GRADE LEVEL OR COURSE TITLE:
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
Course Code: 2109310
LITERACY IN HISTORY/SOCIAL STUDIES 9-10
COURSE DESCRIPTION: World History 9-12 Course -The grade 9-12 World History course consists of the following content area strands: World History, Geography and
Humanities. This course is a continued in-depth study of the history of civilizations and societies from the middle school course, and includes the history of civilizations and societies
of North and South America. Students will be exposed to historical periods leading to the beginning of the 21st Century. So that students can clearly see the relationship between
cause and effect in historical events, students should have the opportunity to review those fundamental ideas and events from ancient and classical civilizations.
Honors/Advanced courses offer scaffolded learning opportunities for students to develop the critical skills of analysis, synthesis, and evaluation in a more rigorous and reflective
academic setting. Students are empowered to perform at higher levels as they engage in the following: analyzing historical documents and supplementary readings, working in the
context of thematically categorized information, becoming proficient in note-taking, participating in Socratic seminars/discussions, emphasizing free-response and document-based
writing, contrasting opposing viewpoints, solving problems, etc. Students will develop and demonstrate their skills through participation in a capstone and/or extended researchbased paper/project (e.g., history fair, participatory citizenship project, mock congressional hearing, projects for competitive evaluation, investment portfolio contests, or other
teacher-directed projects).
Please note the following important general information regarding the Pacing Guides:






The Pacing Guides outline the required curriculum for social studies, grades K-12, in Miami-Dade County Public Schools.
Social Studies Pacing Guides have been developed for all elementary grade levels (K-5) and for each of the required social studies courses at the middle and senior high school
levels.
The Social Studies Pacing Guides are to be utilized by all teachers, grades K-12, when planning for social studies instruction.
The Pacing Guides outline the required sequence in which the grade level or course objectives are to be taught.
The Pacing Guides outline the pacing in which instruction should occur. Specifically, the Pacing Guides are divided into 9 week segments and provide an estimate of the
number of traditional or block days needed to complete instruction on a given topic. Teachers should make every effort to stay on pace and to complete the topics in a given
nine weeks. Slight variations in pacing may occur due to professional decisions made by the teacher or because of changes in school schedules.
NOTE: All benchmarks that highlighted in blue are essential benchmarks.
Each Social Studies Pacing Guide is divided into the following headings/categories to assist teachers in developing lesson plans:









Grade Level or Course Title - The grade level and course title are listed in the heading of each page.
Course Code - The Florida Department of Education Course Code is listed for the course.
Topic - The general topic for instruction is listed; e.g., Westward Expansion.
Pacing - An estimated number of traditional or block instructional days needed to complete instruction on the topic is provided.
Strands and Standards – Strands and Standards from the Next Generation Sunshine State Standards (NGSSS) are provided for each topic.
Nine Week Grading Period - Grading periods (1-4) are identified.
Essential Content – This critically important column provides a detailed list of content/topics and sub topics to be addressed during instruction.
NGSSS-SS Benchmarks – This critically important column lists the required instructional Benchmarks that are related to the particular topic. The Benchmarks are divided into
Content Benchmarks and Skill Benchmarks. These benchmarks should be identified in the teacher’s lesson plans.
Instructional Tools - This column provides suggested resources and activities to assist the teacher in developing engaging lessons and pedagogically sound instructional
practices. The Instructional Tools column is divided into the following subparts: Core Text Book, Key Vocabulary, Technology (Internet resources related to a particular topic),
Suggested Activities, Assessment, English Language Learner (ELL) Instructional Strategies, Related Programs (National, State, and/or District programs as they relate to a
particular topic), and SPED (A link to the NGSSS-SS Access Points for Students with Cognitive Disabilities).
Florida Reading and Writing Standards for Literacy in History/Social Studies 6-12:
Florida Reading and Writing Standards for Literacy in History/Social Studies, grades 6-12, can be found at the end of each nine weeks Pacing Guide. When planning lessons for
instruction, teachers should address these state standards during their teaching of social studies content to ensure a systematic and proven approach to literacy and writing
development. The Florida Standards are research and evidenced-based, aligned with college and work expectations, rigorous, and internationally benchmarked. For a complete
listing of all Florida Standards, please visit: http://www.cpalms.org/Standards/lafs.aspx. The specific pages for History/Social Studies 6-12 standards for Literacy and Writing have
been extracted from the Florida Standards document and placed at the end of each nine weeks Pacing Guide for each required 6-12 social studies course.
GRADE LEVEL OR COURSE TITLE:
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
LITERACY IN HISTORY/SOCIAL STUDIES 9-10
Course Themes: Identified under “Essential Content” are course themes that span multiple topics. For World History, the following themes are identified:
Adapted from the AP World History Course Curriculum Framework
http://apcentral.collegeboard.com/apc/public/repository/AP_WorldHistoryCED_Effective_Fall_2011.pdf

Human and environmental interaction- Human actions and environmental factors have impacted world history as follows:
o Demography and disease
o Migration
o Patterns of settlement
o Technology

Development and Interaction of Cultures- Cultural diffusion is the driving force behind the spread of:
o Religions
o Belief systems, philosophies and ideologies
o Science and technology
o The arts and architecture

Creation, Expansion and Interaction of Economic systems- The development of financial institutions and state economies are influenced by:
o Agricultural and pastoral production
o Trade and Commerce
o Labor systems
o Industrialization
o Capitalism and Socialism

Development and Transformation of Social Structures- Categorization of the norms of societies throughout history have been formed through:
o Gender roles and relations
o Family & Kinship
o Racial and ethnic constructions
o Social and economic classes

State Building, Expansion and Conflicts- The construction, maintenance and dissolution of systems of rule have been generated through:
o Political structures and forms of governance
o Empires
o Nations and nationalism
o Revolts and Revolutions
o Regional, trans-regional and global structures and organizations
Course Code: 2109310
GRADE LEVEL OR COURSE TITLE:
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
Course Code: 2109310
LITERACY IN HISTORY/SOCIAL STUDIES 9-10
History/Social Science Labs
History/Social Science Labs are an engaging and rigorous instructional
approach designed to require in-depth learning and thinking on the part
of the student guided by an essential question, analysis of primary or
secondary source documents, and ending in a rigorous writing
assignment or other rigorous learning task.
Steps to Conduct History/Social Science Labs
1. Identify the NGSSS-SS Benchmark(s) to be addressed.
2. Develop an essential question or use an essential question
already found in the pacing guide.
3. Build background knowledge with students about the topic.
4. FACILITATE students conduct on document/source analysis.
5. Have students report back about their analysis of the source(s).
6. Take the lab to an end and have students Independently
answer, in writing, the essential question
*History/Social Science labs, complete with sources, have been
embedded in to this pacing guide. See next page for History/Social
Science template.



