assembly line for making peanut butter crackers or
other snack
Identify resources within the community.
Fourth Nine
Weeks
Depending on
Others
4a (DOK 2)
4c (DOK1)
Describe opportunity costs of choices made in the community.
Have students identify resources in their community and those that must be
brought in from other places.
Lesson 2
Pgs. 328-333
Have students create a graphic organizer to illustrate how their community
depends on other communities for goods.
2 Days
Workbook Pg. 74
Transparency 10
Quick Study Pgs. 64-65
Make a banner illustrating how people in their community depend on one
another for a specific food
Students will bring 3 items from home and make a chart to record what
country they come from
Fourth Nine
Weeks
Lesson 3
Pgs. 334-339
37 | P a g e
A World of
Trade
4a (DOK2)
Identify scarcity of resources within a community.
Have students make a T-Chart to identify similarities and differences between
bartering (trading goods and services directly for other goods and services) and
using money to obtain goods and services.
Workbook Pg. 75
Lowndes County School District Social Studies Pacing Guide
Transparencies 18 and 43
Quick Study Pgs. 66-67
3 Days
Identify the ways in which a community depends upon other communities to
provide its wants and needs and goods and services.
Workbook Pg. 76 (Vocab. Review)
Fourth Nine
Weeks
Chapter 10
Review
Pgs. 342-343
1 Day
Fourth Nine
Weeks
Chapter 10 Assessment
Content Test Pgs. 53, 54, 57, 58 (Assessment Book)
Skill Test Pgs. 55, 56, 59, 60 (Assessment Book)
Chapter 10
Assessment
1 Day
Fourth Nine
Weeks
Chapter 11
Lesson 1
Pgs. 358-361
Pgs. 364-365
3 Days
Fourth Nine
Weeks
Lesson 2
38 | P a g e
Governments in
the Past
3a (DOK 1)
3b (DOK1)
5c (DOK 2)
William
Bradford
United States
Government
Have students make a list of functions for which they, or eligible voters, vote.
(Examples: Class President, city council, President of the United States)
Workbook Pgs. 80-81
Transparency 6
Quick Study Pgs. 68-69
1c (DOK2)
3b (DOK1)
Explain why certain civic responsibilities are important to individuals and to
the community.
Have students use an almanac or other source to find the date when each of the
13 original states ratified, or passed, the Constitution. Have them record the
information, in sequence, on a poster.
Lowndes County School District Social Studies Pacing Guide
Pgs. 366-371
Workbook Pg. 82-83
Transparencies 6, 44
Quick Study Pgs. 70-71
4 Days
Explain the purpose of rules and laws and why they are important to a
community.
Fourth Nine
Weeks
Lesson 3
Pgs. 376-379
Being A Good
Citizen
3c (DOK1)
Celebrate historic figures.
Conduct a mock election for class president.
Have pairs of students identify an individual or group that volunteer in the
school or community. Help students prepare questions and have them
interview that individual. Have students write a brief report describing the
person’s work. Post the reports on the bulletin board.
1 Day
Workbook Pg. 84
Transparency 8
Quick Study Pgs. 72-73
Fourth Nine
Weeks
Chapter 11
Review
Pgs. 380-381
1 Day
39 | P a g e
Describe different ways people in a community can influence their local
government (e.g. voting, running for office, or participating in meetings).
Workbook Pg. 85 (Vocab. Review)
Lowndes County School District Social Studies Pacing Guide
Fourth Nine
Weeks
Chapter 11 Assessment
Content Test Pgs. 61-64 (Assessment Book)
Chapter 11
Assessment
1 Day
Fourth Nine
Weeks
Community
Services
Chapter 12
Lesson 1
Pgs. 384-387
Pgs. 388-389
Map and Globe
Skills
1e (DOK2)
4b (DOK1)
Have students check the library or town hall for brochures or information on
local services. If your community has cable TV, also have students report on
what local information is broadcast on local-access channels.
2b (DOK1)
Have students research and report what information is available about their
community on local, area, or state Web sites.
Invite a community leader to speak to the class.
2 Days
Workbook Pgs. 87-88
Transparencies 6, 45
Quick Study Pgs. 74-75
Fourth Nine
Weeks
Community
Leaders
1d (DOK1)
Discuss spatial and ecological perspectives in life situations.
Define what a tax is and the purpose of paying taxes.
Have students choose one job, write a paragraph summarizing the job, and
share the summary with the class.
Lesson 2
Pgs. 390-395
Have students research and explain their community’s election method (such
as paper ballots or punch cards) and voting rules.
3 Days
Workbook Pg. 89
Transparency 6
Quick Study Pgs. 76-77
Identify services provided by local government.
40 | P a g e
Lowndes County School District Social Studies Pacing Guide
Fourth Nine
Weeks
State
Government
1a (DOK 1)
1b (DOK2)
4b (DOK2)
Have students role play the process of approving a bill. Have them explain
how a bill moves through the Legislative and Executive branches.
Lesson 3
Pgs. 398-401
Workbook Pg. 90
Quick Study Pgs. 78-79
2 Days
Explain how and why a local government makes laws, carries out laws,
determines whether laws have been violated, and determines consequences for
those who break the laws.
Fourth Nine
Weeks
Role play different branches of government (Lesson 3)
Workbook Pg. 91 (Vocab. Review)
Chapter 12
Review
Pgs. 404-405
1 Day
Fourth Nine
Weeks
Chapter 12
Assessment
1 Day
41 | P a g e
Chapter 10 Assessment
Content Test Pgs. 65, 66, 69, 70 (Assessment Book)
Skill Test Pgs. 67, 68, 71, 72 (Assessment Book)
Lowndes County School District Social Studies Pacing Guide
Fourth Grade
Time Frame
Lesson topic
First Nine
Weeks
Nonfiction
Conventions
10 Days
Geography Skills pages
H10-H22
Chapter 1, Lesson 1: A
Bird's-Eye View of
Mississippi (pages 1015)
First Nine
Weeks
5 Days
Objective
(Benchmark)
3a (DOK 2)
3a (DOK 2)
5e (DOK 2)
Map and Globe Skills:
understand Latitude
and Longitude (pages
16-17)
First Nine
Weeks
Lesson 2: Inside
Mississippi (pages 1822)
5 Days
Citizen Heroes:
Protecting Our State
(page 23)
42 | P a g e
Suggested Teaching Strategies
Create nonfiction conventions notebooks
(3a Maps, Globes, & Grids)
Have students make a globe and label the 4 hemispheres and lines of
latitude/longitude.
Begin Flip Book of Map Skills: Include globe, map, distance scale,
compass rose, cardinal directions, intermediate directions, titles and labels,
inset maps, latitude, longitude, map key, continents, oceans, equator, prime
meridian, absolute location.
Create salt dough landform map of Mississippi and label gulf, delta,
waterway, tributary, port, and canal (or label on a copy of a map included
in flip book)
(3a Maps & Globes) (5e Economic borders)
3a
5f
(DOK 2)
Have students identify on a blank map(s) the state of Mississippi, physical
features, and major cities.
Add additional information to flip book and landform map.
Research hurricanes that have affected Mississippi and describe the
economic impact on the state.
(3a Maps & Globes) (5f Hurricanes)
Lowndes County School District Social Studies Pacing Guide
First Nine
Weeks
Hurricanes (pages 2425)
Lesson 3: The People
and the Land (pages
26-30)
6b (DOK 1)
6c (DOK 3)
5 Days
Research famous Mississippi artists, musicians, and writers and discover
the impact on the state, nation, and world.
Biography: Eudora
Welty (page 31)
First Nine
Weeks
Chapter 2, Lesson 1:
The Delta Region
(pages 36-39)
Research different festivals of Mississippi and identify the culture each
represents.
3b
5a
(DOK 2)
Create PowerPoint presentations or bio bottles to present information to
class.
(6b Musicians & Writers) (5a European American, African American,
Native American)
Add labels to landform map previously created.
(3a Maps)
5 Days
First Nine
Weeks
Here and There: Two
Ways to Farm (pg 40),
Biography: William
Dunbar (pg 41)
Lesson 2: The Coastal
Plain Region (pages
42-47)
5 Days
First Nine
Weeks
4 Days
43 | P a g e
Map and Globe Skills:
Read Inset Maps (pages
48-49)
Chapter 3, Lesson 1:
The Early People of
MS (Native
Americans)
3a
3b
5a
5f
(DOK 2)
Create Venn Diagram comparing/contrasting the resources, soil, and
landforms of the delta and coastal plain regions.
2a
3a
6a
6c
(DOK 2)
(DOK 3)
TSW read p. 66-70 discussing first cultural groups to settle into Mississippi
territory and how archaeologist proved historians with an understanding of
the past.
Have students make a poster or model labeling the MS 3 major land
regions: Yazoo –MS Delta, Loess Bluff, Gulf Coastal Plain Region.
Workbook page 15 vocab. preview & workbook p.16 is graphic organizer
for cultural characteristics. TTW aid students in identifying early trade of
Lowndes County School District Social Studies Pacing Guide
3c (DOK 1)
resources from other regions of the U.S. (e.g. P. 68-69). TSW locate on
maps the cities or regions related to Native Americans.
Options for extensions: to conduct a Native American Unit to compare and
contrast various US tribes. Visit Moundville, AL during Native American
festival the first weekend in October to view prehistoric life through a
hands-on event with dozens of sub-stations to visit. (e.g. bow/arrow
making, tribal dances, mounds, etc…)
First Nine
Weeks
4 Days
Chapter 3, Lesson 2:
Native People of MS
(Choctaw, Chickasaw,
and Natchez)
2a
3a
(DOK 2)
3c (DOK 1)
Web site www.moundville.us.edu
(3a Timelines & Maps) (3c Global trade-interdependence)
TSW read p. 74-80 to compare and contrast the cultures of the Choctaw,
Chickasaw, and Natchez to other Native American groups.
TSW create timelines to show patterns of change brought by Native
American groups.
TSW identify how Native Americans used trade to improve or create
inventions to make life easier or build relations with the settlers.
Workbook page 17-graphic organizer for 3 major Tribes, WB. P. 18
Second Nine
Weeks
4 Days
Second Nine
44 | P a g e
Chapter 4, Lesson 1:
The Spanish and the
French
(The French Explore
the Mississippi)
6c (DOK 3)
Chapter 4, Lesson 2:
6c (DOK 3)
TSW learn to outline the main ideas of chapter 3, & WB p. 19 vocab.
review.
(3a Maps) (3c Trade-Interdependence)
TSW read pp. 88-91 and discuss the impact and importance of Jean Le
Moyne de Bienville’s, the early French, and Hernando de Soto to the
inhabitants, and the development of the Mississippi region.
Workbook page 20 vocab. preview & workbook p.21 is review of French
Explorers
(6c Europeans)
TSW read pp. 92-96 describing the settlement of the early British explorers
Lowndes County School District Social Studies Pacing Guide
Weeks
4 Days
Second Nine
Weeks
The British Arrive
(The British reach
Mississippi)
Chapter 4, Lesson 3:
The Revolution reaches
Mississippi
in Mississippi.
TSW describe the interactions of the British, French, and Native
Americans during the French and Indian War. Workbook. page 22 to write
paragraphs
(British)
2d (DOK 1)
4 Days
Second Nine
Weeks
3 Days
Second Nine
Weeks
Chapter 5, Lesson 1: A
New Territory
2a (DOK 2)
2b (DOK 1)
Chapter 5, Lesson 2:
Challenges for the
Territory
3a
4c
6c
(DOK 2)
(DOK 3)
3 Days
Second Nine
Weeks
45 | P a g e
Chapter 6, Lesson 1: A
New State
1a
6c
Students will do a report describing the experiences of Native Americans
or early European settlers in MS.
TSW read pp. 98-104 and identify events that led to the British colonies,
explain the impact of the Revolutionary War on the control of Florida, and
explain how part of what is now Mississippi became a Spanish colony
during the American Revolution.
Workbook page 23, workbook page 24 to chart and graph a timeline and
workbook page 25 for a vocabulary review
Read pages 124-129 orally. Discuss with class the sequence of major
events affecting the Mississippi Territory from 1798-1812. Describe the
people and ideas that were important including William Charles Cole
Claiborne. Use workbook page 28 to preview vocabulary words.
Explain the sequence of events leading up to and including the War of
1812.
Discuss how settlement patterns, relationships among the people who
settled the Mississippi Territory, and their relationships to their
environment changed after the War of 1812. Use workbook pages 30&31
to list the territories challenges during this time period
(3a Maps, Graphs, & Timelines)
Students construct a line or bar graph showing MS population between
1800-1850.
Use practice workbook page 33 as vocabulary preview. Use practice
workbook page 34 as chapter 6 study guide. Have students complete as
Lowndes County School District Social Studies Pacing Guide
3 Days
Second Nine
Weeks
Chapter 6, Lesson 2:
Challenges for the New
State
(DOK 2)
(DOK 3)
1b
2b
(DOK 1)
class reads orally pages 140-145. Discuss the structure of Mississippi’s
first state government.
(1a State Government)
2a (DOK 2)
Identify the sequence of events that led to the rapid population growth of
Mississippi after it achieved statehood.
3 Days
Second Nine
Weeks
Chapter 7, Lesson 1:
Mississippi: A
Growing State
2 Days
Second Nine
Weeks
Chapter 7, Lesson 2:
Hard Decision for
Mississippi
4 Days
4b
5c
6c
(DOK 2)
(DOK 3)
2c
2d
(DOK 1)
4b (DOK 2)
Have students use a scenario using the 3 forms of government.
Assign Unit 3 project page 160- use workbook page 38 to report on
significant event in the history of Mississippi.
Read & discuss Chapter 7, Lesson 1 pages 170-173;
Use workbook pages 40 & 41
(4b Historical circumstances)
Students will keep a journal on the progress of MS growing as a state.
Read & discuss Chapter 7, Lesson 2 pages 174-178
Read & discuss biography of John Anthony Quitman page 179
Read & discuss Use Primary & Secondary Sources pages 180-181
Third/Fourth
Nine Weeks
Chapter 8, Lesson 1:
Mississippi Goes to
War
4 Days
Third/Fourth
46 | P a g e
Chapter 8, Lesson 2:
2c
2d
6c
(DOK 1)
(DOK 3)
3a
4b
(DOK 2)
3a
Complete Chapter Review pages 182-183; Use workbook pages 42-44
(4b Historical figures)
Read & discuss Chapter 8, Lesson 1 pages 186-191
Read & discuss Civil War Railroad Cities page 192
Read & discuss biography of Jefferson Davis page 193; Use workbook
pages 45-46 (3a Maps) (4b Historical Figures)
Students will use a decision making process to make military decisions.
(pg 189 teacher manual)
Read & discuss Chapter 8, Lesson 2 pages 194-198
Lowndes County School District Social Studies Pacing Guide
Nine Weeks
The War Comes to
Mississippi
4b
(DOK 2)
Read & discuss Citizen Heroes page 199
5 Days
Read & discuss Use a Cross-Section Diagram pages 200-201; Read &
discuss Army Life pages 202-203;
Third/Fourth
Nine Weeks
Chapter 9, Lesson 1:
Mississippi Rebuilds
4 Days
Third/Fourth
Nine Weeks
Chapter 9, Lesson 2:
New Challenges for
Mississippi
5 Days
4b
4c
5e
6c
(DOK 2)
3c (DOK 1)
4c
5d
5e
(DOK2)
Complete Chapter Review pages 204-205 & Unit Review pages 208-209;
Use workbook pages 47-49 (3a Maps) (4b Historical figures)
Read & discuss Chapter 9, Lesson 1 pages 220-224
Read & discuss biography of Nellie Nugent Somerville page 225
Read & discuss Research and Writing Skills: Use Information Resources;
Use workbook pages 53 & 54
(4b Historical Figures)
Students will write a letter to a relative in which you describe some of the
problems your family has farming in MS in the late 1800’s.