The History/Social Science lab icon (on your left) has been
included next to benchmarks that have labs already created.
Simply click on the icon and you will be taken to the webpage
on http://socialsciences.dadeschools.net where the labs are
located.
To see a video that provides an overview of the History/Social
Science lab process and benefits, please see:
http://www.umbc.edu/che/historylabs/
GRADE LEVEL OR COURSE TITLE:
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
Course Code: 2109310
LITERACY IN HISTORY/SOCIAL STUDIES 9-10
History/Social Science Lab Template
Name _____________________________________________
Period _____
Date _____________________
[Put benchmark here – numbers and write it out]
Essential Question: [put essential guiding question here]
Source
Main Idea / Message / Important Details
How does this document answer the
essential question?
Source 1
[include source
information as
applicable]
Source 2
Source 3
Source 4
Thesis:
___________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________________________
GRADE LEVEL OR COURSE TITLE:
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
Course Code: 2109310
LITERACY IN HISTORY/SOCIAL STUDIES 9-10
Topic 7: The Rise of Western European Intellectual Movements
Pacing
Essential Question: How did ideas from the Middle Ages and the Renaissance contribute
to the Scientific Revolution?
Date(s)
Traditional
10 days
11-2-15 to 11-16-15
Block
5 days
11-2-15 to 11-16-15
STRAND(S) and STANDARD(S):
World History (Standard 1: Utilize historical inquiry skills and analytical processes)
(Standard 4: Analyze the causes and events, and effects of the Renaissance, Reformation, Scientific Revolution, and Age of Exploration)
Humanities
(Standard 1: Identify and analyze the historical, social, and cultural contexts of the arts)
(Standard 2: Respond critically and aesthetically to various works in the arts)
(Standard 3: Understand how transportation, trade, communication, science and technology influence the progression and regression of cultures)
2nd Nine Weeks
NGSSS-SS Benchmarks
Instructional Tools
Essential Content
Course Themes Addressed:
Florida Standards Focus Standard:
Florida Standards Focus Activity:
Have students write an essay analyzing how a text uses structure to emphasize
LAFS.910.RH.2.5 Analyze how a text uses structure
Development and Interaction of
to emphasize key points or advance an explanation or key points or advance an explanation or analysis by examining a work of art for
Cultures
its humanist qualities and art techniques,
analysis.
http://history.hanover.edu/courses/art/111ren.html
Religions
http://autocww.colorado.edu/~flc/E64ContentFiles/PeriodsAndStyles/Renaissanc
Content Benchmarks:
Belief systems, philosophies and
e.html
SS.912.W.4.1: Identify the economic and political causes
ideologies
for the rise of the Italian city-states (Florence, Milan, Naples,
Science and technology
Rome and Venice).
Vocabulary/Identification: Renaissance, Milan, Venice, Florence, Rome,
The arts and architecture
Medici family, humanism., Machiavelli, perspective, Leonard Da Vinci,
SS.912.W.4.2: Recognize major influences on the
Gutenberg, Erasmus, Thomas Moore, William Shakespeare, Flemish,
Creation, Expansion and Interaction
architectural, artistic, and literary developments of
Michelangelo, John Van Eyck, Albert Durer, Fresco, indulgences, predestination,
of Economic systems
Renaissance Italy (Classical, Byzantine, Islamic, Western
reformation, Martin Luther, Henry VIII, John Calvin, Huguenots, Anglican, 95
Trade and Commerce
European).
Thesis, Counter-Reformation, Ignatius of Loyola, Zwingli an, Anabaptist, Council
of Trent, Jesuits, city-state, scientific revolution, heliocentric theory, Roger
Development and Transformation of
SS.912.W.4.3: Identify the major artistic, literary, and
Bacon, Copernicus, Kepler, Galileo, scientific method, Newton, Vesalius,
Social Structures
technological contributions of individuals during the
Descartes, Robert Boyle. Please note: the vocabulary/identification list is
Gender roles and relations
Renaissance.
provided as a basic introduction and list of terms and ideas associated with this
Family & Kinship
topic. Individual teachers may use additional information at their discretion.
Social and economic classes
SS.912.W.4.4: Identify characteristics of Renaissance
humanism in works of art.
Technology:
State Building, Expansion and
General Information on the Renaissance with lesson plans
Conflicts
SS.912.W.4.5: Describe how ideas from the Middle Ages
http://www.renaissanceconnection.org/lesson_social_geography.html
Political structures and forms of
and Renaissance led to the Scientific Revolution.
governance
Annenberg- The Renaissance- This sites contain information about people and
SS.912.W.4.6: Describe how scientific theories and
events related to the Renaissance through reading selections.
methods of the Scientific Revolution challenged those of the
http://www.learner.org/interactives/renaissance/
early classical and medieval periods.
An extensive collection of primary sources on the Reformation and other topics
GRADE LEVEL OR COURSE TITLE:
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
Course Code: 2109310
LITERACY IN HISTORY/SOCIAL STUDIES 9-10



Essential Content
Renaissance
The Rise of the Italian
City-State
o Florence
o Milan
o Naples
o Rome
o Venice (2)
An Era of Awakening
o Humanism
o Influential Artists and Writers
o Technological Advances

The Northern Renaissance

A Comparative Glance

Scientific Revolution
o New theories and Methods
o Influential and People

Reformation

An Era of Reform
o People of the Reformation
o Criticism’s of the Movement
o The Catholic Churches
Response
2nd Nine Weeks
NGSSS-SS Benchmarks
SS.912.W.4.7: Identify criticisms of the Roman Catholic
Church by individuals such as Wycliffe, Hus and Erasmus
and their impact on later reformers.
SS.912.W.4.8: Summarize religious reforms associated
with Luther, Calvin, Zwingli, Henry VIII, and John of Leyden
and the effects of the Reformation on Europe.
SS.912.W.4.9: Analyze the Roman Catholic Church's
response to the Protestant Reformation in the forms of the
Counter and Catholic Reformation.
SS.912.W.4.10: Identify the major contributions of
individuals associated with the Scientific Revolution.
SS.912.H.1.1: Relate works in the arts (architecture, dance,
music, theatre, and visual arts) of varying styles and genre
according to the periods in which they were created.
SS.912. H. 1.2: Describe how historical events, social
context, and culture impact forms, techniques, and purposes
of works in the arts, including the relationship between a
government and its citizens.
Instructional Tools
http://www.fordham.edu/halsall/mod/modsbook.html
Explore the Renaissance- this site contain information, pictures and additional
resources on the Renaissance and the age of Exploration
http://www.learner.org/interactives/renaissance/index.html
The University of Miami Lowe Art Museum has a selection of their art from the
permanent collection on the website. Each piece of art has an explanation of its
importance and relevance to their specific group or time period. The time period
includes The Renaissance, Meso America, Africa, Asia,
http://www6.miami.edu/lowe/index.htm
SHEG: Martin Luther (http://sheg.stanford.edu/martin-luther)
History teacher video Leonardo Da Vinci
(https://www.youtube.com/watch?v=mW_gp7SDgQM)
Ann Boleyn (https://www.youtube.com/watch?v=pZY69fnpF8o)
Divine Comedy (https://www.youtube.com/watch?v=DyRaCwgRKXk)
Renaissance Man (https://www.youtube.com/watch?v=0CRX_mqpzdU)
Gutenberg (https://www.youtube.com/watch?v=7e2bA3tTYow
SS.912.H.1.3: Relate works in the arts to various cultures.
Mary Queen of Scotts (https://www.youtube.com/watch?v=N4Fbn3PmwlA)
SS.912.H.3.1: Analyze the effects of transportation, trade,
communication, science, and technology on the
preservation and diffusion of culture.
Elizabeth I (https://www.youtube.com/watch?v=BegQ3WOgFhM)
Martin Luther (https://www.youtube.com/watch?v=rZ3AFZXXX-k)
SS.912.W.1.1: Use timelines to establish cause and effect
relationships of historical events.
SS.912.W.1.4: Explain how historians use historical inquiry
and other sciences to understand the past.
SS.912.W.1.6: Evaluate the role of history in shaping
identity and character.
Skill Benchmarks:
SS.912.G.1.1: Design Maps using a variety of technologies
based on descriptive data to explain physical and cultural
attributes of major world regions.
SS.912.G.1.2: Use spatial perspective and appropriate
geographic terms and tools, including the Six Essential
Henry VIII (https://www.youtube.com/watch?v=3EGzHsye71c)
The Borgias (https://www.youtube.com/watch?v=f1i6Jbto0Go)
SS.912.W.1.5: Compare conflicting interp
Crash Course 22: Renaissance
(https://www.youtube.com/watch?v=Vufba_ZcoR0)
Crash Course 218: Luther and the Reform
(https://www.youtube.com/watch?v=1o8oIELbNxE)
Crash Course 219: Charles V
(https://www.youtube.com/watch?v=MRYzW3BSj0I)
Suggested Activities:
Have students select a scientific achievement of the scientific revolution and
GRADE LEVEL OR COURSE TITLE:
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
Course Code: 2109310
LITERACY IN HISTORY/SOCIAL STUDIES 9-10
Essential Content
2nd Nine Weeks
NGSSS-SS Benchmarks
Elements, as organizational schema to describe any given
place.
SS.912.G.1.3: Employ applicable units of measurement and
scale to solve simple locational problems using maps and
globes.
Instructional Tools
discuss its current role and impact in today’s world.
Have students debate and assess the moral, ethical, and legal obligations that
all human beings have toward each other.
Have students create a pamphlet for one of the reformers, encouraging people
to join their movement and cause. Students must include criticism of the
Catholic Church, as well as the movement’s ideological standpoint or belief.
SS.912.G.2.1:Identify the physical characteristics and the
human characteristics that define and differentiate regions.
Have students create a Venn Diagram comparing the Italian city-states and the
Northern Renaissance.
SS.912.G.2.2: Describe the factors and processes that
contribute to the differences between developing and
developed regions of the world.
Have students create a Venn Diagram comparing the explorations of the past to
the explorations of the present.
SS.912.G.2.3: Use geographic terms and tools to analyze
case studies of regional issues in different parts of the world
that have critical economic, physical, or political
ramifications.
SS.912.G.4.1: Interpret population growth and other
demographic data for any given place.
SS.912.G.4.2: Use geographic terms and tools to analyze
the push/pull factors contributing to human migration within
and among places.
SS.912.G.4.3: Use geographic terms and tools to analyze
the effects of migration both on the place of origin and
destination, including border areas.
SS.912.G.4.7: Use geographic terms and tools to explain
cultural diffusion throughout places, regions, and the world.
SS.912.G.4.9: Use political maps to describe the change in
boundaries and governments within continents over time.
SS.912.W.1.2: Compare time measurement systems used
by different cultures.
SS.912.W.1.3: Interpret and evaluate primary and
secondary sources.
Have students write an essay analyzing a work of art for its humanist qualities
and art techniques,
http://history.hanover.edu/courses/art/111ren.html
http://faculty.uml.edu/CulturalStudies/Italian_Renaissance/8_9.htm
Have students examine excerpts of the 95 theses and summarize and explain
the criticisms of the Catholic Church.
http://www.iclnet.org/pub/resources/text/wittenberg/luther/web/ninetyfive.html
Have students create a comparative chart examining the major individuals,
events, and characteristics of historical periods; e.g., Renaissance, Reformation,
& Scientific Revolution.
Have students describe the events that led to the Protestant Reformation, and
identify the leading figures in the movement in a timeline.
Have students list all the ways in which the Catholic Church responded to the
growth of Protestant ideas and evaluate the effectiveness of each of the
strategies.
http://www.ignatiusinsight.com/features2007/vryan_jesuitsreform_jan07.asp
http://www.historyteacher.net/APEuroCourse/EHAP_Topics/EHAP-TopicReformations.htm
Assessment:
Develop rubrics and share with students for each of the above mentioned
projects in order to increase opportunities for mastery of content and historical
thinking skills. Each project or assignment should be assessed for content
accuracy and skill development in terms of writing and reading comprehension.
ELL:
Use visual depictions of historical events in order to increase ELL students’
mastery of related content.
Additional ELL Strategies:
Provide students with oral and visual cues for directions
Provide students with pictures, graphs, charts, and videos.
GRADE LEVEL OR COURSE TITLE:
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
Course Code: 2109310
LITERACY IN HISTORY/SOCIAL STUDIES 9-10
2nd Nine Weeks
Essential Content
NGSSS-SS Benchmarks
Instructional Tools
Provide students with oral reading strategies (i.e., read-a-loud, jump in reading)
Provide students with peer grouping for activities
Provide students with teacher read-a-loud strategies
Provide students with the opportunity to use of audio books
Provide students with the use of manipulative items (i.e.,3-D objects)
Provide students with cooperative learning activities (small/large group settings)
Provide students with structured paragraphs for writing assignments
Provide students with the use of simplified/shortened reading text
Provide students with semantic mapping activities to enhance writing
Provide students with the opportunity to use the Language Experience Approach
http://www.literacyconnections.com/InTheirOwnWords.php
Games and activities for the ELL Classroom
http://iteslj.org/c/games.html
This ELL website offers free blank printable graphic organizers and semantic
webs:
http://www.everythingesl.net/inservices/graphic_organizers.php?ty=print
What are read-a-louds, and what can they do for instruction?
http://www.learner.org/workshops/tml/workshop7/teaching2.html
This ELL website offers free blank printable graphic organizers and semantic
webs: http://www.everythingesl.net/inservices/graphic_organizers.php?ty=print
Brigham Young University offers printable World History blank outline maps,