Read & discuss Chapter 9, Lesson 2 pages 228-232
Read & discuss Here & There: Building Ships page 233
Read & discuss Issues and Viewpoints: Entering the War pages 234-235
Read & discuss Aircraft Carrier pages 236-237
Third/Fourth
Nine Weeks
Chapter 10, Lesson 1:
Social Changes in
Mississippi
4b
4c
(DOK 2)
Complete Chapter Review pages 238-239; Use workbook page 55
TSW read pgs. 242-246, summarizing the challenges facing African
Americans in Mississippi and other parts of the United States before the
Civil Rights movement.
3 Days
TSW explain the impact of federal civil rights legislation on segregation
and voting rights.
47 | P a g e
Lowndes County School District Social Studies Pacing Guide
TSW describe the impact of civil rights laws on government in Mississippi.
Using Workbook page 58, TSW work in pairs to identify five people and
their major contribution to the Civil Rights movement.
Third/Fourth
Nine Weeks
Chapter 10, Lesson 2:
Mississippi’s Economy
4 Days
5b
5c
5d
5e
6c
(DOK 1)
(DOK 3)
To review the lesson, TSW create a timeline from the late 1940’s to 1969
depicting the major events that took place.
(4b Historical Figures)
TSW use Workbook page 61 to review vocabulary words from Chapter 10.
TSW read pgs. 248-252, discussing Mississippi’s change from an
agricultural state to an industrial state after World War II.
TSW describe changes in farming in Mississippi after World War II.
TSW describe changes brought by the growth of industry in Mississippi
After World War II.
TSW describe Mississippi’s economy today.
TSW use Workbook page 59 to review Lesson 2. To end the lesson, TSW
read the song “We Shall Overcome” on pages 258-259. (5b Agriculture
and Industry)
Third/Fourth
Nine Weeks
1-2 Days
Chapter 11, Lesson 1:
Government in
Mississippi
1a
1b
1c
1d
(DOK 2)
Students will write a news story describing the changes in agriculture and
industry in MS and share it with the class.
TSW read pages 272- 278.
TSW complete workbook page 64 to identify and define vocabulary words
used in this lesson.
TSW complete workbook page 65 to identify and list the members of each
48 | P a g e
Lowndes County School District Social Studies Pacing Guide
Third/Fourth
Nine Weeks
Chapter 11, Lesson 2:
Rights and
Responsibilities
1-2 Days
4a
4b
4c
4d
6d
(DOK 2)
branch of government and what they do.
TSW read pages 282-285.
TSW complete workbook page 67 to answer questions about citizenship in
Mississippi.
TSW complete workbook page 68 to review vocabulary words and
definitions.
TSW complete pages 288-289 to review Chapter 11 for the Chapter 11
Assessment.
Third/Fourth
Nine Weeks
Chapter 12, Lesson 1:
Jobs for Mississippi
1d
3c
5b
6b
6c
(DOK 1)
Chapter 12, Lesson 2:
Mississippi and the
Arts
6b (DOK 1)
3 Days
Third/Fourth
Nine Weeks
Students will have a choice of 3 projects to complete: write a speech, write
a list, write a letter to the editor. (pg 289 teacher manual)
TSW draw conclusions about the ways in which Mississippi’s economy
has changed. Workbook p.70
(5b Industry & Agriculture)
SW Draw conclusions about the importance of arts to Mississippi and its
culture.
(6b Artists, Musicians, & Writers)
3 Days
Students will do report on a famous Mississippian and present to the class.
49 | P a g e
Lowndes County School District Social Studies Pacing Guide
Fifth Grade
Time Frame
Lesson topic
First Nine
Weeks
Lesson 4-5
Land and Regions
2 Days
Resources and the
Environment
First Nine
Weeks
2 Days
First Nine
Weeks
3 Days
First Nine
Weeks
10 Days
50 | P a g e
Chapter 1, Lesson
1: Migration to the
Americas
Chapter 1, Lessons
2-3:
Early American
Cultures
The Rise of the
Empires
Chapter 2, Lessons
1-4:
The Eastern
Woodlands
The Great Plains
The Southwest
Objective
(Benchmark)
2a
2c
(DOK 3)
Suggested Teaching Strategies
Make a chart or flip booklet that shows the regions of the United States and
includes information on the physical features of the areas.
Use an orange to demonstrate lines of latitude and longitude; include other map
skills.
2a (DOK 3)
1a (DOK 3)
4a (DOK 1)
Use graphic organizers from “Quick Study” book
Complete a cause and effect chart about the migration of the early people.
(Wkbk pg. 15)
Research the Ice Man- Practice and Extend lesson TE pg. 56
Make a Venn Diagram to compare the Early Native Americans.
Discuss with students how the Aztec empire enslaved many people and the rest
were forced to pay a yearly tribute to the rulers. Have students envision a day
of paying tribute in the ancient city and write a letter of complaint. (Social
Studies Plus! A Hands on Approach pg. 31)
1a (DOK 3)
2b (DOK 3)
4a (DOK 1)
5a (DOK 2)
Make a flip booklet that compares the different Native American cultures.
Give students a blank map of the US. TSW color the Eastern Woodland
Cultural Region (see map pl. 77).
Divide students into cooperative learning groups and assign a tribe to be
researched by each group. Students can make models, create dialogues, or
Lowndes County School District Social Studies Pacing Guide
First Nine
Weeks
6 Days
Second Nine
Weeks
5 Days
Desert
The Northwest
Coast
Chapter 3, Lessons
1-3:
demonstrate information about the economics, geography, and culture of their
assigned tribe.
1b (DOK 3)
2c (DOK 3)
4b
Traveling Asia’s
Silk Road
Africa’s Trading
Empires
European Explorers
Ls. 1. Voyages of
Columbus
Ls. 1 Pages 134138
Ls. 2. Spanish
conquistadors
Ls. 2 Pages 142145
Ls. 3. Life in New
Spain
Ls. 3. Pages 146150
Give students a map and colored pencils to trace the different routes and land
claimed by the early explorers.
Discuss Parallel timelines then students can create a timeline. Wkbk pg. 31
http://www.lessonsnips.com/lesson/supplydemand
1c (DOK 3)
2d (DOK 3)
4c (DOK 2)
4b (DOK 1)
2c (DOK 3)
2d
Students can create their own ancient map including pictures of rulers, cities,
trade goods exchanged, caravan routes, ships in the water, and even legendary
sea monsters. Hands on Approach- pg. 41
1c. TSW explain why a voyage is necessary. Create a chart with various
responses.
TSW read an entry from Columbus’s diary (page 135). TSW describe first
impressions Columbus may have had with the people he met. TSW research
one of the four explorers on page 137.
TSW review the word friend/ally. TSW give examples of allies at school.
TSW draw pictures of allies at school and write a description of what they are
doing. TSW analyze how the word allies correlates with the word allegiance.
TSW discuss the word mission and the definition of mission. TSW create a
mission project to present to the class.
Set up a mock trade route in the classroom.
Extension: Carry out a class mission project and work through the steps to
accomplish the project (can food drive, coat closet, etc.)
2c. TSW identify and locate North America and South America and Spain.
TSW trace routes taken by Christopher Columbus, Amerigo Vespucci, and
51 | P a g e
Lowndes County School District Social Studies Pacing Guide
Ferdinand Magellan from Spain to North and South America.
TSW be provided an outline map of Mexico and South America. TSW write
details from the lesson on the correct map.
TSW choose an explorer from Lesson 3 and illustrate a map of his route.
Second Nine
Weeks
Chapter 5
Second Nine
Weeks
Chapter 5
Second Nine
Weeks
Chapter 5
Second Nine
Weeks
Chapter 5
Second Nine
Weeks
52 | P a g e
Ls. 1. Hard Times
in Virginia
Pages 156-162
WB pages 41-42
Ls. 2. New
European colonies
Pages 164-167
WB page 43
Ls. 3. First
colonies
Pages 168-173
WB pages 44 and
46
Ls. 4. English
colonies
Pages 176-182
WB page 47
(Assessment pages
25-32)
Lesson 2 pages
164-167
1c
1d (DOK 3)
5c (DOK 3)
2d. TSW create a T-chart to show the pros/cons of the trade made through the
Columbian Exchange (animals, diseases, and food.)
1d. TSW identify the reasons that the European countries wanted to explore and
settle in North America. TSW identify Jamestown and Roanoke Island and give
descriptions of each.
Give students a list of clues. Students will decide if the place would be good
place to build a colony. Possible journal entry.
TSW describe reason/reasons for exploration of the Northwest passage and the
advantages/disadvantages.
1c (DOK 3)
TSW give the explanation of religious freedom being important to the
Separatists settling in North America rather than owning land as the earlier
colonists did.
TSW identify Plymouth and give some important details of its settlement.
3a (DOK 2)
3d (DOK 2)
TSW identify explorers who founded the 13 colonies and explain their
geographic location and how it was beneficial to their survival.
Lowndes County School District Social Studies Pacing Guide
Chapter 5
Second Nine
Weeks
Mayflower
Compact
Lesson 3
Page 170-171
Effect of
Colonization
Lessons 1 and 3
5b (DOK 2)
Chapter 5
TSW create a Venn Diagram comparing and contrasting religious/economic
freedom for settling in North America.
TSW read an excerpt from The Mayflower Compact (TE page 170). SW
collaborate and create a classroom compact including “just and equal laws.”
Second Nine
Weeks
TSW research the effect of settling in North America with early European
settlers and Native Americans.
Chapter 5
Third Nine
Weeks
Chapter 6
9 Days
Lesson 1
Working and
Trading
Lesson 2
Cities, Towns, and
Farms
Lesson 3
Everyday Life in
the Colonies
53 | P a g e
1c
1d
1e (DOK 3)
3a (DOK 3)
4b (DOK 1)
5b (DOK 2)
Label a map with the 13 colonies. Label each as New England, Middle, or
Southern. Also include main sources of industry (See map pg. 205).
3a. The students will analyze how towns were self-sufficient by describing the
jobs and trading systems in the colonies. (Town meetings in 1.e)
Groups will illustrate the economic development of each region on a map. (See
p. 205)
The students will use a map to identify imports and exports. Compare and
contrast the economies of two different colonial regions.
Discuss how jobs and the economic system played a role in individual freedoms
and rights.
Lowndes County School District Social Studies Pacing Guide
Lesson 4
Slavery in the
Colonies
4b. The students will trace the North American and Atlantic trade routes that
linked Africa, the West Indies, the North American colonies, and Europe on a
map. Groups will explain the economic impact of these routes on the colonies
economic system by writing an essay and sharing with the class.
The students will research and write an interview of individuals and groups
responsible for the founding of early colonies and the roles of individuals in the
colonies. (Benjamin Franklin, Eliza Lucas Pinckney, George Washington…)
5b. The students will compare and contrast the structure of colonial towns
(everyday life, working/trading, religion, slavery) using a compare/contrast
graphic organizer to explain the effects of colonization.
The students will write an essay describing colonial life.
Third Nine
Weeks
7 Days
Chapter 7
Lesson 1
The Spanish Move
North
Lesson 2
French Explore the
Mississippi
Lesson 3
The French and
Indian War
3b
2c (DOK 3)
5b (DOK 2)
Groups will research information about slavery in the colonies and present to
the class.
Explain the importance of the MS River and the Ohio River Valley.
Partners will write a dialogue between a hacienda owner and a native American
worker who are openly discussing their points of view.
The students will prepare and present speeches from a Native American’s point
of view regarding the issue of slave labor.
Divide students into groups to write a narrative using dialogue between
European settlers and Native Americans.
Students will use map on p. 242 to write a description of La Salle’s journey and
illustrate what he might have seen along his route.
As a British leader, the students will write a letter demanding that the French
54 | P a g e
Lowndes County School District Social Studies Pacing Guide
leave the Ohio River valley immediately, which includes at least two reasons.
Have partners exchange letters and respond from a French leader’s point of
view, which includes at least two reasons why they should not leave the area.
The students will identify causes and effects of the French and Indian War
using graphic organizer on WB 61.
Third Nine
Weeks
10 Days
Chapter 8
Lesson 1
Taxing of Colonies
1e
3d
4c (DOK 2)
Have students re-enact different events of the American Revolution.
Lesson 2
The Colonies Rebel
Third Nine
Weeks
9 Days
55 | P a g e
Lesson 3
The Start of the
Revolutionary War
Chapter 9
Lesson 1
Declaring
Independence
TSW discuss and analyze how the democratic ideas played a roll in deciding
the protest and rebellions by the colonial people. Discuss if the democratic
process had a part in deciding on going to war with Britain.
1e
4c (DOK 2)
Break down and summarize the Preamble to the Constitution.
TSW discuss and analyze the democratic process that the colonists went
through in deciding to declare independence against Britain.
Lowndes County School District Social Studies Pacing Guide
Lesson 2
Battles During the
War
Lesson 3
Receiving Help
from other
Countries
Third Nine
Weeks
10 Days
Chapter 10
1e
3d
5c (DOK 3)
Lesson 1
A Weak
Government
The students will show the three branches of government and their functions
using a graphic organizer. (Legislative bodies in 1.e)
The students will be able to orally summarize the major goals of the Preamble.
Lesson 2
Debate in
Philadelphia
The students will interpret the Bill of Rights using an illustration for each
amendment.
(Charters of individual freedoms in 1.e)
Lesson 3
Ratifying the
Constitution
Fourth Nine
Weeks
5 Days
56 | P a g e
Chapter 11
Lessons 1-3
The Young United
States
The students will identify and summarize the events that led up to the
development of the Constitution and compromises that went with its
development.
The students will write their predictions in their journal about what their life
would be like in the United States today if earlier Americans did not create a
new plan of government over 200 years ago.
3a (DOK 2)
2a (DOK 3)
5c (DOK 3)
3a-Focuses on the need for political freedom
2a-Focuses on exploration
Create graphic organizer using Transparency #23
Lowndes County School District Social Studies Pacing Guide
Make flash cards of Geographical terms
Complete cause and chart on p. 89 in workbook & refer to Quick Teaching plan
on p.380
Students impersonate Lewis and Clark and investigate the surroundings of the
school the way Lewis and Clark would have done.
Fourth Nine
Weeks
5 Days
Chapter 12
4c (DOK 2)
4c-Focused on supply and demand
Compare and contrast the United States during 1817 and 1830 and the
Presidency on workbook p.94
Lessons 1-3
Times of Change
Compare and contrast life before and after the Industrial Revolution and
complete workbook p.95 to understand benefits of inventions
Write a law about allowing more rights for women and children.
Fourth Nine
Weeks
5 Days
Chapter 13
5c (DOK 3)
Lessons 1-3
People Moving
South and West
Fourth Nine
Weeks
Chapter 14
6 Days
Lessons 1-4
A Divided Nation
5c-Focuses on religious beliefs and practices
Make a Venn Diagram to compare 1844-1854.
SW write an advertisement about finding gold out west.
3c (DOK 3)
1e
3c (DOK 3)
Divide students into groups and write a short story describing your journey
west by wagon train.
Create a business idea that would serve the needs of the forty-niners. Describe
resources used, their services and customers, and how to beat the competition
3c-Focuses on cause and effect of slavery
Divide students into groups with Problem Solving Activity using the ProblemSolving Process on p.466
Create a graphic organizer to show the details that support the main idea that
57 | P a g e
Lowndes County School District Social Studies Pacing Guide
enslaved African Americans resisted slavery.
In small groups, students will present information about different slaves or
abolitionists. Teacher will provide the information for students to present.
Create a timeline to review events in the struggle over slavery using Practice
and Extend on p.480
Sequence events that lead to the Civil War.
Fourth Nine
Weeks
6 Days
Chapter 15
1e (DOK 3)
5c (DOK 3)
Lessons 1-4
War and
Reconstruction
Before the chapter, students can debate the pros and cons of the US as it is at
the time period. After the chapter, students can debate how it has changed,
5c-Focuses on cultural changes in government
Compare resources between Union and Confederacy using Fact File on p.493
Write a letter to your family describing life as a Civil War soldier.
Create a map of the Battle of Gettysburg on p.507
Using figurative language, write a short story using topics on p.521
Fourth Nine
Weeks
5 Days
58 | P a g e
Chapter 16
Lessons 1-3
Crossing the
Continent
5c (DOK 3)
2a
2b (DOK 3)
5c-Focuses on inventions and innovations
Sequence the events of “Rails Across the Nation” workbook p.125
Write a letter about your life imagining you are a cowboy.
Divide students into groups to create and present a dialogue centered around the
conflicts in chapter.
Lowndes County School District Social Studies Pacing Guide
Using tools of persuasion, students will make a poster encouraging Americans
to head west.
Fourth Nine
Weeks
5 Days
5c (DOK 2)
Chapter 17
5c-Focuses on effects of colonization by Europeans
Lessons 1-3
Industry and
Immigration
Create a mural using the title “Entrepreneurs Giving to the Community”.
Create an invention that would have helped the US.
Sixth Grade
Time Frame
Lesson Topic
First Nine
Weeks
Maps, Globes,
and Time Zones
Objective
(Benchmark)
1a,b,c
4a,b
8a,b
Implementation Strategies
5a
5b
Interpret charts, maps, and graphs related to density, distribution, birth and death
rates
Label maps, create a paper mache’ globe; locate places using latitude and
longitude; create a map of the school using a grid; convert to scale on a mapmeasure distances
Chapter 1
Chapter 2
15 Days
First Nine
Weeks
Chapter 3
59 | P a g e
Population
Lowndes County School District Social Studies Pacing Guide
10 Days
First Nine
Weeks
Economic
systems and
Governments
7a
7b
Chapter 3
Map the economic systems and governments for different countries; create a
graphic organizer/foldables comparing the major forms of government
Analyze current media sources on the different governments.
5-10 Days
First Nine
Weeks
Culture
8a
8b
Create a poster showing the human characteristics of societies in the Western
Hemisphere
Chapter 4
Interpret special purpose maps – i.e. world religions, products, etc…; graph
cultural changes by focusing on current issues – i.e. cell phones, computer usage,
etc…; generate a list of ways other cultures are diffused into their lives.
10-15 Days
First Nine
Weeks
Second Nine
Weeks
Create a cultural feast from countries in the Western Hemisphere
Review/Nine
Weeks Tests
Environmental
Interactions
7a
7b
Interpret special purpose maps – i.e. resources, land usage, etc…
Invite a speaker to discuss energy usage
Chapter 5
Analyze how the environment effects the inhabitants of the area
10-15 Days
Create a visual representation showing the 3 stages economic activity
Second Nine
Weeks
Chapter 6
Chapter 7
60 | P a g e
USA and Canada 1c
2a
2b
3a
3b
Recycling project
Chart differences between natural born, naturalized, and non-citizens; write an
essay to explain role of a good citizen;
Compare types of governments for US and Canada; label maps
Lowndes County School District Social Studies Pacing Guide
Chapter 8
20-25 Days
Second Nine
Weeks
Third Nine
Weeks
First Semester
Exams
US Regions- NE
and South
Chapter 9
5-10 Days
Third Nine
Weeks
US Regions
Midwest and
West
Chapter 9
2a
2b
4a
4b
6c
6d
6e
7a
7b
8b
Label maps of the regions; Interpret special purpose maps; create a graphic
organizer/foldable comparing the resources and culture
Label maps of the regions
Interpret special purpose maps
Create a graphic organizer/foldable comparing the resources and culture
5-10 Days
Third Nine
Weeks
Canadian
Culture
Chapter 10
10 Days
Third Nine
Weeks
Mayas, Incas,
and Aztecs
Chapter 12
Third Nine
Weeks
61 | P a g e
Latin America
Geography
3a
3b
4a
4b
5a
7a
7b
3a
3b
4a
4b
5a
7a
7b
4a
4b
Label maps of the regions
Interpret special purpose maps
Create a graphic organizer/foldable comparing the resources and culture
Investigate the cultures of each Canadian region.
Investigate the geography and history of these groups
Analyze religious practices
Label maps of the regions
Lowndes County School District Social Studies Pacing Guide
5a
5b
8a
8b
Chapter 11
Chapter 12
Interpret special purpose maps
Create a graphic organizer/foldable comparing the resources and culture
Investigate the cultures of each Canadian region.
Third Nine
Weeks
Fourth Nine
Weeks
Review/Nine
Weeks Tests
Mexico and the
Caribbean
Chapter 14
Chapter 15
25-35 Days
Fourth Nine
Weeks
Fourth Nine
Weeks
62 | P a g e
State Testing
Final Exams
3a
3b
4a
4b
5a
7a
7b
Label maps of the regions
Interpret special purpose maps
Create a graphic organizer/foldable comparing the resources and culture
Investigate the cultures of each Canadian region.
Lowndes County School District Social Studies Pacing Guide
Seventh Grade
Time Frame
Lesson Topic
First Nine
Weeks
Map Skills
5-8 Days
First Nine
Weeks
Early Man
Chapter 1
8-10 Days
First Nine
Weeks
Chapter 2
10-14 Days
Mesopotamians/
Fertile Crescent
Objective
(Benchmark)
Implementation Strategies
Students will start with MS map, then work outward to continents, countries,
latitude and longitude.
1a
1b
1c
1d
2b
7a
7b
8a
2a
2b
2c
5a
5b
5c
6a
6b
8a
8d
Analyze migration map
Create chart of ages of man
Analyze and interpret cave art
Describe techniques used by archaeologists, geologists, and anthropologists
Ice Age Discovery video* , cause and effect ladder or student created book like If
You Give a Mouse a Cookie, based on what created civilizations
Evolution is not a State Objective.
Label map
Identify parts of civilization
Discover contributions of Mesopotamian
Investigate what enables the civilization to prosper
Analyze Hammurabi’s Code-perhaps use court cases to act out
Compare life in Babylon to Assyria; determine how inventions shaped their
culture
63 | P a g e
Lowndes County School District Social Studies Pacing Guide
First Nine
Weeks
Egyptians
Chapter 3
20 Days
First Nine
Weeks
Second Nine
Weeks
Chapter 6
Chapter 7
10-15 Days
64 | P a g e
1
1b
1c
1d
2a
2b
2c
3a
3b
3c
5a
5b
5c
6a
6b
7a
7b
8a
8b
8d
Label trade routes of Phoenicians
Hatshepsut PBL, notes, maps, mural project, mummify an apple, create an obelisk
to memorialize a pharaoh
Create an acrostic poem explaining the burial process, the geography of Egypt, the
role of the Egyptian gods/goddesses, etc.
Label a map of the region; create a chart detailing the key components of a
dynasty
Construct a social pyramid showing the social structure of Egyptian society
Compare Egypt to Nubia
First Nine Weeks Exams
Greeks
1b
1c
1d
2a
2b
2c
3a
3b
3c
Notes, mythology project, maps
Analyze cause/effect for major wars, i.e.-Trojan War, Peloponnesian Wars, etc.
Create a graphic organizer of gods and goddesses, i.e.-catalog, PPT, encyclopedia,
trading cards, etc.
Examine Greek architecture; build a column exercise
Lowndes County School District Social Studies Pacing Guide
Second Nine
Weeks
Romans
Chapter 8
Chapter 9
10-15 Days
Second Nine
Weeks
Chapter 5
65 | P a g e
Ancient China
5a
5b
5c
6a
6b
7a
7b
8a
8b
8d
1b
1c
1d
2a
2b
2c
3a
3b
3c
5a
5b
5c
6a
6b
7a
7b
8a
8b
8d
1a
1c
2a
2b
Research famous Greek philosophers
Compare and contrast life in Sparta and Athens
Analyze current media to evaluate accuracy, i.e.- film clips Troy, 300, Gladiator,
etc.
Notes, Venn Diagram w/Greeks, Romans, and Egyptians
Caesar’s Funeral Speech- create a newscast about his death
Construct coliseum
Video –Greatest Story Ever Told; clips from Passion of the Christ
Map the Roman Empire Region; timelines; create Farcebook pages of Roman
people
Evaluate how Greek architecture affected roman architecture
Appraise the events leading to the fall of the Roman Empire
Relate the practice of Christianity to Roman Empire
Notes-learn outline form, maps
Create timeline of Chinese inventions using Microsoft Word and Internet research
Lowndes County School District Social Studies Pacing Guide
Chapter 13
5-15 Days
Second Nine
Weeks
Ancient Japan
Chapter 13
5-10 Days
Second Nine
Weeks
Chapter 4
10 Days
India/ Buddhism
Hinduism
2c
3b
4a
4c
6a
6b
7a
7b
8a
8d
2a
4a
4b
4c
5a
5b
5c
6a
6b
7a
7b
8d
1a
1c
1d
2c
4d
5b
6a
6b
8a
8b
Graphic organizers/foldables of dynasties
Outline the role of women and families in society
Analyze each other with Chinese zodiac
Create a map of the Silk Road with hindrances they would face
Evaluate how Chinese Inventions changed farming, medical practices, improved
trade, and assisted in war.
Notes, maps
Clips from The Last Samurai
Timelines
Tie in WW2
Invite speaker from MSU
Compare and contrast religions
Schlessinger videos; art project
Map the region around India
Create a flipchart of Hindu gods and goddesses
Trace the beginnings of Buddhism and Hinduism
66 | P a g e
Lowndes County School District Social Studies Pacing Guide
Second Nine
Weeks
Third Nine
Weeks
Semester Exams
Judaism
Chapter 2
10 Days
Third Nine
Weeks
Christianity
Chapter 9
10 Days
Third Nine
Weeks
Islam
Chapter 10
10 Days
2c
3a
3b
5b
5c
8b
2c
3a
3b
5b
5c
8b
2c
3a
3b
5b
5c
8b
Notes, timeline, map
Video- 10 Commandments
Tie in Holocaust
Posters outlining major beliefs
Analyze primary source documents
Read from Peddler’s Grandson: Growing up Jewish in Mississippi by Cohen
Notes, timeline, map
Analyze primary source documents
Notes, map, Venn diagram w/ religions, chart
Movie- Not Without My Daughter
Compare 5 pillars to Christian beliefs
Tie in what they know about radical Islam
Compare radical and conservative ideas
Map out where Sharia Law is in place
Third Nine
Weeks
Chapter 10
5 Days
67 | P a g e
Byzantine
Empire
2a
2c
3b
3c
4a
4b
4c
5a
Analyze primary source documents
Notes, symbolism in icon art
Compare and contrast Roman Catholic and Greek Orthodox hierarchy and beliefs
Lowndes County School District Social Studies Pacing Guide
Third Nine
Weeks
African
Kingdoms
Chapter 11
8-10 Days
Third Nine
Weeks
Fourth Nine
Weeks
Crusades
/Middle Ages
20-25 Days
Chapter 15
Chapter 16
68 | P a g e
Timbuktu gold trade
Legend of Mansa Musa song made up by students
Label African countries on map
Ghosts in the Darkness movie
Investigate life expectancies in Africa
Send a letter home while you are on a “trip” to Africa
Build a mud house like those in West Africa
Nine Weeks Tests
Chapter 14
Fourth Nine
Weeks
5b
5c
8a
8d
1a
1b
1c
1d
2b
2c
5a
5b
6a
6b
7a
7b
8d
Rise of the
Czars/ European
Monarchies/Ren
aissance
2a
5a
5b
5c
6a
6b
7a
7b
8d
2a
5a
5b
5c
6a
Notes on feudal system
PBL- create a medieval village
Spend a day as a vassal, lord, etc.
Create a trebuchet and have a contest
Notes on Czars and Renaissance
Explore art and literature of the Renaissance
Act out part of a play
Lowndes County School District Social Studies Pacing Guide
6b
7a
7b
8d
10-15 Days
Fourth Nine
Weeks
State Testing
Review
Exams
Eighth Grade
Time Frame
Lesson Topic
First Nine
Weeks
Native Americans
Objective
(Benchmark)
2a
6a
6b
Chapter 1
Chapter 2
Implementation Strategies
Compare ideas about how the 1st Americans got here.
Research various Native American regions and NA tribal groups. Map them.
Create a chart showing their area, what type of housing they developed because
of their environment, what their main foods were, and some of their religious
beliefs.
5-10 Days
First Nine
Weeks
Explorers
Chapter 3
15-20 Days
First Nine
Weeks
69 | P a g e
13 Colonies
1a
2a
2d
3a
5a
5b
6c
1a
1d
2a
Use Native American artwork and primary document source worksheet.
Prepare a “who, what, where, when, why chart” of the explorers from the
various European nations.
Students create a talk show with the major explorers. They ask and answer
questions from the chart after research.
Map paths of explorers.
Speculate what happened at Roanoke.
Break the class into three groups: New England, Middle, and Southern Colonies.
Groups research each of the colonies to find out why they were founded, who
founded them, and how people developed their economies in them. In addition,
Lowndes County School District Social Studies Pacing Guide
Chapter 4
15-20 Days
First Nine
Weeks
French and Indian
Wars
Chapter 5
10-15 Days
First Nine
Weeks
Second Nine
Weeks
Chapter 5
Chapter 6
20 Days
2b
2c
2d
3a
4a
5a
6a
6b
6c
1a
1c
1d
1e
2a
2c
3a
5a
5b
they should notice the geographical identities and any other unique
characteristics to their development.
Create mobiles that represent each of the colonies and this information. Create
graphic organizers with the information.
Map the triangular trade.
Relate to students why the French had trouble with the British over the Ohio
River Valley. Explain how the war got started, how it continued, and how it
ended.
Have students read George Washington’s account of his time in the wilderness,
his interaction with the French delegation, and his relationship with the Natives.
Construct questions to assess student understanding.
Nine Weeks Tests
Road to
Revolution
1a
1b
1c
1d
1e
4d
6a
6b
6c
Students investigate the mindset of the colonists and the events that led to the
American Revolution.
Create graphic organizers/ foldables with the British Acts that angered the
colonists.
Read primary source documents from leaders such as Thomas Paine and Patrick
Henry, as well as those from loyalists.
Analyze the Boston Massacre etching and the Boston Tea Party cartoon.
Analyze the Declaration of Independence. Pay particular attention to the
70 | P a g e
Lowndes County School District Social Studies Pacing Guide
Second Nine
Weeks
American
Revolution
Chapter 6
20 Days
1a
1e
3a
3b
3c
4a
4d
Preamble and be able to put it in today’s language.
Compare advantages/disadvantages of both sides. Analyze outcomes with these
factors.
Create a timeline of the American Revolutionary Battles.
Map major battles on a map.
Find significance of certain battles on the war’s outcome and on the lives of
American Patriot leaders.
Second Nine
Weeks
Third Nine
Weeks
Examine how Americans enlisted the aid of other nations.
Semester Exams
Creating a New
Republic/
Constitution
Chapter 7
Chapter 8
15-25 Days
1d
1e
2d
3a
5a
6a
6b
6c
Investigate the influences in writing the Constitution, the problems it corrected
from the Articles of Confederation, and the compromises that had to be reached
because of differences in populations and economies between states.
Explore the 7 articles and the amendments of the Constitution.