divided by region:
https://geography.byu.edu/pages/resources/outlinemaps.aspx
State and District Instructional Requirements:
Teachers should be aware that State and District Policy requires that all
teachers K-12 provide instruction to students in the following content areas:
African-American History, Character Education, Hispanic Contributions to the
United States, Holocaust Education, and Women’s Contributions to the U.S.
Detailed Lesson Plans can be downloaded from the Department of Social
Sciences web-site. http://socialsciences.dadeschools.net , under the headings
“Character Education” and “Multicultural Support Documents.” Please note that
instruction regarding the aforementioned requirements should take place
throughout the entire scope of a given social studies course, not only during the
particular month or day when a particular cultural group is celebrated or
recognized.
SPED:
Go the Department of Social Sciences’ website,
http://socialsciences.dadeschools.net/, and look under “Curricular Documents,”
GRADE LEVEL OR COURSE TITLE:
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
Course Code: 2109310
LITERACY IN HISTORY/SOCIAL STUDIES 9-10
2nd Nine Weeks
Essential Content
NGSSS-SS Benchmarks
Instructional Tools
Next Generation Sunshine State Standards” in order to download the PDF of
Access Points for Students with Cognitive Disabilities related to this particular
grade level.
GRADE LEVEL OR COURSE TITLE:
Date
Traditional:
November 2, 2015 November 16, 2015
Block:
November 2, 2015 November 16, 2015
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
LITERACY IN HISTORY/SOCIAL STUDIES 9-10
Pacing Guide
Data Driven
Activities
Benchmark(s)
Benchmark(s)
Florida Standards Focus Standard:
LAFS.910.RH.2.5Analyze how a text uses structure to
emphasize key points or advance an explanation or
analysis.
Content Benchmarks:
SS.912.W.4.1: Identify the economic and political causes
for the rise of the Italian city-states (Florence, Milan,
Naples, Rome and Venice).
SS.912.W.4.2: Recognize major influences on the
architectural, artistic, and literary developments of
Renaissance Italy (Classical, Byzantine, Islamic, Western
European).
SS.912.W.4.3: Identify the major artistic, literary, and
technological contributions of individuals during the
Renaissance.
SS.912.W.4.4: Identify characteristics of Renaissance
humanism in works of art.
SS.912.W.4.5: Describe how ideas from the Middle Ages
and Renaissance led to the Scientific Revolution.
SS.912.W.4.6: Describe how scientific theories and
methods of the Scientific Revolution challenged those of
the early classical and medieval periods.
SS.912.W.4.7: Identify criticisms of the Roman Catholic
Church by individuals such as Wycliffe, Hus and Erasmus
and their impact on later reformers.
Course Code: 2109310
Assessment(s)
Strategies
GRADE LEVEL OR COURSE TITLE:
Date
Traditional:
November 2, 2015 November 16, 2015
Block:
November 2, 2015 November 16, 2015
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
LITERACY IN HISTORY/SOCIAL STUDIES 9-10
Pacing Guide
Data Driven
Activities
Benchmark(s)
Benchmark(s)
SS.912.W.4.8: Summarize religious reforms associated
with Luther, Calvin, Zwingli, Henry VIII, and John of
Leyden and the effects of the Reformation on Europe.
SS.912.W.4.9: Analyze the Roman Catholic Church's
response to the Protestant Reformation in the forms of the
Counter and Catholic Reformation.
SS.912.W.4.10: Identify the major contributions of
individuals associated with the Scientific Revolution.
SS.912.H.1.1: Relate works in the arts (architecture,
dance, music, theatre, and visual arts) of varying styles
and genre according to the periods in which they were
created.
SS.912. H. 1.2: Describe how historical events, social
context, and culture impact forms, techniques, and
purposes of works in the arts, including the relationship
between a government and its citizens.
SS.912.H.1.3: Relate works in the arts to various cultures.
SS.912.H.3.1: Analyze the effects of transportation, trade,
communication, science, and technology on the
preservation and diffusion of culture.
SS.912.W.1.1: Use timelines to establish cause and
effect relationships of historical events
SS.912.W.1.4: Explain how historians use historical
inquiry and other sciences to understand the past.
SS.912.W.1.5: Compare conflicting
interpretations or schools of thought about world events
and individual contributions to history (historiography).
SS.912.W.1.6: Evaluate the role of history in shaping
identity and character
Course Code: 2109310
Assessment(s)
Strategies
GRADE LEVEL OR COURSE TITLE:
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
Course Code: 2109310
LITERACY IN HISTORY/SOCIAL STUDIES 9-10
Topic 8: Age of Exploration
Pacing
Date(s)
Traditional
10 days
11-17-15 to 12-3-15
Block
5 days
11-17-15 to 12-3-15
Essential Question: What were the causes, voyages and sponsors that led to the Age of
exploration?
STRAND(S) and STANDARD(S):
World History (Standard 1: Utilize historical inquiry skills and analytical processes)
(Standard 4: Analyze the causes and events, and effects of the Renaissance, Reformation, Scientific Revolution, and Age of Exploration)
Humanities
(Standard 1: Identify and analyze the historical, social, and cultural contexts of the arts)
(Standard 2: Respond critically and aesthetically to various works in the arts)
(Standard 3: Understand how transportation, trade, communication, science and technology influence the progression and regression of cultures)
2nd Nine Weeks
NGSSS-SS Benchmarks
Instructional Tools
Essential Content
Course Themes Addressed:
Florida Standards Focus Standard:
Florida Standards Focus Activity:
LAFS.910.RH.1.1 Cite specific textual evidence to support
Have students write a newspaper article on one of the explorers, highlighting
Human and environmental
analysis of primary and secondary sources, attending to
their achievements and the new lands they discovered that cites specific textual
interaction
such features as the date and origin of the information.
evidence to support analysis of primary and secondary sources, attending to
Demography and disease
such features as the date and origin of the information.
Content Benchmarks:
Migration
http://www.kidinfo.com/american_history/american_revolution.html
Patterns of settlement
SS.912.W.4.11: Summarize the causes that led to the Age
Technology
of Exploration, and identify major voyages and sponsors.
(This also meets, LAFS.910.WSHT.3.9 Draw evidence from informational texts
to support analysis reflection, and research)
Development and Interaction of
SS.912.W.4.12: Evaluate the scope and impact of the
Cultures
Columbian Exchange on Europe, Africa, Asia, and the
Americas.
Mobile Device Project: Revolution and Exploration
Religions
Belief systems, philosophies and
ideologies
Science and technology
Creation, Expansion and Interaction
of Economic systems
Trade and Commerce
Labor systems
Development and Transformation of
Social Structures
Gender roles and relations
Family & Kinship
Racial and ethnic constructions
Social and economic classes
SS.912.W.4.13: Examine the various economic and political
systems of Portugal, Spain, the Netherlands, France, and
England in the Americas.
SS.912.W.4.14: Recognize the practice of slavery and other
forms of forced labor experienced during the 13th through
17th centuries in East Africa, West
SS.912.W.4.15: Explain the origins, developments, and
impact of the trans-Atlantic slave trade between West Africa
Vocabulary/Identification: conquistador, colony, mercantilism, balance of
trade, the compass, joint stock company, triangular trade, Columbian exchange,
Middle Passage, Treaty of Tordesillas, Henry the Navigator, Christopher
Columbus, Vasco de Gama, Hernan Cortes, Zheng He, Ferdinand Magellan,
spice trade, encomienda system, Dutch East India Company, Arawak, The
Philippines, Fort Jesus Mombasa, Kongo Kingdom, Menin tribe. Please note:
the vocabulary/identification list
is provided
a basic introduction
andAmericas.
list of
Africa,
Europe,asSouthwest
Asia, and the
terms and ideas associated with this topic. Individual teachers may use
additional information at their discretion.
GRADE LEVEL OR COURSE TITLE:
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
Course Code: 2109310
LITERACY IN HISTORY/SOCIAL STUDIES 9-10
2nd Nine Weeks
Essential Content
State Building, Expansion and
Conflicts
Political structures and forms of
governance
Empires
Nations and nationalism
 Major Voyages and Sponsors
o
o
o
o
o
o
o
Reasons for Exploration
Henry the Navigator
Christopher Columbus
Vasco de Gama and Diaz
Henry Cortes
Zheng He
Magellan
 The Columbian Exchange and
Beyond
o Europe
o Africa
o Asia
o The Philippines
 Methods of Colonization:
The Big Five
o England
o Spain
o Treaty of Torsedillas
o Encomienda System
o Conquistadors
o Portugal
o France
o The Netherlands
o The Dutch East India
Company
 Slavery and the Trans-Atlantic
Slave Trade