Make a booklet of fill in the blank questions, or let students in groups create
board games to learn about the Constitution.
Write an essay about what it takes to be a good citizen.
Write a research paper about how an amendment applies to a present-day issue.
Third Nine
Weeks
Chapter 9
71 | P a g e
st
1 Presidency
1d
1e
4a
5a
5b
Collage of the amendments.
Relate the precedents set by George Washington and make comparisons to the
way Presidents do things today.
Note the difficulties of putting the new Constitution into practice, such as
dealing with potential rebellion, and problems between states about paying debts
from the Revolution.
Lowndes County School District Social Studies Pacing Guide
5-10 Days
5c
Have students produce a play about Washington.
Compare the French Revolution with the American Revolution.
Third Nine
Weeks
Chapter 9
Chapter 10
Adams, Jefferson,
Madison, Monroe/
Rise of Political
Parties, War of
1812
15-20 Days
Third Nine
Weeks
Chapter 11
Chapter 12
Chapter 13
Industrial
Revolution,
Westward
Expansion,
Mexican War
1e
2a
2b
3a
3b
3c
4a
4d
5a
5b
6a
6b
6c
1a
1b
1c
2a
2c
Analyze European artwork from the period.
Compare how different leaders’ approaches to the economy and foreign policy,
including the French Revolution, the Louisiana Purchase, and the Barbary
Pirates helped establish the first political parties. Keep an ongoing chart. Let
students create Powerpoints.
Discover reasons for the War of 1812, and the significance of the war on future
foreign policy.
Analyze letters of Adams and Jefferson.
Explore the reasons for the Monroe Doctrine, and compare to more modern
situations.
Research the new technologies and transportation methods and their impacts on
the growing nation. Make technology dictionaries, tri-fold boards, or
Powerpoints.
Map the growth of the nation.
Analyze the Manifest Destiny painting.
15-20 Days
Investigate the reasons for westward movement and map the trails used to get
there.
Discover how the western states became part of the nation.
Make a newscast to cover the Mexican War.
72 | P a g e
Lowndes County School District Social Studies Pacing Guide
Third Nine
Weeks
Fourth Nine
Weeks
Nine Weeks Exams
Road to Civil War
2d
2e
4d
Analyze economic, political, and cultural events that led to the divide between
North and South.
Compare advantages/disadvantages of each side.
Civil War
2e
6a
Determine how the battles and tactics used by North and South led to a Northern
Victory.
Chapter 14
Chapter 15
Chapter 16
10 Days
Fourth Nine
Weeks
Chapter 17
Examine how the war affected soldiers and civilians.
20-25 Days
Create a military museum or battlefield park with major ideas covered by
different groups.
Analyze primary source letters, articles, and posters of the era.
Fourth Nine
Weeks
Chapter 18
5-10 Days
Fourth Nine
Weeks
73 | P a g e
Reconstruction
1a
1b
1c
1d
2
Final Exams
Lowndes County School District Social Studies Pacing Guide
Ninth Grade
Mississippi Studies
Time Frame
First Nine
Weeks
Lesson Topic
Climate and Water
Resources
Objective (Benchmark)
1. Understand how geography, history, and
politics have influenced the development of
Mississippi
Suggested Teaching Strategies
Use maps to identify the water resources of the
state
Chapter 1
5 Days
First Nine
Weeks
Chapter 2
Mississippi’s
Natural
Environment:
Landforms and
Biota
5 Days
First Nine
Weeks
The Road to
Statehood
1f. Identify and locate major geographical
features of Mississippi and how they
contribute to the social and economic
development of the state (DOK 1)
1. Understand how geography, history, and
politics have influenced the development of
Mississippi
1f. Identify and locate major geographical
features of Mississippi and how they
contribute to the social and economic
development of the state (DOK 1)
1. Understand how geography, history, and
politics have influenced the development of
Mississippi
Chapter 3
5 Days
74 | P a g e
1a. Identify the major (Chickasaw, Choctaw,
and Natchez) and minor (Biloxi, Tunica)
Native American groups found in Mississippi
by the first European explorers in the region
and discuss their governmental, economic,
and ecological systems (DOK 1)
Use maps to identify the landform regions of
Mississippi.
Create a chart of landforms, settlement of the
state, and economic impact on Mississippi
Lecture notes; Maps of locations of Mississippi
Indians
Contrast and compare the three main tribes of
Mississippi
Identify the European explorers and countries
they represented
Analyze why England dominated, why and how
Lowndes County School District Social Studies Pacing Guide
First Nine
Weeks
Chapter 4
5 Days
Politics, Slavery,
and Antebellum
Society
1b. Describe the social, economic, and
political context of Mississippi when it was
held by France, England, and Spain and
describe the process by which the Mississippi
territory was admitted to the United States.
(DOK 1)
1. Understand how geography, history, and
politics have influenced the development of
Mississippi
1c. Analyze the development of slavery in
Mississippi including the various factors
(economic, geographic, and social) that
contributed to its development and explain the
opposition to slavery in Mississippi (DOK 2)
1e. Compare and contrast the four
constitutions of Mississippi and explain the
reasons for their development (DOK 2)
5. Understand the role that governments play
in the protection, expansion, and hindrance of
civil/human rights of citizens.
5a. Explain Supreme Court rulings that have
resulted in controversies over changing
interpretations of civil rights, including those
in Plessy v. Ferguson, Brown v. Board of
Education, Miranda v. Arizona, Regents of
the University of California v. Bakke,
Adarand Constructors, Inc. v. Pena, and
United States v. Virginia (VMI). (DOK 2)
75 | P a g e
others were expelled
Determine what cultural effects are still evident
Maps to identify the four stages of development
of Mississippi
Graphic Organizer to demonstrate reasons for
migration to MS in the early 1800s
Explore the practice and prevalence of slavery
in Mississippi
Suggested Reading: Time on the Cross and the
Slave Narratives
Student Presentations
Videotape Presentation
Lowndes County School District Social Studies Pacing Guide
First Nine
Weeks
Chapter 5
Secession and Civil
War/The American
Civil War in
Mississippi
10 Days
6c. Analyze the impact of religious traditions
upon the daily lives of Mississippians from
the era of European exploration to the present
(DOK 3)
1. Understand how geography, history, and
politics have influenced the development of
Mississippi
1d. Trace the events that led to the secession
of Mississippi from the Union in 1861 and
explain why certain groups opposed the
secession. (DOK 1)
5. Understand the role that governments play
in the protection, expansion, and hindrance of
civil/human rights of citizens.
First Nine
Weeks
Reconstruction and
Transition
5b. Analyze the economic impact of the Civil
War on Mississippi. (DOK 3)
1. Understand how geography, history, and
politics have influenced the development of
Mississippi
Chapter 6
10 Days
1d. Trace the events that led to the secession
of Mississippi from the Union in 1861 and
explain why certain groups opposed the
secession. (DOK 1)
5. Understand the role that governments play
in the protection, expansion, and hindrance of
civil/human rights of citizens.
5b. Analyze the economic impact of the Civil
War on Mississippi. (DOK 3)
76 | P a g e
Compare and Contrast the Northern and
Southern States (Venn Diagram)
Identify people and places of the American
Civil War in Mississippi
Field trip to Vicksburg
Student Presentations/ Video Selections
Cause and Effect of the four state constitutions
Compare and Contrast the four state
constitutions of MS (Venn Diagram)
Analyze sharecropping in Mississippi
Evaluate the effect of farm mechanization on
MS farms
Field Trip: Agricultural Museum
Lowndes County School District Social Studies Pacing Guide
First Nine
Weeks
Second Nine
Weeks
First Nine Weeks Testing
The Dawn of the
Twentieth Century
3. Understand the role that Mississippi has
played in international, political, and
economic affairs.
Research segregation in Mississippi
3b. Cite evidence of the growing international
diversity of the Mississippi population by
identifying the various immigrant groups in
Mississippi during the 20th and 21st centuries
and analyze their motivations (or push-pull
factors) for migrating to the state (DOK 2)
Student portrayals on both sides of the
segregation issue
View movie: Separate but Equal
Chapter 7
10 Days
5. Understand the role that governments play
in the protection, expansion, and hindrance of
civil/human rights of citizens.
6. Understand the trends, ideologies, and
artistic expressions in Mississippi over time
and place.
5a. Identify and analyze the economic
development over time of major industries in
Mississippi (including but not limited to
agricultural production, manufacturing, rise of
machines, boll weevil, development of natural
resources, international investments, the Great
Migration, etc) (DOK 3)
6b. Analyze the ways Mississippians have
adapted to change and continue to address
cultural issues unique to the state (e.g. the
77 | P a g e
Research immigration statistics of Mississippi
Chart the Push-pull factors for immigration
Lowndes County School District Social Studies Pacing Guide
Second Nine
Weeks
Mississippi
Between the Wars
establishment of historical and
commemorative markers for Civil Rights
Movement and Confederate icons
5. Understand the role that governments play
in the protection, expansion, and hindrance of
civil/human rights of citizens.
Identify and analyze the population groups in
MS.
Students create posters illustrating each group
Chapter 8
5a. Identify and analyze the economic
development over time of major industries in
Mississippi (including but not limited to
agricultural production, manufacturing, rise of
machines, boll weevil, development of natural
resources, international investments, the Great
Migration, etc) (DOK 3)
5b. Analyze the economic impact of the Civil
War on Mississippi. (DOK 3)
5 Days
6. Understand the trends, ideologies, and
artistic expressions in Mississippi over time
and place.
Second Nine
Weeks
Mississippi In the
Postwar Period
6b. Analyze the ways Mississippians have
adapted to change and continue to address
cultural issues unique to the state (e.g. the
establishment of historical and
commemorative markers for Civil Rights
Movement and Confederate icons (DOK 3)
3. Understand the role that Mississippi has
played in international, political, and
economic affairs.
Chapter 9
10 Days
78 | P a g e
3a. Cite specific evidence of Mississippi‘s
involvement (through imports and exports) in
Identify that changes in MS post Civil Rights
Movement, social and political
Chart laws passed to extend civil rights to
minority groups
Create timelines of major events of the civil
Lowndes County School District Social Studies Pacing Guide
the global economy including
communication, technology, transportation,
education and manufacturing. (DOK 2)
4. Understand and describe the historical
circumstances and conditions that
necessitated the development of civil rights
and human rights protections and/or activism
for various minority groups in Mississippi.
4a. Compare and contrast de facto segregation
and de jure segregation in Mississippi from
1890 to the present, including the rise of Jim
Crow era events and actors (i.e., Ross Barnett,
James Eastland, the integration of University
of Mississippi, Sovereignty Commission,
etc.), and their impact on Mississippi‘s history
and contemporary society. (DOK 2)
4b. Identify and explain the significance of
the major actors, groups and events of the
Civil Rights Movement in the mid 20th
century in Mississippi (i.e., Fannie Lou
Hamer, Medgar Evers, Dr. T.R.M. Howard,
James Meredith, Freedom Rides, Freedom
Summer, Mississippi Freedom Democratic
Party, COFO, CORE, etc.). (DOK 2)
4c. Compare and contrast the development
and resulting impact of civil rights
movements (e.g., women‘s suffrage, African
American liberation, Native American
citizenship and suffrage, immigration rights,
etc.) in Mississippi.(DOK 2)
79 | P a g e
rights movement in MS
Identify leaders and activists on both sides of
the segregation issue
Use excerpts from the book Coming of Age in
Mississippi
Use census statistics to discover distribution of
wealth in Mississippi
Compare and contrast fundamentalism and
modernism and the impact on the state
Lowndes County School District Social Studies Pacing Guide
4d. Investigate and describe the state
government‘s responses to the Brown v.
Board of Education of Topeka, Kansas
Supreme Court decision in the 1950s, 1960s
and 1970s. (DOK 2)
5. Understand the role that governments play
in the protection, expansion, and hindrance of
civil/human rights of citizens.
5a. Identify and analyze the economic
development over time of major industries in
Mississippi (including but not limited to
agricultural production, manufacturing, rise of
machines, boll weevil, development of natural
resources, international investments, the Great
Migration, etc.). (DOK 3)
5c. Explain the reasons why Mississippi
became more industrialized in the mid-20th
century. (DOK 1)
5d. Analyze the current trends and historic
record of poverty and wealth distribution in
Mississippi. (DOK 3)
6. Understand the trends, ideologies, and
artistic expressions in Mississippi over time
and place.
6b. Analyze the ways Mississippians have
adapted to change and continue to address
80 | P a g e
Lowndes County School District Social Studies Pacing Guide
cultural issues unique to the state (e.g., the
establishment of historical and
commemorative markers for Civil Rights
Movement and Confederate icons). (DOK 3)
Second Nine
Weeks
Population and
Urban Growth
6c. Analyze the impact of religious traditions
upon the daily lives of Mississippians from
the era of European exploration to the present.
(DOK 3)
3. Understand the role that Mississippi has
Research the new industries brought into the
played in international, political, and
state during the latter half of the twentieth
economic affairs.
century
Chapter 10
3b. Cite evidence of the growing international
diversity of the Mississippi population by
identifying the various immigrant groups in
Mississippi during the 20th and 21st centuries
and analyze their motivations (or push-pull
factors) for migrating to the state. (DOK 2)
2 Days
Interdependence activity tying MS to other
nations
Student Presentations
Oral/Living Histories
6. Understand the trends, ideologies, and
artistic expressions in Mississippi over time
and place.
Second Nine
Weeks
81 | P a g e
Economic
Activities and the
Environment
6b. Analyze the ways Mississippians have
adapted to change and continue to address
cultural issues unique to the state (e.g., the
establishment of historical and
commemorative markers for Civil Rights
Movement and Confederate icons). (DOK 3)
3. Understand the role that Mississippi has
played in international, political, and
economic affairs.
Student Presentations
Identify the economic levels of Mississippi
Lowndes County School District Social Studies Pacing Guide
Chapter 11
3 Days
Second Nine
Weeks
Mississippi’s
Literary Heritage
Chapter 12
Chapter 13
4 Days
3a. Cite specific evidence of Mississippi‘s
involvement (through imports and exports) in
the global economy including
communication, technology, transportation,
education and manufacturing. (DOK 2)
6. Understand the trends, ideologies, and
artistic expressions in Mississippi over time
and place.
Analyze the goods and services provided by
Mississippians for export
6a. Examine the cultural impact of
Mississippi artists, musicians and writers on
the state, nation and world. (DOK 2)
Use internet videos to show these artists
Create graphs depicting MS imports/exports in
GDP
List, identify, and analyze the contributions that
Mississippians have made in the fields of
music, art, literature, and acting.
First person biographies and interpretations
Mississippi Arts Fair
Second Nine
Weeks
Federal and State
Government
2. Understand the major responsibilities of
state and local government and how they are
executed.
Chapter 14
2a. Identify and describe the duties of the
three branches of state government in
Mississippi. (DOK 1)
5 Days
Second Nine
Weeks
Local Government
2. Understand the major responsibilities of
state and local government and how they are
executed.
Chapter 15
2b. Examine the various forms of local
82 | P a g e
View My Dog Skip
Compare and contrast the composition of the
national and state government
Create a map of the Mississippi Congressional
and Senatorial Districts
Create political cartoons to illustrate the issues
in government (Current and Past)
Create a chart/pamphlet to illustrate the three
branches and functions.
List the various courts in Mississippi
Compare the court jurisdictions using a
multilayer Venn diagram
Lowndes County School District Social Studies Pacing Guide
6 Days
Second Nine
Weeks
governments (i.e., city managers, municipal
supervisors, mayor/city council, etc.) and
evaluate how they help meet the needs of
local communities. (DOK 2)
Citizenship
2. Understand the major responsibilities of
state and local government and how they are
executed.
Chapter 16
2a. Identify and describe the duties of the
three branches of state government in
Mississippi. (DOK 1)
5 Days
Second Nine
Weeks
Identify the elected officials in county and
municipal government
Compare and contrast the duties of city and
county officials
Guest speakers
Socratic Seminar on the rights/duties/privileges
of a citizen
Create posters depicting citizens engage in their
duties
Create a chart, flow diagram, etc, of the election
process
Second Nine Weeks Tests
Ninth Grade
Introduction to World Geography
Time Frame
Lesson Topic
Objective (Benchmark)
First Nine
Weeks
Physical and
Human Geography
1. Understand the role of the United States in the world geo-political
system.
Chapter 1
Chapter 2
Chapter 3
Chapter 4
83 | P a g e
1a. Recognize the effects of U.S. public opinion and U.S. policies on
other peoples and countries around the world. (DOK 1)
2. Understand the physical environments in the United States and the
Suggested
Teaching
Strategies
Lowndes County School District Social Studies Pacing Guide
12 Days
world along with the processes that shape them and the problems they
present to human occupation and use
2a. Identify and explain the concepts and processes that effect physical
environments around the world and explain the subsequent patterns and
distributions of natural resources and physical environmental changes that
result from those processes.(DOK)
2b. Recognize problems associated with the complex interactions between
human activity and the physical environments around the world (e.g.,
natural hazards, drought and redistribution of water, agricultural
production and food security, movement of air and water pollution).
(DOK 2)
3. Understand how population, migration, culture, economics,
urbanization, and political factors produce complex networks and systems
of human activity around the world.
3b. Identify the characteristics of human settlements around the world,
sort them into categories (e.g., urban, suburban, rural, gentrified, slums,
etc.), and analyze how each type of settlement develops and is sustained
through time. (DOK 3)
3c. Recognize and explain how the human forces of contact, cooperation,
and conflict influence the division and control of earth‘s land and
resources. (DOK 2)
5. Understand economic development, economic globalization and global
resource use.
5b. Identify world patterns of resource distribution and utilization and
evaluate the impacts of global economic interdependence (e.g., regional
trade agreements, outsourcing, global division of labor). (DOK 3)
84 | P a g e
Lowndes County School District Social Studies Pacing Guide
First Nine
Weeks
2. Understand the physical environments in the United States and the
world along with the processes that shape them and the problems they
present to human occupation and use.
Chapter 5
Chapter 6
Chapter 7
Chapter 8
2a. Identify and explain the concepts and processes that effect physical
environments around the world and explain the subsequent patterns and
distributions of natural resources and physical environmental changes that
result from those processes.(DOK 3)
2b. Recognize problems associated with the complex interactions between
human activity and the physical environments around the world (e.g.,
natural hazards, drought and redistribution of water, agricultural
production and food security, movement of air and water pollution).
(DOK 2)
The United States
and Canada
3. Understand how population, migration, culture, economics,
urbanization, and political factors produce complex networks and systems
of human activity around the world.
3a. Recognize and explain the concepts and processes (e.g., location,
space, economy, development of a ―nation-state‖, etc.) that shape the
patterns and distributions of human activity around the world. (DOK 2)
3b. Identify the characteristics of human settlements around the world,
sort them into categories (e.g., urban, suburban, rural, gentrified, slums,
etc.), and analyze how each type of settlement develops and is sustained
through time. (DOK 3)
3c. Recognize and explain how the human forces of contact, cooperation,
and conflict influence the division and control of earth‘s land and
resources. (DOK 2)
4. Understand civil rights and human rights in the contemporary world.
85 | P a g e
Lowndes County School District Social Studies Pacing Guide
4a. Identify and describe the social and economic circumstances of the
world‘s indigenous peoples and assess the causes and effects of those
circumstances. (DOK 2)
4b. Describe how processes of structural racism (e.g., social justice,
environmental racism, power relations, the gap between rich and poor,
migration streams) operate in diverse places and with various groups of
people around the world. (DOK 2)
5. Understand economic development, economic globalization and global
resource use.
5a. Use maps and other geographic representations, tools, and
technologies to explain the geographic reasons of economic interactions
among people, places, and environments of the world. (DOK 2)
5b. Identify world patterns of resource distribution and utilization and
evaluate the impacts of global economic interdependence (e.g., regional
trade agreements, outsourcing, global division of labor). (DOK 3)
5c. Categorize human livelihoods (agriculture, manufacturing, services,
etc.) and distinguish between wage-earning and subsistence economies.
(DOK 2)
5d. Identify and analyze the ways in which innovations in transportation
and communication networks impact the world. (DOK 3)
6. Understand the characteristics, distribution, and complexity of Earth’s
cultural mosaics.
6a. Identify processes of divergence and convergence of cultures. (DOK
1)
6b. Assess the ways in which places and regions contribute to the creation
86 | P a g e
Lowndes County School District Social Studies Pacing Guide
of individual and social identity. (DOK 2)
6c. Identify major culture regions of the world and explain how the
characteristics of each give it a distinctiveness that sets it apart from the
others. (DOK 2)
1. Understand the role of the United States in the world geo-political
system.
First Nine
Weeks
Chapter 9
Chapter 10
Chapter 11
Chapter 12
Chapter 13
1a. Recognize the effects of U.S. public opinion and U.S. policies on
other peoples and countries around the world. (DOK 1)
2. Understand the physical environments in the United States and the
world along with the processes that shape them and the problems they
present to human occupation and use.
10 Days
Latin America
2b. Recognize problems associated with the complex interactions between
human activity and the physical environments around the world (e.g.,
natural hazards, drought and redistribution of water, agricultural
production and food security, movement of air and water pollution).
(DOK 2)
3. Understand how population, migration, culture, economics,
urbanization, and political factors produce complex networks and systems
of human activity around the world.
3a. Recognize and explain the concepts and processes (e.g., location,
space, economy, development of a ―nation-state‖, etc.) that shape the
patterns and distributions of human activity around the world. (DOK 2)
3b. Identify the characteristics of human settlements around the world,
sort them into categories (e.g., urban, suburban, rural, gentrified, slums,
etc.), and analyze how each type of settlement develops and is sustained
through time. (DOK 3)
87 | P a g e
Lowndes County School District Social Studies Pacing Guide
3c. Recognize and explain how the human forces of contact, cooperation,
and conflict influence the division and control of earth‘s land and
resources. (DOK 2)
4. Understand civil rights and human rights in the contemporary world.
4a. Identify and describe the social and economic circumstances of the
world‘s indigenous peoples and assess the causes and effects of those
circumstances. (DOK 2)
4b. Describe how processes of structural racism (e.g., social justice,
environmental racism, power relations, the gap between rich and poor,
migration streams) operate in diverse places and with various groups of
people around the world.
5. Understand economic development, economic globalization and global
resource use. (DOK 2)
5a. Use maps and other geographic representations, tools, and
technologies to explain the geographic reasons of economic interactions
among people, places, and environments of the world. (DOK 2)
5b. Identify world patterns of resource distribution and utilization and
evaluate the impacts of global economic interdependence (e.g., regional
trade agreements, outsourcing, global division of labor). (DOK 3)
5c. Categorize human livelihoods (agriculture, manufacturing, services,
etc.) and distinguish between wage-earning and subsistence economies.
(DOK 2)
5d. Identify and analyze the ways in which innovations in transportation
88 | P a g e
Lowndes County School District Social Studies Pacing Guide
and communication networks impact the world. (DOK 3)
6. Understand the characteristics, distribution, and complexity of Earth’s
cultural mosaics.
6a. Identify processes of divergence and convergence of cultures. (DOK
1)
6b. Assess the ways in which places and regions contribute to the creation
of individual and social identity. (DOK 2)
6c. Identify major culture regions of the world and explain how the
characteristics of each give it a distinctiveness that sets it apart from the
others. (DOK 2)
1. Understand the role of the United States in the world geo-political
system.
First Nine
Weeks
Chapter 14
Chapter 15
Chapter 16
Chapter 17
1a. Recognize the effects of U.S. public opinion and U.S. policies on
other peoples and countries around the world. (DOK 1)
1b. Analyze the ways that public policy makers in the United States
manage post Cold War tensions between the U.S. as a world superpower
and other countries and organizations as emerging powers.(DOK3)
Western Europe
2. Understand the physical environments in the United States and the
world along with the processes that shape them and the problems they
present to human occupation and use.
2b. Recognize problems associated with the complex interactions between
human activity and the physical environments around the world (e.g.,
natural hazards, drought and redistribution of water, agricultural
production and food security, movement of air and water pollution).
(DOK 2)
89 | P a g e
Lowndes County School District Social Studies Pacing Guide
3. Understand how population, migration, culture, economics,
urbanization, and political factors produce complex networks and systems
of human activity around the world.
3a. Recognize and explain the concepts and processes (e.g., location,
space, economy, development of a ―nation-state‖, etc.) that shape the
patterns and distributions of human activity around the world. (DOK 2)
3b. Identify the characteristics of human settlements around the world,
sort them into categories (e.g., urban, suburban, rural, gentrified, slums,
etc.), and analyze how each type of settlement develops and is sustained
through time. (DOK 3)
3c. Recognize and explain how the human forces of contact, cooperation,
and conflict influence the division and control of earth‘s land and
resources. (DOK 2)
4. Understand civil rights and human rights in the contemporary world.
4a. Identify and describe the social and economic circumstances of the
world‘s indigenous peoples and assess the causes and effects of those
circumstances. (DOK 2)
4b. Describe how processes of structural racism (e.g., social justice,
environmental racism, power relations, the gap between rich and poor,
migration streams) operate in diverse places and with various groups of
people around the world. (DOK 2)
5. Understand economic development, economic globalization and global
resource use.
5a. Use maps and other geographic representations, tools, and
90 | P a g e
Lowndes County School District Social Studies Pacing Guide
technologies to explain the geographic reasons of economic interactions
among people, places, and environments of the world. (DOK 2)
5b. Identify world patterns of resource distribution and utilization and
evaluate the impacts of global economic interdependence (e.g., regional
trade agreements, outsourcing, global division of labor). (DOK 3)
5c. Categorize human livelihoods (agriculture, manufacturing, services,
etc.) and distinguish between wage-earning and subsistence economies.
(DOK 2)
5d. Identify and analyze the ways in which innovations in transportation
and communication networks impact the world.(DOK3)
6. Understand the characteristics, distribution, and complexity of Earth’s
cultural mosaics.
6a. Identify processes of divergence and convergence of cultures. (DOK
1)
6b. Assess the ways in which places and regions contribute to the creation
of individual and social identity. (DOK 2)
6c. Identify major culture regions of the world and explain how the
characteristics of each give it a distinctiveness that sets it apart from the
others. (DOK 2)
First Nine
Weeks
Second Nine
Weeks
Chapter 18
Chapter 19
91 | P a g e
First Nine
Weeks Tests
Central and
Northern Eurasia
1. Understand the role of the United States in the world geo-political
system.
1a. Recognize the effects of U.S. public opinion and U.S. policies on
other peoples and countries around the world. (DOK 1)
Lowndes County School District Social Studies Pacing Guide
Chapter 20
10 Days
1b. Analyze the ways that public policy makers in the United States
manage post Cold War tensions between the U.S. as a world superpower
and other countries and organizations as emerging powers. (DOK 3)
2. Understand the physical environments in the United States and the
world along with the processes that shape them and the problems they
present to human occupation and use.
2b. Recognize problems associated with the complex interactions between
human activity and the physical environments around the world (e.g.,
natural hazards, drought and redistribution of water, agricultural
production and food security, movement of air and water pollution).
(DOK 2)
3. Understand how population, migration, culture, economics,
urbanization, and political factors produce complex networks and systems
of human activity around the world.
3a. Recognize and explain the concepts and processes (e.g., location,
space, economy, development of a ―nation-state‖, etc.) that shape the
patterns and distributions of human activity around the world. (DOK 2)
3b. Identify the characteristics of human settlements around the world,
sort them into categories (e.g., urban, suburban, rural, gentrified, slums,
etc.), and analyze how each type of settlement develops and is sustained
through time. (DOK 3)
3c. Recognize and explain how the human forces of contact, cooperation,
and conflict influence the division and control of earth‘s land and
resources. (DOK 2)
92 | P a g e
Lowndes County School District Social Studies Pacing Guide
4. Understand civil rights and human rights in the contemporary world.
4a. Identify and describe the social and economic circumstances of the
world‘s indigenous peoples and assess the causes and effects of those
circumstances. (DOK 2)
4b. Describe how processes of structural racism (e.g., social justice,
environmental racism, power relations, the gap between rich and poor,
migration streams) operate in diverse places and with various groups of
people around the world. (DOK 2)
5. Understand economic development, economic globalization and global
resource use.
5a. Use maps and other geographic representations, tools, and
technologies to explain the geographic reasons of economic interactions
among people, places, and environments of the world. (DOK 2)
5b. Identify world patterns of resource distribution and utilization and
evaluate the impacts of global economic interdependence (e.g., regional
trade agreements, outsourcing, global division of labor). (DOK 3)
5c. Categorize human livelihoods (agriculture, manufacturing, services,
etc.) and distinguish between wage-earning and subsistence economies.
(DOK 2)
5d. Identify and analyze the ways in which innovations in transportation
and communication networks impact the world.(DOK3)
6. Understand the characteristics, distribution, and complexity of Earth’s
cultural mosaics.
6a. Identify processes of divergence and convergence of cultures. (DOK
1)
93 | P a g e
Lowndes County School District Social Studies Pacing Guide
6b. Assess the ways in which places and regions contribute to the creation
of individual and social identity. (DOK 2)
6c. Identify major culture regions of the world and explain how the
characteristics of each give it a distinctiveness that sets it apart from the
others. (DOK 2)
1. Understand the role of the United States in the world geo-political
system.
Second Nine
Weeks
Chapter 21
Chapter 22
Chapter 23
Chapter 28
Chapter 29
Chapter 30
Chapter 31
Chapter 32
Chapter 33
25 Days
1a. Recognize the effects of U.S. public opinion and U.S. policies on
other peoples and countries around the world. (DOK 1)
2. Understand the physical environments in the United States and the
world along with the processes that shape them and the problems they
present to human occupation and use.
Asia
2b. Analyze the ways that public policy makers in the United States
manage post Cold War tensions between the U.S. as a world superpower
and other countries and organizations as emerging powers. (DOK 3)
2b. Recognize problems associated with the complex interactions between
human activity and the physical environments around the world (e.g.,
natural hazards, drought and redistribution of water, agricultural
production and food security, movement of air and water pollution).
(DOK 2)
3. Understand how population, migration, culture, economics,
urbanization, and political factors produce complex networks and systems
of human activity around the world.
3a. Recognize and explain the concepts and processes (e.g., location,
space, economy, development of a ―nation-state‖, etc.) that shape the
94 | P a g e
Lowndes County School District Social Studies Pacing Guide
patterns and distributions of human activity around the world. (DOK 2)
3b. Identify the characteristics of human settlements around the world,
sort them into categories (e.g., urban, suburban, rural, gentrified, slums,
etc.), and analyze how each type of settlement develops and is sustained
through time. (DOK 3)
3c. Recognize and explain how the human forces of contact, cooperation,
and conflict influence the division and control of earth‘s land and
resources. (DOK 2)
4. Understand civil rights and human rights in the contemporary world.
4a. Identify and describe the social and economic circumstances of the
world‘s indigenous peoples and assess the causes and effects of those
circumstances. (DOK 2)
4b. Describe how processes of structural racism (e.g., social justice,
environmental racism, power relations, the gap between rich and poor,
migration streams) operate in diverse places and with various groups of
people around the world. (DOK 2)
5. Understand economic development, economic globalization and global
resource use.