o Sources of Slaves
o The Middle Passage
o Growth of the Slave Trade
o Effects of the Slave Trade
NGSSS-SS Benchmarks
and the Americas.
SS.912.G.2.1: Identify the physical characteristics and the
human characteristics that define and differentiate regions.
SS.912.G.2.2: Describe the factors and processes that
contribute to the differences between developing and
developed regions of the world.
SS.912.G.2.3: Use geographic terms and tools to analyze
case studies of regional issues in different parts of the world
that have critical economic, physical, or political
ramifications.
SS.912.G.4.1: Interpret population growth and other
demographic data for any given place.
SS.912.G.4.2: Use geographic terms and tools to analyze
the push/pull factors contributing to human migration within
and among places.
SS.912.G.4.3: Use geographic terms and tools to analyze
the effects of migration both on the place of origin and
destination, including border areas.
SS.912.G.4.7: Use geographic terms and tools to explain
cultural diffusion throughout places, regions, and the world.
SS.912.G.4.9: Use political maps to describe the change in
boundaries and governments within continents over time.
Skill Benchmarks:
SS.912.G.1.1: Design Maps using a variety of technologies
based on descriptive data to explain physical and cultural
attributes of major world regions.
SS.912.G.1.2: Use spatial perspective and appropriate
geographic terms and tools, including the Six Essential
Elements, as organizational schema to describe any given
place.
SS.912.G.1.3: Employ applicable units of measurement and
scale to solve simple locational problems using maps and
globes.
SS.912.H.1.3: Relate works in the arts to various cultures.
Instructional Tools
Technology:
Video Segment: Food and the Columbian Exchange: The Atlantic Voyages
http://www.learner.org/courses/worldhistory/unit_video_16-1.html
Video Segment: Food and the Columbian Exchange: The Caribbean Experience
http://www.learner.org/courses/worldhistory/unit_video_16-2.html
Exploring History through documents and images: The End of the African Slave
Trade
http://worldhistoryconnected.press.illinois.edu/1.1/gilbert.html
Article on Production and Consumption in the Atlantic World
http://worldhistoryconnected.press.illinois.edu/7.1/martin.html
Fordham University- Discovery and Reformation- This sites contain information
about people and events related to the Age of Discovery and the reformation. It
also contains maps and a glossary of important terms.
http://legacy.fordham.edu/halsall/mod/modsbook02.asp
http://legacy.fordham.edu/Halsall/mod/modsbook03.asp
PBS- The Conquistadors focuses on Spanish Conquistadors in the New World
and the legacy of their contact with Native Americans. There are lesson plans for
teachers and in-depth online content for students available in both English and
Spanish.
http://www.pbs.org/conquistadors/
British National Archives- Black Presence-this site explores Asian and Black
history in the Caribbean in Britain from 1500 to 1850 through primary documents
and general information
http://www.nationalarchives.gov.uk/pathways/blackhistory/index.htm
National Humanities Center- The Columbian Exchange: Plants, Animals, and
Disease between the Old and New Worlds-This site gives pictures as well as a
reading excerpt of the products and ideas exchanged in the Columbian
exchange.
http://nationalhumanitiescenter.org/tserve/nattrans/ntecoindian/essays/columbia
n.htm
University of Montreal- (Brief) History of European - Asian trade- This site has
general information as well as amps and charts detailing European and Asian
relation, including the Spice Trade routes as well as imperialism
http://www.iro.umontreal.ca/~vaucher/Genealogy/Documents/Asia/EuropeanExpl
oration.html
Extensive collection of primary documents on European exploration and the first
encounters between the Europeans and the Amerindians.
GRADE LEVEL OR COURSE TITLE:
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
Course Code: 2109310
LITERACY IN HISTORY/SOCIAL STUDIES 9-10
2nd Nine Weeks
Essential Content
NGSSS-SS Benchmarks
SS.912.H.3.1: Analyze the effects of transportation, trade,
communication, science, and technology on the
preservation and diffusion of culture.
SS.912.W.1.1: Use timelines to establish cause and effect
relationships of historical events.
SS.912.W.1.2: Compare time measurement systems used
by different cultures.
SS.912.W.1.3: Interpret and evaluate primary and
secondary sources.
SS.912.W.1.4: Explain how historians use historical inquiry
and other sciences to understand the past.
SS.912.W.1.6: Evaluate the role of history in shaping
identity and character
LA.910.1.6.1: The student will use new vocabulary that is
introduced and taught directly
Instructional Tools
http://nationalhumanitiescenter.org/pds/amerbegin/
Links to historical materials and contemporary legacies of Portuguese and Dutch
Colonialism.
http://www.colonialvoyage.com
Portal to a wide variety of resources including African experiences on slavery
and the slave trade.
http://www.inmotionaame.org/migrations
In Motion: The African American Migration Experience. Schomburg Center in
Black Culture, New York Public Library- Excellent website full of images, maps,
and primary sources on the Trans Atlantic Slave Trade.
http://www.inmotionaame.org/home.cfm
SHEG: Montezuma and Cortes
SS.912.W.1.5: Compare conflicting interp
(http://sheg.stanford.edu/moctezuma-and-cortes)
Atahualpa and the Bible
(http://sheg.stanford.edu/atahualpa-and-the-bible)
History teacher video Shakespeare
(https://www.youtube.com/watch?v=GbTLYAiorxs)
In a nutshell video, Who discovered America
(https://www.youtube.com/watch?v=U7HxCsPho34)
Crash Course 21: Columbus, De Gama
(https://www.youtube.com/watch?v=NjEGncridoQ)
Crash Course 23: Columbian Exchange
(https://www.youtube.com/watch?v=HQPA5oNpfM4)
Crash Course 24: Atlantic Slave Trade
(https://www.youtube.com/watch?v=dnV_MTFEGIY)
Crash Course 25: Spanish Empire and Silver
(https://www.youtube.com/watch?v=rjhIzemLdos)
Suggested Activities:
Have students trace the routes taken by various explorers of the time period
mapping each route from its site of origin.
Have students compare the reasons for exploration amongst the Big Five
Nations through a semantic web.
GRADE LEVEL OR COURSE TITLE:
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
Course Code: 2109310
LITERACY IN HISTORY/SOCIAL STUDIES 9-10
2nd Nine Weeks
Essential Content
NGSSS-SS Benchmarks
Instructional Tools
Have students research and defend on a point of view in a debate from the
various views of government officials, indigenous peoples, and/or explorers
towards Columbus exploration of the America’s, be sure to examine both sides
and how they were affected.
http://www.hartford-hwp.com/Taino/docs/columbus.html
http://www.flmnh.ufl.edu/caribarch/columbus.htm
http://www.americanheritage.com/content/christopher-columbus-mariner
Have students outline the triangular trade system; conduit the actual items that
were exchanged during the process.
Have students imagine that they are a cartographer around 1500 for either
Portugal or Spain and have them illustrate a map of newly discovered territories
with pictures of people, places, and goods discovered.
Have students write a newspaper article on one of the explorers, highlighting
their achievements and the new lands they discovered.
Have students list the advantages and disadvantages of exploration from the
perspective of either a European Explorer or an indigenous person.
Have students map the port cities along the Spice Islands, and identify the
controlling nations of each.
Have students create a chart outlining the movements of people and how their
resulting interaction affected the economic, social, and geopolitical institutions of
society.
Have students write a diary entry from the perspective of a slave experiencing
the middle passage.
http://www.pbs.org/wgbh/aia/part1/1narr4.html
Have students write a testimony of the Middle Passage from the perspective of
the boat being used for the journey.
Assessment:
Develop rubrics and share with students for each of the above mentioned
projects in order to increase opportunities for mastery of content and historical
thinking skills. Each project or assignment should be assessed for content
accuracy and skill development in terms of writing and reading comprehension.
ELL:
Use visual depictions of historical events in order to increase ELL students’
mastery of related content.
Additional ELL Strategies:
Provide students with oral and visual cues for directions
Provide students with pictures, graphs, charts, and videos.
Provide students with oral reading strategies (i.e., read-a-loud, jump in reading)
GRADE LEVEL OR COURSE TITLE:
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
Course Code: 2109310
LITERACY IN HISTORY/SOCIAL STUDIES 9-10
2nd Nine Weeks
Essential Content
NGSSS-SS Benchmarks
Instructional Tools
Provide students with peer grouping for activities