5a. Use maps and other geographic representations, tools, and
technologies to explain the geographic reasons of economic interactions
among people, places, and environments of the world. (DOK 2)
5b. Identify world patterns of resource distribution and utilization and
evaluate the impacts of global economic interdependence (e.g., regional
trade agreements, outsourcing, global division of labor). (DOK 3)
95 | P a g e
Lowndes County School District Social Studies Pacing Guide
5c. Categorize human livelihoods (agriculture, manufacturing, services,
etc.) and distinguish between wage-earning and subsistence economies.
(DOK 2)
5d. Identify and analyze the ways in which innovations in transportation
and communication networks impact the world. (DOK3)
6. Understand the characteristics, distribution, and complexity of Earth’s
cultural mosaics.
6a. Identify processes of divergence and convergence of cultures. (DOK
1)
6b. Assess the ways in which places and regions contribute to the creation
of individual and social identity. (DOK 2)
6c. Identify major culture regions of the world and explain how the
characteristics of each give it a distinctiveness that sets it apart from the
others. (DOK 2)
1. Understand the role of the United States in the world geo-political
system.
Second Nine
Weeks
Chapter 24
Chapter 25
Chapter 26
Chapter 27
10 Days
1a. Recognize the effects of U.S. public opinion and U.S. policies on
other peoples and countries around the world. (DOK 1)
Africa
1b. Analyze the ways that public policy makers in the United States
manage post Cold War tensions between the U.S. as a world superpower
and other countries and organizations as emerging powers. (DOK 3)
2. Understand the physical environments in the United States and the
world along with the processes that shape them and the problems they
present to human occupation and use.
96 | P a g e
Lowndes County School District Social Studies Pacing Guide
2b. Recognize problems associated with the complex interactions between
human activity and the physical environments around the world (e.g.,
natural hazards, drought and redistribution of water, agricultural
production and food security, movement of air and water pollution).
(DOK 2)
3. Understand how population, migration, culture, economics,
urbanization, and political factors produce complex networks and systems
of human activity around the world.
3a. Recognize and explain the concepts and processes (e.g., location,
space, economy, development of a ―nation-state‖, etc.) that shape the
patterns and distributions of human activity around the world. (DOK 2)
3b. Identify the characteristics of human settlements around the world,
sort them into categories (e.g., urban, suburban, rural, gentrified, slums,
etc.), and analyze how each type of settlement develops and is sustained
through time. (DOK 3)
3c. Recognize and explain how the human forces of contact, cooperation,
and conflict influence the division and control of earth‘s land and
resources. (DOK 2)
4. Understand civil rights and human rights in the contemporary world.
4a. Identify and describe the social and economic circumstances of the
world‘s indigenous peoples and assess the causes and effects of those
circumstances. (DOK 2)
4b. Describe how processes of structural racism (e.g., social justice,
environmental racism, power relations, the gap between rich and poor,
migration streams) operate in diverse places and with various groups of
people around the world. (DOK 2)
97 | P a g e
Lowndes County School District Social Studies Pacing Guide
5. Understand economic development, economic globalization and global
resource use.
5a. Use maps and other geographic representations, tools, and
technologies to explain the geographic reasons of economic interactions
among people, places, and environments of the world. (DOK 2)
5b. Identify world patterns of resource distribution and utilization and
evaluate the impacts of global economic interdependence (e.g., regional
trade agreements, outsourcing, global division of labor). (DOK 3)
5c. Categorize human livelihoods (agriculture, manufacturing, services,
etc.) and distinguish between wage-earning and subsistence economies.
(DOK 2)
5d. Identify and analyze the ways in which innovations in transportation
and communication networks impact the world. (DOK3)
6. Understand the characteristics, distribution, and complexity of Earth’s
cultural mosaics.
6a. Identify processes of divergence and convergence of cultures. (DOK
1)
6b. Assess the ways in which places and regions contribute to the creation
of individual and social identity. (DOK 2)
6c. Identify major culture regions of the world and explain how the
characteristics of each give it a distinctiveness that sets it apart from the
others. (DOK 2)
Second Nine
Weeks
98 | P a g e
Second Nine
Weeks Tests
Lowndes County School District Social Studies Pacing Guide
Tenth Grade
US Government
Time Frame
First Nine
Weeks
Chapter 1
First Nine
Weeks
Chapter 2
First Nine
Weeks
Chapter 3
First Nine
Weeks
Lesson Topic
Objective (Benchmark)
Principles of American Government: 1a
1b
Government and the State
4a
Forms of Government
4b
Basic Concepts of Democracy
4c
6a
6b
Origins of American Government:
1a
1b
Our Political Beginnings
5b
The Coming of Independence
7c
Creating and Ratifying the
Constitution
The Constitution:
1a
1b
The Six Basic Principles
2a
Formal Amendment
2b
Constitutional Change by Other
2c
Means
5a
5b
5c
3d
Federalism
4a
4b
The Division of Power
4c
Chapter 4
The National Government and the
50 States
99 | P a g e
Suggested Teaching Strategies
Lowndes County School District Social Studies Pacing Guide
Interstate Relations
First Nine
Weeks
Chapter 7
The Electoral Process
The Nominating Process
Elections
Money and Elections
Second Nine
Weeks
The Legislative Branch
Congress
Chapter 10
Chapter 11
Chapter 12
Powers of Congress
Second Nine
Weeks
The Executive Branch
The Presidency
Chapter 13
Chapter 14
Chapter 15
Chapter 16
Chapter 17
The Presidency in Action
Second Nine
Weeks
Chapter 18
Chapter 19
Chapter 20
1a
1b
6a
6b
6c
7a
7b
7c
1a
1b
2a
Congress in Action
1a
1b
2b
The Bureaucracy of Government
Financing Government
Foreign Policy and National Defense
The Judicial Branch
1a
1b
The Federal Court System
2c
3a
Civil Liberties – First Amendment
3b
Freedoms
3c
100 | P a g e
Lowndes County School District Social Studies Pacing Guide
Chapter 21
Civil Liberties – Individual Rights
Civil Liberties – Equal Justice
Under Law
Tenth Grade
Economics
Time Frame
First Nine
Weeks
Chapter 1
Lesson Topic
Introduction to Economics
Scarcity and the Factors of
Production
Objective (Benchmark)
4a
4b
4c
6a
Opportunity Cost
Production Possibilities Curves
First Nine
Weeks
Chapter 2
First Nine
Weeks
Chapter 3
Economic Systems:
The Basic Economic Questions
The Free Market
Centrally Planned Economies
Modern Economies
Enterprises:
American Free Enterprise
Benefits of Free Enterprise
Promoting Growth and Stability
101 | P a g e
3c
4a
5c
6a
1a
2a
3a
3c
5c
Suggested Teaching Strategies
Lowndes County School District Social Studies Pacing Guide
First Nine
Weeks
Chapter 4
Chapter 5
Chapter 6
Chapter 7
Second Nine
Weeks
Chapter 9
Second Nine
Weeks
Providing Public Goods
Providing a Safety Net
How Markets Work:
Demand
Supply
Prices
Market Structures
Labor:
Labor Market Trends
Labor and Wages
Organized Labor
Money, Banking, and Finance
Money
Chapter 10
Second Nine
Weeks
The History of American Banking
Banking Today
Financial Markets
Saving and Investing
Chapter 11
Bonds and Other Assets
6a
1a
2a
4c
5a
5b
5c
6a
1a
2a
4b
4c
4d
5a
1a
1c
1d
5c
1a
1c
2b
6a
6b
The Stock Market
Second Nine
Weeks
Chapter 13
Economic Challenges::
Unemployment
Inflation
102 | P a g e
1a
1b
1c
3a
Lowndes County School District Social Studies Pacing Guide
Poverty
Second Nine
Weeks
Chapter 14
Taxes and Government Spending:
3b
3c
5c
4b
What are Taxes?
Federal Taxes
Federal Spending
State and Local Taxes and Spending
Second Nine
Weeks
The Federal Reserve and Monetary
Policy
Chapter 16
The Federal Reserve System and Its
Functions
Monetary Policy Tools and
Stabilization
103 | P a g e
1a
1c
1d
2b
2c
Lowndes County School District Social Studies Pacing Guide
Eleventh Grade
U.S. History
Time Frame
First Nine
Weeks
Lesson Topic
Review Pre1877 History
Objective (Benchmark)
All objectives and strands will be used in this review
Suggested Teaching Strategies
Maps, primary and secondary
resources, charts to review key
material from this time period
Expansion of
American
Industry
(1865-1900)
1C: Explain and analyze the expansion of federal powers
(DOK 3)
Use database software to create a
chart of American inventions and
inventors showing the
significance of each
Chapter 1
Chapter 2
Chapter 3
8 Days
First Nine
Weeks
Chapter 4
5 Days
2B: Trace the response of American institutions such as
government and non-profit organizations to
environmental challenges such as natural disasters,
conservation and pollution, and property rights
(including, but not limited to, the expansion of the
national park system, the development of environmental
protection laws, and imminent domain) (DOK 2)
5A: Evaluate the factors leading to and the effects of
industrialization on the political, physical, and economic
landscape of the United States during the 19th and early
20th Centuries (DOK 3)
5B: Explain the conditions of industrialization that led to
the rise of organized labor and evaluate labor’s
effectiveness in achieving its goals (DOK 3)
5C: Identify and explain migration and immigration
104 | P a g e
Profile industrial leaders using
primary and secondary resources
Construct a graphic organizer of
the “Robber Barons” and
“Captains of Industry”
Use database software to
construct a chart of early labor
unions showing leaders,
accomplishments, and failures
Lowndes County School District Social Studies Pacing Guide
First Nine
Weeks
Chapter 5
Politics,
Immigration,
and Urban Life
(1877-1900)
4D: Evaluate the impact of the Civil Rights Movement
in expanding democracy in the United States (DOK 3)
Select two major and minor
technological developments and
use word processing software to
4F: Cite and analyze evidence of the political, economic, describe their impact on the
and social changes in the United States that expanded
growth of cities
democracy for other minority and immigrant groups
(DOK 3)
10 Days
First Nine
Weeks
Chapter 6
patterns that developed from the push-pull factors of
economic circumstances (DOK 3
)
7A: Examine cultural artifacts (including, but not limited
to, visual art, literature, music, theater, sports) to
contextualize historical developments (DOK 2)
4A: Analyze the issues that gave rise to the Civil Rights
Analyze major economic
Movement from post-Reconstruction to the modern
problems of the farmers in the
movement (DOK 3)
late 1800s
Looking to the
West
(Westward
Expansion)
(1877-1900)
5 Days
105 | P a g e
5A: Evaluate the factors leading to and the effects of
industrialization on the political, physical, and economic
landscape of the United States during the late 19th and
early 20th Centuries
(DOK 3)
1A: Cite and analyze evidence that the United States
Constitution is a “living” document as reflected in
Supreme Court cases (DOK 3)
Map major locations of cattle
trails, major western railroads,
major Native American battles,
and major mineral strikes
1C: Explain and analyze the expansion of federal powers
(DOK 3)
Construct a graph to show
immigration rates and reasons for
2A: Explain how American society has been impacted
immigration
by the entry of more women, minorities, and immigrant
workers into the labor force (DOK 2)
Lowndes County School District Social Studies Pacing Guide
2B: Trace the response of American institutions such as
government and non-profit organizations to
environmental challenges such as natural disasters,
conservation and pollution, and property rights
(including, but not limited to, the expansion of the
national park system, the development of environmental
protection laws, and imminent domain) (DOK 2)
4A: Analyze the issues that gave rise to the Civil Rights
Movement from post-Reconstruction to the modern
movement (DOK 3)
4B: Trace the major events of the modern movement
and compare and contrast the strategies and tactics for
social change used by leading individuals/groups (DOK
3)
4F: Cite and analyze evidence of the political, economic,
and social changes in the United States that expanded
democracy for other minority and immigrant groups
(DOK 3)
5A: Evaluate the factors leading to and the effects of
industrialization on the political, physical, and economic
landscape of the United States during the late 19th and
early 20th Centuries
(DOK 3)
5B: Explain the conditions of industrialization that led to
the rise of organized labor and evaluate labor’s
effectiveness in achieving its goals (DOK 3)
106 | P a g e
Lowndes County School District Social Studies Pacing Guide
5C: Identify and explain migration and immigration
patterns that developed from the push-pull factors of
economic circumstances (DOK 3)
6A: Cite and explain the evidence that led to the
transition of the US economy from laissez-faire
capitalism to an increasingly regulated economy (DOK
3)
6C: Critique the government’s use of tariffs and trade
agreements (DOK 3)
7A: Examine cultural artifacts (including, but not limited
to, visual art, literature, music, theater, sports) to
contextualize historical developments (DOK 2)
7B: Analyze and evaluate the impact of religion on
various social movements, domestic/foreign policies, and
political debates (DOK 3)
7C: Evaluate the role mass media has played in shaping
perceptions toward certain policies, social groups, other
nations, and political ideas (DOK 3)
First Nine
Weeks
Chapter 7
Life at the Turn
of the 20th
Century
(1890-1910)
5 Days
107 | P a g e
7E: Cite and explain evidence of the diversity of the
United States (DOK 2)
1A: Cite and analyze evidence that the United States
Constitution is a “living” document as reflected in
Supreme Court cases (DOK 3)
1B: Analyze and evaluate the impact of presidential
policies and congressional actions on domestic reform
(DOK 3)
Design a power point visual to
depict transportation and
communication advances since
1877
Lowndes County School District Social Studies Pacing Guide
1C: Explain and analyze the expansion of federal powers
(DOK 3)
2A: Explain how American society has been impacted
by the entry of more women, minorities, and immigrant
workers into the labor force (DOK 2)
2C: Compare and contrast various social policies such as
welfare reform and public health insurance and explain
how such policies are influenced by the persistence of
poverty (DOK 2)
4A: Analyze the issues that gave rise to the Civil Rights
Movement from post-Reconstruction to the modern
movement (DOK 3)
4B: Trace the major events of the modern movement
and compare and contrast the strategies and tactics for
social change used by leading individuals/groups (DOK
3)
4C: Analyze the response of federal and state
governments to the goals (including, but not limited to,
ending de jure and de facto segregation and economic
inequality) of the Civil Rights Movement (DOK 3)
4D: Evaluate the impact of the Civil Rights Movement
in expanding democracy in the United States (DOK 3)
4F: Cite and analyze evidence of the political, economic,
and social changes in the United States that expanded
democracy for other minority and immigrant groups
108 | P a g e
Lowndes County School District Social Studies Pacing Guide
(DOK 3)
5A: Evaluate the factors leading to and the effects of
industrialization on the political, physical, and economic
landscape of the United States during the late 19th and
early 20th Centuries (DOK 3)
5B: Explain the conditions of industrialization that led to
the rise of organized labor and evaluate labor’s
effectiveness in achieving its goals (DOK 3)
5C: Identify and explain migration and immigration
patterns that developed from the push-pull factors of
economic circumstances (DOK 3)
7A: Examine cultural artifacts (including, but not limited
to, visual art, literature, music, theater, sports) to
contextualize historical developments (DOK 2)
7B: Analyze and evaluate the impact of religion on
various social movements, domestic/foreign policies, and
political debates (DOK 3)
7C: Evaluate the role mass media has played in shaping
perceptions toward certain policies, social groups, other
nations, and political ideas (DOK 3)
7D: Contrast modernism and traditionalism relating to
social change (DOK 2)
7E: Cite and explain evidence of the diversity of the
United States (DOK 2)
First Nine
Chapters 1-7
109 | P a g e
Lowndes County School District Social Studies Pacing Guide
Weeks
Review
2 Days
First Nine
Weeks
Chapters 1-7
TeacherPrepared Test
Test
1 Day
Second Nine
Weeks
The Progressive
Reform Era
(1890-1920)
1B: Analyze and evaluate the impact of presidential
policies and congressional actions on domestic reform
(DOK 3)
Analyze the impact of the
Populist Party on major reforms
that exist today
2B: Trace the response of American institutions such as
government and non-profit organizations to
environmental challenges such as natural disasters,
conservation and pollution, and property rights
(including, but not limited to, the expansion of the
national park system, the development of environmental
protection laws, and imminent domain) (DOK 2)
Explain how the Australian
ballot, direct primary, initiative,
referendum, recall, and the 17th
and 19th Amendments led to more
direct democracy
Chapter 8
10 Days
2C: Compare and contrast various social policies such as
welfare reform and public health insurance and explain
how such policies are influenced by the persistence of
poverty (DOK 2)
4A: Analyze the issues that gave rise to the Civil Rights
Movement from post-Reconstruction to the modern
movement (DOK 3)
4B: Trace the major events of the modern movement
110 | P a g e
Analyze writings by various
muckrakers (e.g. Upton Sinclair,
Lincoln Steffens, Ida Tarbell,
Jacob Riis, etc.) and determine
the problems being exposed
Trace the accomplishments of
various reform movements
Construct a graph to show
immigration rates and reasons for
immigration
Lowndes County School District Social Studies Pacing Guide
and compare and contrast the strategies and tactics for
social change used by leading individuals/groups (DOK
3)
4C: Analyze the response of federal and state
governments to the goals (including, but not limited to,
ending de jure and de facto segregation and economic
inequality) of the Civil Rights Movement (DOK 3)
6A: Cite and explain the evidence that led to the
transition of the US economy from laissez-faire
capitalism to an increasingly regulated economy (DOK
3)
6B: Analyze and evaluate historical arguments regarding
monetary policy (DOK 3)
6C: Critique the government’s use of tariffs and trade
agreements (DOK 3)
7B: Analyze and evaluate the impact of religion on
various social movements, domestic/foreign policies, and
political debates (DOK 3)
Second Nine
Weeks
Becoming A
World Power
(1890-1915)
7C: Evaluate the role mass media has played in shaping
perceptions toward certain policies, social groups, other
nations, and political ideas (DOK 3)
3A: Analyze the effects of imperialism on the foreign
policy of the United States from Reconstruction to World
War I (DOK 3)
Chapter 9
5 Days
111 | P a g e
3B: Compare and contrast the arguments between the
imperialists and anti-imperialists in the late 19th Century
Analyze political cartoons
demonstrating the various aspects
of the Theodore Roosevelt
presidency (e.g., trust-busting,
Big Stick Diplomacy, Gunboat
Diplomacy, Roosevelt Corollary,
Lowndes County School District Social Studies Pacing Guide
and justify why the imperialists prevailed (DOK 3)
etc.)