Provide students with teacher read-a-loud strategies
Provide students with the opportunity to use of audio books
Provide students with the use of manipulative items (i.e.,3-D objects)
Provide students with cooperative learning activities (small/large group settings)
Provide students with structured paragraphs for writing assignments
Provide students with the use of simplified/shortened reading text
Provide students with semantic mapping activities to enhance writing
Provide students with the opportunity to use the Language Experience Approach
http://www.literacyconnections.com/InTheirOwnWords.php
Games and activities for the ELL Classroom
http://iteslj.org/c/games.html
This ELL website offers free blank printable graphic organizers and semantic
webs:
http://www.everythingesl.net/inservices/graphic_organizers.php?ty=print
What are read-a-louds, and what can they do for instruction?
http://www.learner.org/workshops/tml/workshop7/teaching2.html
Brigham Young University offers printable World History blank outline maps,
divided by region:
https://geography.byu.edu/pages/resources/outlinemaps.aspx
State and District Instructional Requirements:
Teachers should be aware that State and District Policy requires that all teachers
K-12 provide instruction to students in the following content areas: AfricanAmerican History, Character Education, Hispanic Contributions to the United
States, Holocaust Education, and Women’s Contributions to the U.S. Detailed
Lesson Plans can be downloaded from the Department of Social Sciences website. http://socialsciences.dadeschools.net , under the headings “Character
Education” and “Multicultural Support Documents.” Please note that instruction
regarding the aforementioned requirements should take place throughout the
entire scope of a given social studies course, not only during the particular
month or day when a particular cultural group is celebrated or recognized.
SPED:
Go the Department of Social Sciences’ website,
http://socialsciences.dadeschools.net/, and look under “Curricular Documents,”
Next Generation Sunshine State Standards” in order to download the PDF of
Access Points for Students with Cognitive Disabilities related to this particular
grade level.
GRADE LEVEL OR COURSE TITLE:
Date
Traditional:
November 17, 2014 December 3, 2015
Block:
November 17, 2014 December 3, 2015
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
LITERACY IN HISTORY/SOCIAL STUDIES 9-10
Pacing Guide
Data Driven
Activities
Benchmark(s)
Benchmark(s)
Florida Standards Focus Standard:
LAFS.910.RH.1.1Cite specific textual evidence to
support analysis of primary and secondary sources,
attending to such features as the date and origin of the
information.
Content Benchmarks:
SS.912.W.4.11: Summarize the causes that led to the
Age of Exploration, and identify major voyages and
sponsors.
SS.912.W.4.12: Evaluate the scope and impact of the
Columbian Exchange on Europe, Africa, Asia, and the
Americas.
SS.912.W.4.13: Examine the various economic and
political systems of Portugal, Spain, the Netherlands,
France, and England in the Americas.
SS.912.W.4.14: Recognize the practice of slavery and
other forms of forced labor experienced during the 13th
through 17th centuries in East Africa, West Africa,
Europe, Southwest Asia, and the Americas.
SS.912.W.4.15: Explain the origins, developments, and
impact of the trans-Atlantic slave trade between West
Africa and the Americas.
SS.912.G.2.1:Identify the physical characteristics and the
human characteristics that define and differentiate
regions.
SS.912.G.2.2: Describe the factors and processes that
contribute to the differences between developing and
developed regions of the world.
SS.912.G.2.3: Use geographic terms and tools to
analyze case studies of regional issues in different parts
of the world that have critical economic, physical, or
political ramifications.
Course Code: 2109310
Assessment(s)
Strategies
GRADE LEVEL OR COURSE TITLE:
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
Course Code: 2109310
LITERACY IN HISTORY/SOCIAL STUDIES 9-10
Date
Traditional:
November 17, 2014 December 3, 2015
Block:
November 17, 2014 December 3, 2015
Pacing Guide
Benchmark(s)
SS.912.G.4.1: Interpret population growth and other
demographic data for any given place.
SS.912.G.4.2: Use geographic terms and tools to
analyze the push/pull factors contributing to human
migration within and among places.
SS.912.G.4.3: Use geographic terms and tools to
analyze the effects of migration both on the place of
origin and destination, including border areas.
SS.912.G.4.7: Use geographic terms and tools to
explain cultural diffusion throughout places, regions, and
the world.
SS.912.G.4.9: Use political maps to describe the change
in boundaries and governments within continents over
time.
Data Driven
Benchmark(s)
Activities
Assessment(s)
Strategies
GRADE LEVEL OR COURSE TITLE:
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
Course Code: 2109310
LITERACY IN HISTORY/SOCIAL STUDIES 9-10
Topic 9: Asia in Transition (East Asia)
Pacing
Date(s)
Traditional
6 days
12-4-15 to 12-11-15
Block
3 days
12-4-15 to 12-11-15
Essential Question: What were the major individuals, events and characteristics of the
Chinese Dynasties and Japan in the Tokugawa period?
STRAND(S) and STANDARD(S):
World History (Standard 1: Utilize historical inquiry skills and analytical processes)
(Standard 4: Analyze the causes and events, and effects of the Renaissance, Reformation, Scientific Revolution, and Age of Exploration)
Humanities
(Standard 1: Identify and analyze the historical, social, and cultural contexts of the arts)
(Standard 2: Respond critically and aesthetically to various works in the arts)
(Standard 3: Understand how transportation, trade, communication, science and technology influence the progression and regression of cultures)
2nd Nine Weeks
NGSSS-SS Benchmarks
Instructional Tools
Essential Content
Course Themes Addressed
Florida Standards Focus Standard:
Florida Standards Focus Activity:
LAFS.910.RH.2.5 Analyze how a text uses structure to
Have students create a list of the major individuals, events, and characteristics
Human and environmental
emphasize key points or advance an explanation or
for each of the listed historical periods (e.g., Tokugawa, Ming and Qing) and
interaction
analysis.
write a persuasive essay that analyzes key points or advances an explanation.
Demography and disease
Content Benchmarks:
Migration
(This also meets LAFS.910.WSHT.1.1Write arguments focused on disciplinePatterns of settlement
specific content.)
Technology
SS.912.W.2.22: Describe Japan's cultural and economic
relationship to China and Korea.
Development and Interaction of
Vocabulary/Identification: Ming Dynasty, Qing dynasty, examination system,
Cultures
SS.912.G.2.3: Use geographic terms and tools to analyze
opium, Taiping Rebellion, Beijing, Treaty of Nanjing, Taiwan, Empress Ci Xi,
case studies of regional issues in different parts of the world
self-strengthening movement, Imperial City, porcelain, Boxer Rebellion,
Religions
that have critical economic, physical, or political
Tokugawa Shogunate, Commodore Matthew Perry, Meiji Restoration,
Belief systems, philosophies and
ramifications.
Consulate, eta, Edo, The Hermit Kingdom, isolationism, Dutch learning, Junks,
ideologies
queue, Hsuan-yeh, philology, extraterritoriality, “unequal” treaties, Yangtze
Science and technology
SS.912.G.4.1: Interpret population growth and other
Valley, Toyotomi Hideyoshi, Tokugawa Ieyasu, Treaty of Kanagawa, and
The arts and architecture
demographic data for any given place.
consulates. Please note: the vocabulary/identification list is provided as a basic
introduction and list of terms and ideas associated with this topic. Individual
Creation, Expansion and Interaction
SS.912.G.4.2: Use geographic terms and tools to analyze
teachers may use additional information at their discretion.
of Economic systems
the push/pull factors contributing to human migration within
Mobile Device Project: Asia in Transition:
Trade and Commerce
and among places.
Labor systems
SS.912.G.4.3: Use geographic terms and tools to analyze
Development and Transformation of
the effects of migration both on the place of origin and
Social Structures
destination, including border areas.
Gender roles and relations
Family & Kinship
SS.912.G.4.7: Use geographic terms and tools to explain
Social and economic classes
cultural diffusion throughout places, regions, and the world.
GRADE LEVEL OR COURSE TITLE:
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
Course Code: 2109310
LITERACY IN HISTORY/SOCIAL STUDIES 9-10
2nd Nine Weeks
Essential Content
NGSSS-SS Benchmarks
SS.912.G.4.9: Use political maps to describe the change in
boundaries and governments within continents over time.
State Building, Expansion and
Conflicts
Political structures and forms of
governance
Empires
Nations and nationalism
Revolts and Revolutions
 The Ming (2) and Qing Dynasties
o
o
o
o
o


Foreign Policy
Junks
Transitional Years
Economy, Culture and
Society
Decline of the Qing Dynasty
China and the Europeans
o The Portuguese
o The British
o The Treaty of Nanking
o Free Trade
o The Opium Trade
o The Taiping Rebellion
Tokugawa Shogunate
o Founding of the
Shogunate
o Hideyoshi
o Ieyasu
o Foreign Contact
o Life in Tokugawa Japan
o Treaty of Kanagawa
Instructional Tools
Technology:
Video Segment: Diets, Population, and Trade: China
http://www.learner.org/courses/worldhistory/unit_video_16-3.html
SS.912.H.3.1: Analyze the effects of transportation, trade,
communication, science, and technology on the
preservation and diffusion of culture.
Video Segment: Silver Connects the World: China
http://www.learner.org/courses/worldhistory/unit_video_15-1.html
SS.912.W.1.1: Use timelines to establish cause and effect
relationships of historical events.
Video Segment: Silver Connects the World: The Americas
http://www.learner.org/courses/worldhistory/unit_video_15-2.html
Skill Benchmarks:
SS.912.G.1.1: Design Maps using a variety of technologies
based on descriptive data to explain physical and cultural
attributes of major world regions.
Video Segment: Silver Connects the World: Europe, East Asia, and West Africa
http://www.learner.org/courses/worldhistory/unit_video_15-3.html
SS.912.G.1.2: Use spatial perspective and appropriate
geographic terms and tools, including the Six Essential
Elements, as organizational schema to describe any given
place.
SS.912.G.1.3:Employ applicable units of measurement and
scale to solve simple locational problems using maps and
globes.
SS.912.G.2.1:Identify the physical characteristics and the
human characteristics that define and differentiate regions.
SS.912.G.2.2: Describe the factors and processes that
contribute to the differences between developing and
developed regions of the world.
A useful portal to primary sources on world history, including Asian empires,
organized chronologically and geographically, with a dedicated section on
women in world history.
http://worldhistorymatters.org
This website compares Europe and China between 1500-1937 through general
information, primary documents and video segments
http://afe.easia.columbia.edu/chinawh/
A virtual journey on the Nakasendo Highway, the road connecting the Tokugawa
capital of Edo with the imperial residence ay Kyoto
http://www.nakasendoway.com/
Created under the auspices of the National Endowment of the Humanities, with
the visual resources on such topics as calligraphy, military technology, painting,
and architecture.
http://depts.washington.edu/chinaciv/
SS.912.W.1.2: Compare time measurement systems used
by different cultures.
Suggested Activities:
Have students create a Venn Diagram comparing the Ming and Qing dynasty in
terms of leaders, religions, trade policies, economics, European contact and
decline.
SS.912.W.1.3: Interpret and evaluate primary and
secondary sources.
Have students create a Venn Diagram on the impact of foreign influence in
China compared to Japan.
SS.912.H.1.3: Relate works in the arts to various cultures.
SS.912.W.1.4: Explain how historians use historical inquiry
and other sciences to understand the past.
SS.912.W.1.6: Evaluate the role of history in shaping
identity and character
Have students create a list of the major individuals, events, and characteristics
for each of the listed historical periods ( e.g., Tokugawa, Ming and Qing)
SS.912.W.1.5: Compare conflicting interp
Have students identify the Japanese social classes during the Shogunate and
list or discuss their responsibilities and privileges.
http://wsu.edu:8000/~dee/TOKJAPAN/CONTENTS.HTM
GRADE LEVEL OR COURSE TITLE:
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
Course Code: 2109310
LITERACY IN HISTORY/SOCIAL STUDIES 9-10
2nd Nine Weeks
Essential Content
NGSSS-SS Benchmarks
Instructional Tools
Have students discuss and prepare a report on why countries would develop and
partake in isolationist policies and whether or not it is beneficial to the country.
Have students create a political cartoon about Commander Perry’s arrival in
Japan. Students can take either perspective.
http://afe.easia.columbia.edu/japan/japanworkbook/modernhist/perry.html
http://www.pbs.org/empires/japan/enteredo.html
Assessment:
Develop rubrics and share with students for each of the above mentioned
projects in order to increase opportunities for mastery of content and historical
thinking skills. Each project or assignment should be assessed for content
accuracy and skill development in terms of writing and reading comprehension.
ELL:
Use visual depictions of historical events in order to increase ELL students’
mastery of related content.
Additional ELL Strategies:
Provide students with oral and visual cues for directions
Provide students with pictures, graphs, charts, and videos.
Provide students with oral reading strategies (i.e., read-a-loud, jump in reading)
Provide students with peer grouping for activities
Provide students with teacher read-a-loud strategies
Provide students with the opportunity to use of audio books
Provide students with the use of manipulative items (i.e.,3-D objects)
Provide students with cooperative learning activities (small/large group settings)
Provide students with structured paragraphs for writing assignments
Provide students with the use of simplified/shortened reading text
Provide students with semantic mapping activities to enhance writing
Provide students with the opportunity to use the Language Experience Approach
http://www.literacyconnections.com/InTheirOwnWords.php
Games and activities for the ELL Classroom
http://iteslj.org/c/games.html
What are read-a-louds, and what can they do for instruction?
http://www.learner.org/workshops/tml/workshop7/teaching2.html
Brigham Young University offers printable World History blank outline maps,
divided by region:
https://geography.byu.edu/pages/resources/outlinemaps.aspx
This ELL website offers free blank printable graphic organizers and semantic
webs:
GRADE LEVEL OR COURSE TITLE:
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
Course Code: 2109310
LITERACY IN HISTORY/SOCIAL STUDIES 9-10
2nd Nine Weeks
Essential Content
NGSSS-SS Benchmarks
Instructional Tools
http://www.everythingesl.net/inservices/graphic_organizers.php?ty=print
State and District Instructional Requirements:
Teachers should be aware that State and District Policy requires that all teachers
K-12 provide instruction to students in the following content areas: AfricanAmerican History, Character Education, Hispanic Contributions to the United
States, Holocaust Education, and Women’s Contributions to the U.S. Detailed
Lesson Plans can be downloaded from the Department of Social Sciences website. http://socialsciences.dadeschools.net , under the headings “Character
Education” and “Multicultural Support Documents.” Please note that instruction
regarding the aforementioned requirements should take place throughout the
entire scope of a given social studies course, not only during the particular
month or day when a particular cultural group is celebrated or recognized.
SPED:
Go the Department of Social Sciences’ website,
http://socialsciences.dadeschools.net/, and look under “Curricular Documents,”
Next Generation Sunshine State Standards” in order to download the PDF of
Access Points for Students with Cognitive Disabilities related to this particular
grade level.
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
GRADE LEVEL OR COURSE TITLE:
Date
Traditional:
December 4,
2015December 11,
2015
Block:
December 4,
2015December 11,
2015
Pacing Guide
Benchmark(s)
LITERACY IN HISTORY/SOCIAL STUDIES 9-10
Data Driven
Activities
Benchmark(s)
Course Code: 2109310
Assessment(s)
Strategies
Florida Standards Focus Standard:
LAFS.910.RH.2.5 Analyze how a text uses structure to
emphasize key points or advance an explanation or analysis.
Content Benchmarks:
SS.912.W.2.22: Describe Japan's cultural and economic
relationship to China and Korea.
SS.912.G.2.3: Use geographic terms and tools to analyze
case studies of regional issues in different parts of the world
that have critical economic, physical, or political ramifications.
SS.912.G.4.1: Interpret population growth and other demographic data for any
SS.912.G.4.3: Use geographic terms and tools to analyze
the effects of migration both on the place of origin and
destination, including border areas.
SS.912.G.4.7: Use geographic terms and tools to explain
cultural diffusion throughout places, regions, and the world.
Content Benchmarks:
SS.912.G.4.9: Use political maps to describe the change in
boundaries and governments within continents over time.
SS.912.H.3.1: Analyze the effects of transportation, trade,
communication, science, and technology on the preservation
and diffusion of culture.
SS.912.W.1.1: Use timelines to establish cause and effect
relationships of historical events.
GRADE LEVEL OR COURSE TITLE:
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
Course Code: 2109310
LITERACY IN HISTORY/SOCIAL STUDIES 9-10
Topic 10: Asia in Transition (The Muslim Empires)
Pacing
Date(s)
Traditional
7 days
12-14-15 to 01-05-16
Block
3.5 days
12-14-15 to 01-05-16
Essential Question: What were the key economic, social and political developments of Islamic
history?
STRAND(S) and STANDARD(S):
World History (Standard 1: Utilize historical inquiry skills and analytical processes)
(Standard 4: Analyze the causes and events, and effects of the Renaissance, Reformation, Scientific Revolution, and Age of Exploration)
Humanities
(Standard 1: Identify and analyze the historical, social, and cultural contexts of the arts)
(Standard 2: Respond critically and aesthetically to various works in the arts)
(Standard 3: Understand how transportation, trade, communication, science and technology influence the progression and regression of cultures)
2nd Nine Weeks
NGSSS-SS Benchmarks
Instructional Tools
Essential Content
Course Themes Addressed
Florida Standards Focus Standard:
Florida Standards Focus Activity:
LAFS.910.RH.3.8 Assess the extent to which the reasoning
Have students compare various historian’s views of the reign of Aurangzeb,
Human and environmental
and evidence in a text support the author’s claims.
utilizing articles pictures, video clips and other resources and assess the extent
interaction
to which the reasoning and evidence in a text support the author’s claims.
Content Benchmarks:
Migration
http://www.sscnet.ucla.edu/southasia/History/Mughals/Aurang3.html
Patterns of settlement
SS.912.W.3.1: Discuss significant people and beliefs
http://www.hindunet.org/hindu_history/modern/akbar_ppg.html
Technology
associated with Islam.
Development and Interaction of
Cultures
Religions
Belief systems, philosophies and
ideologies
Science and technology
The arts and architecture
Creation, Expansion and Interaction
of Economic systems
Trade and Commerce
Labor systems
Development and Transformation of
Social Structures
Gender roles and relations
Family & Kinship
Social and economic classes
SS.912.W.3.3: Determine the causes, effects, and extent of
Islamic military expansion through Central Asia, North
Africa, and the Iberian Peninsula.
SS.912.W.3.6: Describe key economic, political, and social
developments in Islamic history.
SS.912.G.2.3: Use geographic terms and tools to analyze
case studies of regional issues in different parts of the world
that have critical economic, physical, or political
ramifications.
SS.912.G.4.1: Interpret population growth and other
demographic data for any given place.
SS.912.G.4.2: Use geographic terms and tools to analyze
the push/pull factors contributing to human migration within
and among places.
(This also meets, LAFS.910.WSHT.2.4 Produce clear and coherent writing in
which the development, organization, and style are appropriate to task, purpose,
and audience.)
Vocabulary/Identification: Ottoman Empire, Janisarries, Sultan, Sultanate,
Harem., Aurangzeb, Shah, Maratha Kingdoms, Timur the Lame, Mehmet the
Conqueror, Emperor Akbar, Nur Jahan, Delhi, Sufis, Sufism, Sikishm, Taj Mahal,
Safavid, Ismail, Abbas I, Suleyman, Esmail, Safidon, Kizilbash, Rajputs, Sikh
faith. Please note: the vocabulary/identification list is provided as a basic
introduction and list of terms and ideas associated with this topic. Individual
teachers may use additional information at their discretion.
Technology:
Short Video on Ottoman Empire
http://www.learner.org/courses/worldhistory/unit_video_17-3.html
SHEG: Expansion of Islamic Empires (http://sheg.stanford.edu/expansionislamic-empire)
Crash Course 19: Ottoman Empire (https://www.youtube.com/watch?v=UNII_jBzzo)
GRADE LEVEL OR COURSE TITLE:
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
Course Code: 2109310
LITERACY IN HISTORY/SOCIAL STUDIES 9-10
Essential Content
State Building, Expansion and
Conflicts
Political structures and forms of
governance
Empires
Nations and nationalism