5A: Evaluate the factors leading to and the effects of
industrialization on the political, physical, and economic
landscape of the United States during the late 19th and
early 20th Centuries (DOK 3)
Debate the economic, military,
and missionary reasons for United
States imperialism.
7C: Evaluate the role mass media has played in shaping
perceptions toward certain policies, social groups, other
nations, and political ideas (DOK 3)
Use word processing software to
create a report
Second Nine
Weeks
1D: Analyze and evaluate the ongoing tension between
individual liberty and national security (DOK 3)
On a map of the Western
Hemisphere, draw the water route
from San Francisco to New York
before and after the Panama
Canal was built and list the
benefits of the shorter route
Examine primary and secondary
documents.
Chapter 10
2A: Explain how American society has been impacted
by the entry of more women, minorities, and immigrant
workers into the labor force (DOK 2)
Debate the United States retreat
into isolationism after World War
I
3A: Analyze the effects of imperialism on the foreign
policy of the United States from Reconstruction to World
War I (DOK 3)
Use word processing software to
write a letter to a US Senator that
shows support for or opposition
to the Treaty of Versailles
10 Days
3C: Draw conclusions about the causes and effects of
American involvement in the world wars (DOK 3)
3E: Explain and analyze America’s role in international
organizations, humanitarian relief, and post-war
reconstruction efforts throughout the 20th Century (DOK
3)
112 | P a g e
Lowndes County School District Social Studies Pacing Guide
4A: Analyze the issues that gave rise to the Civil Rights
Movement from post-Reconstruction to the modern
movement (DOK 3)
5B: Explain the conditions of industrialization that led to
the rise of organized labor and evaluate labor’s
effectiveness in achieving its goals (DOK 3)
Second Nine
Weeks
7C: Evaluate the role mass media has played in shaping
perceptions toward certain policies, social groups, other
nations, and political ideas (DOK 3)
1A: Cite and analyze evidence that the United States
Constitution is a “living” document as reflected in
Supreme Court cases (DOK 3)
Chapter 11
5 Days
3C: Draw conclusions about the causes and effects of
American involvement in the world wars (DOK 3)
4A: Analyze the issues that gave rise to the Civil Rights
Movement from post-Reconstruction to the modern
movement (DOK 3)
4F: Cite and analyze evidence of the political, economic,
and social changes in the United States that expanded
democracy for other minority and immigrant groups
(DOK 3)
5A: Evaluate the factors leading to and the effects of
industrialization on the political, physical, and economic
landscape of the United States during the late 19th and
early 20th Centuries (DOK 3)
113 | P a g e
Create an individual project
presenting information on culture
of the 1920s (e.g., Harlem
Renaissance, “flappers,” jazz,
movies, Ford cars, etc.)
Lowndes County School District Social Studies Pacing Guide
5C: Identify and explain migration and immigration
patterns that developed from the push-pull factors of
economic circumstances (DOK 3)
6A: Cite and explain the evidence that led to the
transition of the US economy from laissez-faire
capitalism to an increasingly regulated economy (DOK
3)
6C: Critique the government’s use of tariffs and trade
agreements (DOK 3)
7A: Examine cultural artifacts (including, but not limited
to, visual art, literature, music, theater, sports) to
contextualize historical developments (DOK 2)
7D: Contrast modernism and traditionalism relating to
social change (DOK 2)
First Semester
Review
4 Days
First Semester
Exam
1 Day
Third Nine
Weeks
Chapters 1-11
Chapter 1-11
Politics and
Prosperity
(1920-1929)
1B: Analyze and evaluate the impact of presidential
policies and congressional actions on domestic reform
(DOK 3)
Chapter 12
10 Days
114 | P a g e
2A: Explain how American society has been impacted
by the entry of more women, minorities, and immigrant
workers into the labor force (DOK 2)
Describe the warning signs of the
economy of the late 1920s.
Compare/contrast the economic
conditions of the late 1920s to
current economic conditions.
Create a chart outlining the
Lowndes County School District Social Studies Pacing Guide
2B: Trace the response of American institutions such as
government and non-profit organizations to
environmental challenges such as natural disasters,
conservation and pollution, and property rights
(including, but not limited to, the expansion of the
national park system, the development of environmental
protection laws, and imminent domain) (DOK 2)
Republican presidents platforms
and policies
Compare the Red Scare to the
Salem Witch Trials and to current
tensions with the War on Terror
today.
2C: Compare and contrast various social policies such as
welfare reform and public health insurance and explain
how such policies are influenced by the persistence of
poverty (DOK 2)
5A: Evaluate the factors leading to and the effects of
industrialization on the political, physical, and economic
landscape of the United States during the late 19th and
early 20th Centuries (DOK 3)
5C: Identify and explain migration and immigration
patterns that developed from the push-pull factors of
economic circumstances (DOK 3)
6A: Cite and explain the evidence that led to the
transition of the US economy from laissez-faire
capitalism to an increasingly regulated economy (DOK
3)
Third Nine
Weeks
The New Deal
(1933-1941)
115 | P a g e
6B: Analyze and evaluate historical arguments regarding
monetary policy (DOK 3)
1B: Analyze and evaluate the impact of presidential
Create a chart of the New Deal
policies and congressional actions on domestic reform
programs, their purposes, and the
(DOK 3)
goals (e.g., FDIC, SEC, CCC,
Lowndes County School District Social Studies Pacing Guide
Chapter 13
WPA, NRA, AAA,etc.)
1C: Explain and analyze the expansion of federal powers
(DOK 3)
Analyze political cartoons of
FDR and the New Deal.
2C: Compare and contrast various social policies such as
welfare reform and public health insurance and explain
Use research tools:
how such policies are influenced by the persistence of
Internet Resources
poverty (DOK 2)
Reference Resource
Library Resources
4F: Cite and analyze evidence of the political, economic,
and social changes in the United States that expanded
democracy for other minority and immigrant groups
(DOK 3)
5B: Explain the conditions of industrialization that led to
the rise of organized labor and evaluate labor’s
effectiveness in achieving its goals (DOK 3)
10 Days
6A: Cite and explain the evidence that led to the
transition of the US economy from laissez-faire
capitalism to an increasingly regulated economy (DOK
3)
7A: Examine cultural artifacts (including, but not limited
to, visual art, literature, music, theater, sports) to
contextualize historical developments (DOK 2)
7C: Evaluate the role mass media has played in shaping
perceptions toward certain policies, social groups, other
nations, and political ideas (DOK 3)
Third Nine
World War II
116 | P a g e
7D:Contrast modernism and traditionalism relating to
social change (DOK 2)
1B: Analyze and evaluate the impact of presidential
Create an illustrated timeline of
Lowndes County School District Social Studies Pacing Guide
Weeks
Chapter 14
Chapter 15
policies and congressional actions on domestic reform
(DOK 3)
events which led the US from
neutrality into World War II (e.g.,
Neutrality Acts, Destroyer Deal,
1C: Explain and analyze the expansion of federal powers Lend-Lease,
(DOK 3)
Declaration of War, etc.)
10 Days
1D: Analyze and evaluate the ongoing tension between
individual liberty and national security (DOK 3)
2A: Explain how American society has been impacted
by the entry of more women, minorities, and immigrant
workers into the labor force (DOK 2)
3C: Draw conclusions about the causes and effects of
American involvement in the world wars (DOK 3)
3D: Analyze the origins and development of the Cold
War between the United States and the Soviet Union and
their respective allies, including ideology, technology,
economics, and geography (DOK 3)
3E: Explain and analyze America’s role in international
organizations, humanitarian relief, and post-war
reconstruction efforts throughout the 20th Century (DOK
3)
4A: Analyze the issues that gave rise to the Civil Rights
Movement from post-Reconstruction to the modern
movement (DOK 3)
5C: Identify and explain migration and immigration
patterns that developed from the push-pull factors of
economic circumstances (DOK 3)
117 | P a g e
In groups, create a newspaper of
the events in World War II (e.g.,
Pearl Harbor attack, D-Day
invasion, atomic bomb on
Hiroshima and Nagasaki, end of
the war, etc.)
Research on the Internet
regarding the conflict between
fighting for freedom and the
discrimination existing at home
during World War II.
Create a report using word
processing software.
Map major locations of battles
during World War II (e.g., Pearl
Harbor, Northern Africa,
Normandy, Okinawa, Hiroshima,
etc.)
Use research tools:
Internet Resources
Reference Resources
Library Resources
Lowndes County School District Social Studies Pacing Guide
7A: Examine cultural artifacts (including, but not limited
to, visual art, literature, music, theater, sports) to
contextualize historical developments (DOK 2)
Third Nine
Weeks
2 Days
Fourth Nine
Weeks
Chapters 12-15
Cold War
Chapter 16
1D: Analyze and evaluate the ongoing tension between
individual liberty and national security (DOK 3)
3D: Analyze the origins and development of the Cold
War between the United States and the Soviet Union and
their respective allies, including ideology, technology,
economics, and geography (DOK 3)
3 Days
3E: Explain and analyze America’s role in international
organizations, humanitarian relief, and post-war
reconstruction efforts throughout the 20th Century (DOK
3)
Use a lecture/class discussion,
compare economic choices in
capitalism and communism.
Create a graphic organizer
reflecting the two ideologies
(Venn Diagram)
Create a “container” project,
which illustrates the containment
policy of Truman (e.g., Berlin
Airlift, Truman Doctrine,
Marshall Plan, Korean War,
NATO, etc.)
3F: Analyze and evaluate the causes and effects of the
United States growing involvement in the Middle East
and the Persian Gulf (DOK 3)
Map major locations of trouble
spots during the Truman and
Eisenhower years. (e.g., North
7A: Examine cultural artifacts (including, but not limited Korea, South Korea, Nationalist
to, visual art, literature, music, theater, sports) to
China, Communist China, USSR,
contextualize historical developments (DOK 2)
West Berlin, Middle East, etc.)
Fourth Nine
The Post-War
118 | P a g e
7C: Evaluate the role mass media has played in shaping
perceptions toward certain policies, social groups, other
nations, and political ideas (DOK 3)
1B: Analyze and evaluate the impact of presidential
Color-code a map to show
Lowndes County School District Social Studies Pacing Guide
Weeks
Year at Home
policies and congressional actions on domestic reform
(DOK 3)
various regions, including
sunbelts, rustbelts, etc.
2A: Explain how American society
has
been impacted by the entry of more women, minorities,
and immigrant workers into the labor force (DOK 2)
Examine the reformation of
foreign policy in the post-Cold
War era.
2C: Compare and contrast various social policies such as
welfare reform and public health insurance and explain
how such policies are influenced by the persistence of
poverty (DOK 2)
Use internet tools:
Internet Resources
References Resources
Library Resources
Chapter 17
3 Days
3C: Draw conclusions about the causes and effects of
American involvement in the world wars (DOK 3)
4C: Analyze the response of federal and state
governments to the goals (including, but not limited to,
ending de jure and de facto segregation and economic
inequality) of the Civil Rights Movement (DOK 3)
4E: Compare and contrast the goals and objectives of
other minority and immigrant groups to those of the Civil
Rights Movement led predominantly by African
Americans (DOK 2)
5B: Explain the conditions of industrialization that led to
the rise of organized labor evaluate labor’s effectiveness
in achieving its goals (DOK 3)
5C: Identify and explain migration and immigration
patters that developed from the push-pull factors of
economic circumstances (DOK 3)
119 | P a g e
Lowndes County School District Social Studies Pacing Guide
6A: Cite and explain the evidence that led to the
transition of the US economy from laissez-faire
capitalism to an increasingly regulated economy (DOK
3)
7A: Examine cultural artifacts (including, but not limited
to, visual art, literature, music, theater, sports) to
contextualize historical developments (DOK 2)
7C: Evaluate the role mass media has played in shaping
perceptions toward certain policies, social groups, other
nations, and political ideas (DOK 3)
Fourth Nine
Weeks
7D: Contrast modernism and traditionalism relating to
social change (DOK 2)
The Civil Rights 1A: Cite and analyze evidence that the United States
Movement
Constitution is a “living” document as reflected in
Supreme Court cases (DOK 3)
Chapter 18
10 Days
1B: Analyze and evaluate the impact of presidential
policies and congressional actions on domestic reform
(DOK 3)
4A: Analyze the issues that gave rise to the Civil Rights
Movement from post-Reconstruction to the modern
movement (DOK 3)
4B: Trace the major events of the modern movement and
compare and contrast the strategies and tactics for social
for social change used by individuals/groups (DOK 3)
4C: Analyze the response of federal and state
governments to the goals (including, but not limited to,
120 | P a g e
Lowndes County School District Social Studies Pacing Guide
ending de jure and de facto segregation and economic
inequality) of the Civil Rights Movement (DOK 3)
4D: Evaluate the impact of the Civil Rights Movement in
expanding democracy in the United States (DOK 3)
7A: Examine cultural artifacts (including, but not limited
to, visual art, literature, music, theater, sports) to
contextualize historical developments (DOK 2)
Fourth Nine
Weeks
The Kennedy
and Johnson
Years
7D: Contrast modernism and traditionalism relating to
social change (DOK 2)
1A: Cite and analyze evidence that the United States
Constitution is a “living” document as reflected in
Supreme Court cases (DOK 3)
Chapter 19
3 Days
1B: Analyze and evaluate the impact of presidential
policies and congressional actions on domestic reform
(DOK 3)
3C: Draw conclusions about the causes and effects of
American involvement in the world wars (DOK 3)
3D: Analyze the origins and development of the Cold
War between the United States and the Soviet Union and
their respective allies, including ideology, technology,
economics, and geography (DOK 3)
4C: Analyze the response of federal and state
governments to the goals (including, but not limited to,
ending de jure and de facto segregation and economic
inequality) of the Civil Rights Movement (DOK 3)
121 | P a g e
Analyze the impact of Great
Society programs on
contemporary life (e.g., Medicare,
Medicaid, welfare, aid to
education, etc.)
Use research tools:
Internet Resources
Reference Resources
Library Resources
Debate whether the
accomplishments outweigh the
failures of the Nixon
administration
Use word processing software to
create a diary of Kennedy’s
responses to communist threats
(e.g., Bay of Pigs, Cuban Missile
Crisis, Berlin Crisis, Green Berets
in Vietnam, etc.)
Lowndes County School District Social Studies Pacing Guide
6D: Evaluate deficit spending as a means of financing
government programs (DOK 3)
Fourth Nine
Weeks
The Vietnam
War
Chapter 20
3 Days
7A: Examine cultural artifacts (including, but not limited
to, visual art, literature, music, theater, sports) to
contextualize historical developments (DOK 2)
1A: Cite and analyze evidence that the United States
Map major battle locations of the
Constitution is a “living” document as reflected in
Vietnam War
Supreme Court cases (DOK 3)
Use research tools:
1C: Explain and analyze the expansion of federal powers Internet Resources
(DOK 3)
Reference Resources
Library Resources
1D: Analyze and evaluate the ongoing tension between
individual liberty and national security (DOK 3)
Use database software to chart the
opinions that favored of opposed
3D: Analyze the origins and development of the Cold
the Vietnam War
War between the United States and the Soviet Union and
their respective allies, including ideology, technology,
economics, and geography (DOK 3)
3E: Explain and analyze America’s role in international
organizations, humanitarian relief, and post-war
reconstruction efforts throughout the 20th Century (DOK
3)
7A: Examine cultural artifacts (including, but not limited
to, visual art, literature, music, theater, sports) to
contextualize historical developments (DOK 2)
7C: Evaluate the role mass media has played in shaping
perceptions toward certain policies, social groups, other
nations, and political ideas (DOK 3)
122 | P a g e
Lowndes County School District Social Studies Pacing Guide
Fourth Nine
Weeks
Protest and
Change
1B: Analyze and evaluate the impact of presidential
policies and congressional actions on domestic reform
(DOK 3)
Chapter 21
3 Days
2B: Trace the response of American institutions such as
government and non-profit organizations to
environmental challenges such as natural disasters,
conservation and pollution, and property rights
(including, but not limited to, the expansion of the
national park system, the development of environmental
protection laws, and imminent domain) (DOK 2)
4A: Analyze the issues that gave rise to the Civil Rights
Movement from post-Reconstruction to the modern
movement (DOK 3)
4B: Trace the major events of the modern movement
and compare and contrast the strategies and tactics for
social change used by leading individuals/groups (DOK
3)
4D: Evaluate the impact of the Civil Rights Movement
in expanding democracy in the United States (DOK 3)
4E: Compare and contrast the goals and objectives of
other minority and immigrant groups to those of the Civil
Rights Movement led predominantly by African
Americans. (DOK 2)
4F: Cite and analyze evidence of the political, economic,
and social changes in the United States that expanded
democracy for other minority and immigrant groups
(DOK 3)
123 | P a g e
Use internet to research Rachel
Carson, Ralph Nader, and the
impact of Woodstock on society
and the environment
Compare and contrast the
women’s, Latino, and Native
American movements to the Civil
Rights Movement (e.g.,
techniques, strategies, etc.)
Lowndes County School District Social Studies Pacing Guide
7A: Examine cultural artifacts (including, but not limited
to, visual art, literature, music, theater, sports) to
contextualize historical developments (DOK 2)
7C: Evaluate the role mass media has played in shaping
perceptions toward certain policies, social groups, other
nations, and political ideas (DOK 3)
Fourth Nine
Weeks
Chapter 22
Chapter 23
Chapter 24
The Presidents
and
Administrations
from 1968 to
the Present
124 | P a g e
7D: Contrast modernism and traditionalism relating to
social change (DOK 2)
1A: Cite and analyze evidence that the United States
Constitution is a “living” document as reflected in
Supreme Court cases (DOK 3)
1B: Analyze and evaluate the impact of presidential
policies and congressional actions on domestic reform
(DOK 3)
Create a website about a
historical figure or event in
contemporary United States
history
Use research tools:
Internet Resources
Reference Resources
1C: Explain and analyze the expansion of federal powers Library Resources
(DOK 3)
Use word processing software to
1D: Analyze and evaluate the ongoing tension between
create a report on the examination
individual liberty and national security (DOK 3)
of the impact of the Reagan
Administration on federalism and
2B: Trace the response of American institutions such as
the reassertion of American
government and non-profit organizations to
military power
environmental challenges such as natural disasters,
conservation and pollution, and property rights
Determine the effect of the
(including, but not limited to, the expansion of the
energy crisis, inflation,
national park system, the development of environmental recessions, and deficit spending
protection laws, and imminent domain) (DOK 2)
on the US economy
Lowndes County School District Social Studies Pacing Guide
2C: Compare and contrast various social policies such as
welfare reform and public health insurance and explain
how such policies are influenced by the persistence of
poverty (DOK 2)
3D: Analyze the origins and development of the Cold
War between the United States and the Soviet Union and
their respective allies, including ideology, technology,
economics, and geography (DOK 3)
3E: Explain and analyze America’s role in international
organizations, humanitarian relief, and post-war
reconstruction efforts throughout the 20th Century (DOK
3)
3F: Analyze and evaluate the causes and effects of the
United States growing involvement in the Middle East
and the Persian Gulf (DOK 3)
4B: Trace the major events of the modern movement
and compare and contrast the strategies and tactics for
social change used by leading individuals/groups (DOK
3)
4D: Evaluate the impact of the Civil Rights Movement
in expanding democracy in the United States (DOK 3)
4F: Cite and analyze evidence of the political, economic,
and social changes in the United States that expanded
democracy for other minority and immigrant groups
(DOK 3)
5B: Explain the conditions of industrialization that led to
125 | P a g e
Examine the reformation of
foreign policy in the post-Cold
War era
Analyze the George H. W. Bush
administration’s response in the
Persian Gulf War
Analyze a major social/political
issue (e.g., the spread of AIDS,
crime, affirmative action, drug
abuse, health reform, voter
apathy, etc.) Use word processing
software to create a report
Lowndes County School District Social Studies Pacing Guide
the rise of organized labor and evaluate labor’s
effectiveness in achieving its goals (DOK 3)
5C: Identify and explain migration and immigration
patterns that developed from the push-pull factors of
economic circumstances (DOK 3)
6A: Cite and explain the evidence that led to the
transition of the US economy from laissez-faire
capitalism to an increasingly regulated economy (DOK
3)
6C: Critique the government’s use of tariffs and trade
agreements (DOK 3)
7A: Examine cultural artifacts (including, but not limited
to, visual art, literature, music, theater, sports) to
contextualize historical developments (DOK 2)
7B: Analyze and evaluate the impact of religion on
various social movements, domestic/foreign policies, and
political debates (DOK 3)
7C: Evaluate the role mass media has played in shaping
perceptions toward certain policies, social groups, other
nations, and political ideas (DOK 3)
7D: Contrast modernism and traditionalism relating to
social change (DOK 2)
7E: Cite and explain the diversity of the United States
(DOK 2)
Fourth Nine
126 | P a g e
Lowndes County School District Social Studies Pacing Guide
Weeks
SATP Review
10 Days
Fourth Nine
Weeks
SATP Test
1 Day
Fourth Nine
Weeks
Chapter 12-24
Semester
Exam Review
5 Days
Fourth Nine
Weeks
Chapter 12-24
Semester
Exam
1 Days
127 | P a g e
Lowndes County School District Social Studies Pacing Guide
Twelfth Grade
Time Frame
Lesson Topic
First Six
Weeks
Philosophy of
Enlightenment
Mid 18th Century Britain
The American Revolution
French Estates
Creating a New France
Age of Napoleon
The Industrial Revolution
New Ways of Thinking
Ideologies of
Conservative and Liberal
Independence in Central
and South America
Objective
(Benchmark)
1a
1b
1c
2a
2b
3a
3b
3c
3d
3e
4a
4b
4c
Suggested Teaching Strategies
Describe how the Enlightenment thinkers applied reason and the
laws of nature to human society
Describe how ideas of the Enlightenment prompted some
European rulers to make reforms
Explain how Britain’s island location, colonial possessions, and
powerful navy contributed to its rise to world power
Describe how colonial opposition to British trade and tax policies
led to independence and the founding of the United States of
America
Discuss how social unrest, economic troubles, and the desire for
political reforms led to the French Revolution
Explain the radical phase of the revolution led to the monarchy’s
downfall and the Reign of Terror
Describe how Napoleon rose to power in France and built a vast
empire that included much of Europe
Summarize Napoleon’s final defeat and the how the post-war
peace settlement affected Europe
Analyze the causes of the Industrial Revolution.
Analyze the ways that the Agricultural Revolution contributed to
population growth.
128 | P a g e
Lowndes County School District Social Studies Pacing Guide
Describe Great Britain as the starting point of the Revolution.
Describe life in the new industrial city.
Compare and contrast of Conservative and Liberal Ideologies of
France In the late 1700s.
Analyze the spread of revolution in Europe.
Second Six
Weeks
Life in the Industrial Age
Rise of Industrial Powers
Impacts of New
Technology
Urbanization
Middle Class cultural
development in Europe
Challenges to Religion
and the rise of Science
Unification of Germany
and Italy
1a
1b
1c
2a
2b
2c
3a
3b
3c
3e
4a
4b
4c
5b
Identify Latin American Wars of Independence
Synthesize how the factory system changed the way people
worked.
Identify the industrial powers that emerged in the 1800’s.
Summarize the impact of medical advances.
Analyze how cities had changed since 1800.
Describe the values that shaped the new social order.
Explain how science challenged existing beliefs and explain the
role of religion in society.
Explain how Bismark unified Germany.
Identify obstacles to Italian unification.
Russian Reform and
Revolution
Growth of Western
Democracy
129 | P a g e
Analyze how Nationalism contributed to the decline of the
Austrian Empire.
Describe how the problems of industrialization contributed to the
Lowndes County School District Social Studies Pacing Guide
growing crisis and outbreak of revolution in Russia.
Victorian Age
Analyze how the liberal and conservative parties helped bring a
new era to British politics.
The Irish Question
Division and Democracy
in France
Explain how the British women worked to win the vote.
Summarize the domestic and foreign policies of Napoleon III.
Third Six
Weeks
Expansion of the United
States
Interpret the ways the United States expanded its territories.
New Imperialism
Summarize the impact that economic growth and social reform
had on the U.S.
Analyze the cause and effects of the Meiji Restoration.
Imperialism in Africa
European Challenges to
the Muslim World
British Influences in India
China and New
Imperialism
Modernization of Japan
Meiji Reforms
1a
1b
1c
2a
2b
2c
3a
3b
3c
3d
3e
4a
4b
4c
5b
Discuss the spread of Imperialism in Southeast Asia.
Explain how Canada, Australia, and
New Zealand attained self-rule.
Interpret the political and Economic problems that developed in
the new Latin America.
Explain how imperialism led to new economic patterns and
political tensions in Latin America.
Summarize the causes of Imperialism.
Imperialism in Southeast
Asia
Analyze the forces shaping African Imperialism in the early
1800s.
Self Rule for Canada,
Australia, and New
Summarize the causes and effects of the Sepoy Rebellion.
130 | P a g e
Lowndes County School District Social Studies Pacing Guide
Zealand
Assess how British rule affected India.
Economic Imperialism in
Latin America
Explain the restrictions in trade and isolationism in China.
U.S. Influence in Latin
America
Fourth Six
Weeks
European Alliances prior
to WWI
(Powder Keg)
Summarize the causes and effects of the European alliance system.
WWI
Analyze the start of WWI.
Paris Peace Conference
Assess how technology impacted WWI.
Treaty of Versailles
Explain how the war was a global event.
Revolution in Russia
Communism
Summarize the causes and results of the American entry into
WWI.
Soviet Development
Explain the issues of the Paris Peace Conference and the Treaty of
Versailles.
Discuss ethnic diversity and nationalism in Central Europe.
Analyze how the revolution occurred in Russia.
Interpret the reasons the Communists were able to win the Russian
Civil War.
Describe the development of Communism and the Soviet Union
under Lenin.
Analyze the purpose of Stalin’s Five Year Plan.
131 | P a g e
Lowndes County School District Social Studies Pacing Guide
Fifth Six
Weeks
The Changing Political
Climate (1945-present)
Global Economic Trends
Changing Patterns of Life
The Western World
Western European
Democracies
1b
2b
3b
3c
3e
4a
4b
4c
5a
5b
Evaluate the changes to Soviet Society as a result of Communism.
Explain how the end of the colonialism and the Cold War shaped
the world
Summarize the ways new nations tried to form stable governments
Analyze the role of world organizations
Outline the obstacles that developing nations face
Evaluate how new ways of life are replacing old ways
Explain how modernization has affected the lives of women
North American
Prosperity
The Soviet Union (Rise
and Fall)
A New Era in Eastern
Europe
Compare and contrast the benefits and limits of modern science
and technology
Identify the forces that have shaped a new global culture
Discuss the issues that troubled Europe after the Cold War
Japan Becomes a
Superpower
Describe how recent economic and political trends affected the
West
Explain how Europe has moved toward greater unity
China: Revolution and
Reform
Evaluate the change in social trends
Explain how British policy changed after World War II
The Asian Tigers
Describe how Germany reunified
Specify actions the United States took as a global power
Southeast Asia and the
Pacific Rim
132 | P a g e
Explain why the Soviet Union collapsed
Lowndes County School District Social Studies Pacing Guide
Describe Russia’s problems
Sixth Six
Weeks
Nations of South Asia
(1945-present)
Forces Shaping the
Modern Middle East
Nation Building in the
Middle East
The Middle East and the
World
African Independence
1a
1b
2b
3a
3b
3e
4b
4c
5a
5b
5c
Identify the effects of the fall of communism
Explain why India was partitioned
Analyze how diversity and nationalism shaped the Middle East
Describe how women’s lives vary in the Middle East
Evaluate how conflicts arose in the Persian Gulf
Compare how African nations won independence in the 1950s and
1960s
List the challenges that the African nations faced
Programs for African
Development
Discuss how the nations in South Africa experienced turmoil as
people sought majority rule and equal rights
Struggles in South Africa
Describe how communist rule affected Cuba
Forces Shaping Modern
Latin America
Identify policies the United States followed in Latin America
Latin America, the United
States, and the World
Mexico, Central America,
and the Caribbean
Argentina and Brazil
133 | P a g e
Compare Mexico’s social change with the changes that took place
in other parts of Central America
Explain the political and economical challenges that Argentina and
Brazil overcame to modernize