Revolts and Revolutions
 Reform, Growth and Expansion
 Ottoman Empire
o
o
o
o
o
o
The Rise of Empire
Government and Society
Jannisarries
Recovery and Expansion
Suleymnan
The Millet System
 The Safavid Empire
o
o
o
o
The Rise of Empire
Government and Society
Military Reforms
Esmail’s Religious Policy
 The Mughal Empire
o
o
o
o
o
The Rise and Growth
Religion, Economy and
Trade
Babur
The Sikh Faith
The Reign of Aurangzeb
2nd Nine Weeks
NGSSS-SS Benchmarks
SS.912.G.4.3: Use geographic terms and tools to analyze
the effects of migration both on the place of origin and
destination, including border areas.
SS.912.G.4.7: Use geographic terms and tools to explain
cultural diffusion throughout places, regions, and the world.
SS.912.G.4.9: Use political maps to describe the change in
boundaries and governments within continents over time.
Skill Benchmarks:
SS.912.G.1.1: Design Maps using a variety of technologies
based on descriptive data to explain physical and cultural
attributes of major world regions.
SS.912.G.1.2: Use spatial perspective and appropriate
geographic terms and tools, including the Six Essential
Elements, as organizational schema to describe any given
place.
SS.912.G.1.3: Employ applicable units of measurement and
scale to solve simple locational problems using maps and
globes.
SS.912.G.2.1:Identify the physical characteristics and the
human characteristics that define and differentiate regions.
SS.912.G.2.2: Describe the factors and processes that
contribute to the differences between developing and
developed regions of the world.
SS.912.H.1.3: Relate works in the arts to various cultures.
SS.912.H.3.1: Analyze the effects of transportation, trade,
communication, science, and technology on the
preservation and diffusion of culture.
SS.912.W.1.1: Use timelines to establish cause and effect
relationships of historical events.
SS.912.W.1.2: Compare time measurement systems used
by different cultures.
SS.912.W.1.3: Interpret and evaluate primary and
secondary sources.
Instructional Tools
Crash Course 20: Mongols (https://www.youtube.com/watch?v=etmRI2_9Q_A)
Suggested Activities:
Have students create a Venn Diagram comparing Ottoman society to modern
United States society.
Have students develop a cause and effect chart on the role of religion in the
development of the Safavid Empire.
Have students map the modern countries, whole or in part, that were ruled by
the Ottoman Empire at its greatest extent.
Have students compare the treatment of subjects by the Ottomans, Safavids,
and Mughals and present their findings to the class.
Have students compare the decline of Ottoman, Safavid, and Mughal Empires.
http://www.sscnet.ucla.edu/southasia/History/Mughals/mughals.html
http://www.bbc.co.uk/religion/religions/islam/history/mughalempire_1.shtml
http://www.bbc.co.uk/religion/religions/islam/history/safavidempire_1.shtml
http://www.clas.ufl.edu/users/oren/INR4204Middleeast.html
Have students evaluate the treatment of Jannisaries and their effectiveness of
contribution in the Ottoman Empire and create a brochure, informing the public
of their findings.
Have students imagine that they are a foreign ambassador to India during the
height of the Mughal empire and have them write a letter describing what they
are witnessing in regards to the event in India.
Assessment:
Develop rubrics and share with students for each of the above mentioned
projects in order to increase opportunities for mastery of content and historical
thinking skills. Each project or assignment should be assessed for content
accuracy and skill development in terms of writing and reading comprehension.
ELL:
Use visual depictions of historical events in order to increase ELL students’
mastery of related content.
Additional ELL Strategies:
Provide students with oral and visual cues for directions
Provide students with pictures, graphs, charts, and videos.
Provide students with oral reading strategies (i.e., read-a-loud, jump in reading)
Provide students with peer grouping for activities
Provide students with teacher read-a-loud strategies
Provide students with the opportunity to use of audio books
Provide students with the use of manipulative items (i.e.,3-D objects)
Provide students with cooperative learning activities (small/large group settings)
Provide students with structured paragraphs for writing assignments
GRADE LEVEL OR COURSE TITLE:
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
Course Code: 2109310
LITERACY IN HISTORY/SOCIAL STUDIES 9-10
Essential Content
2nd Nine Weeks
NGSSS-SS Benchmarks
SS.912.W.1.4: Explain how historians use historical inquiry
and other sciences to understand the past.
SS.912.W.1.6: Evaluate the role of history in shaping
identity and character
Instructional Tools
Provide students with the use of simplified/shortened reading text
Provide students with semantic mapping activities
SS.912.W.1.5:
to enhanceCompare
writing conflicting interp
Provide students with the opportunity to use the Language Experience Approach
http://www.literacyconnections.com/InTheirOwnWords.php
Games and activities for the ELL Classroom
http://iteslj.org/c/games.html
What are read-a-louds, and what can they do for instruction?
http://www.learner.org/workshops/tml/workshop7/teaching2.html
This ELL website offers free blank printable graphic organizers and semantic
webs: http://www.everythingesl.net/inservices/graphic_organizers.php?ty=print
Brigham Young University offers printable World History blank outline maps,
divided by region:
https://geography.byu.edu/pages/resources/outlinemaps.aspx
State and District Instructional Requirements:
Teachers should be aware that State and District Policy requires that all teachers
K-12 provide instruction to students in the following content areas: AfricanAmerican History, Character Education, Hispanic Contributions to the United
States, Holocaust Education, and Women’s Contributions to the U.S. Detailed
Lesson Plans can be downloaded from the Department of Social Sciences website. http://socialsciences.dadeschools.net , under the headings “Character
Education” and “Multicultural Support Documents.” Please note that instruction
regarding the aforementioned requirements should take place throughout the
entire scope of a given social studies course, not only during the particular
month or day when a particular cultural group is celebrated or recognized.
SPED:
Go the Department of Social Sciences’ website,
http://socialsciences.dadeschools.net/, and look under “Curricular Documents,”
Next Generation Sunshine State Standards” in order to download the PDF of
Access Points for Students with Cognitive Disabilities related to this particular
grade level.
GRADE LEVEL OR COURSE TITLE:
Date
Traditional:
December 14, 2015 –
January 5, 2016
Block:
December 14, 2015 –
January 5, 2016
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
LITERACY IN HISTORY/SOCIAL STUDIES 9-10
Pacing Guide
Data Driven
Activities
Benchmark(s)
Benchmark(s)
Florida Standards Focus Standard:
LAFS.910.RH.3.8 Assess the extent to which the reasoning
and evidence in a text support the author’s claims.
Content Benchmarks:
SS.912.W.3.1: Discuss significant people and beliefs
associated with Islam.
SS.912.W.3.3: Determine the causes, effects, and extent of
Islamic military expansion through Central Asia, North
Africa, and the Iberian Peninsula.
SS.912.W.3.6: Describe key economic, political, and
social developments in Islamic history.
SS.912.G.2.3: Use geographic terms and tools to analyze
case studies of regional issues in different parts of the
world that have critical economic, physical, or political
ramifications.
SS.912.G.4.1: Interpret population growth and other
demographic data for any given place.
SS.912.G.4.2: Use geographic terms and tools to analyze
the push/pull factors contributing to human migration
within and among places.
SS.912.G.4.3: Use geographic terms and tools to analyze
the effects of migration both on the place of origin and
destination, including border areas.
SS.912.G.4.7: Use geographic terms and tools to explain
cultural diffusion throughout places, regions, and the
world.
SS.912.G.4.9: Use political maps to describe the change in
boundaries and governments within continents over time.
Course Code: 2109310
Assessment(s)
Strategies
GRADE LEVEL OR COURSE TITLE:
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
Course Code: 2109310
LITERACY IN HISTORY/SOCIAL STUDIES 9-10
Topic 11: A New Era of Absolutism and Enlightenment
Pacing
Essential Question: How did enlightenment ideals impact the development of economic,
political and religious structures in the Western World?
Date(s)
Traditional
6 days
01-06-16 to 01-13-16
Block
3 days
01-06-16 to 01-13-16
STRAND(S) and STANDARD(S):
World History (Standard 1: Utilize historical inquiry skills and analytical processes)
(Standard 5: Analyze the causes, events and effects of the Enlightenment and its impacts on the American, French and other Revolutions)
Humanities
(Standard 1: Identify and analyze the historical, social, and cultural contexts of the arts)
(Standard 2: Respond critically and aesthetically to various works in the arts)
(Standard 3: Understand how transportation, trade, communication, science and technology influence the progression and regression of cultures)
2nd Nine Weeks
NGSSS-SS Benchmarks
Instructional Tools
Essential Content
Course Themes Addressed
Florida Standards Focus Standard:
Florida Standards Focus Activity: Have students create a chart of the
LAFS.910.RH.3.7 Integrate quantitative or technical analysis absolute monarchs of Western Europe comparing their domestic and foreign
Development and Interaction of
(e.g., charts, research data) with qualitative analysis in print
policies integrating quantitative or technical analysis with qualitative analysis in
Cultures
or digital text.
print or digital text, examining information presented in the course text book.
Religions
Belief systems, philosophies and
ideologies
Science and technology
The arts and architecture
Development and Transformation of
Social Structures
Gender roles and relations
Family & Kinship
Social and economic classes
State Building, Expansion and
Conflicts
Political structures and forms of
governance
Empires
Nations and nationalism
Revolts and Revolutions
 Absolutism
Content Benchmarks:
SS.912.W.5.1: Compare the causes and effects of the
development of constitutional monarchy in England with
those of the development of absolute monarchy in France,
Spain and Russia.
SS.912.W.5.2: Identify major causes of the Enlightenment.
SS.912.W.5.3: Summarize the major ideas of
Enlightenment philosophers.
SS.912.W.5.4: Evaluate the impact of Enlightenment ideals
on the development of economic, political, and religious
structures in the Western world.
SS.912.G.2.3: Use geographic terms and tools to analyze
case studies of regional issues in different parts of the world
that have critical economic, physical, or political
ramifications.
SS.912.G.4.1: Interpret population growth and other
demographic data for any given place.
SS.912.G.4.2: Use geographic terms and tools to analyze
Vocabulary/Identification: Louis XIV, Peter the Great, William the Great
Elector, Czar, absolutism, Boyar, Ivan IV, divine right, Henry IV, War of Spanish
Secession, Thirty Years War, Catherine the Great, Window to the West, Maria
Theresa, Pragmatic Sanction, Hapsburgs, Austria, Seven Years War, Frederick
the Great, Frederick William I, Glorious Revolution, Spanish Armada, James I,
Puritans, Queen Elizabeth, Charles I, Petition of Rights, long parliament, short
parliament, cavaliers, Oliver Cromwell, commonwealth, Declaration of Rights,
monarchy, Torres and Wigs, English Bill of Rights, William and Mary,
Enlightenment, philosophers, John Locke, Voltaire, Baron de Montesquieu,
Mary Wollstonecraft, Salon, Spanish Hapsburgs, Phillip II, War of Austrian
Succession, Tudor, Stuart. Please note: the vocabulary/identification list is
provided as a basic introduction and list of terms and ideas associated with this
topic. Individual teachers may use additional information at their discretion.
Technology:
British National Archives- The English Civil War- This site investigate the English
Civil War activities and primary documents
http://www.nationalarchives.gov.uk/education/civilwar/
Ohio State University-Scientific Revolution- this site contains general
information, biographies, amps as well as timelines and primary documents.
http://hti.osu.edu/scientificrevolution/historical_resources
GRADE LEVEL OR COURSE TITLE:
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
Course Code: 2109310
LITERACY IN HISTORY/SOCIAL STUDIES 9-10
Essential Content
 England
o Constitutional Monarchy
England
o The Glorious Revolution
o English Monarchy
o English Civil War
o Declaration of Rights &
Parliamentary Rule
 Absolute Monarchies
 France
o The thirty years war
o Louis XIV
o War of Spanish Succession
 Spain
o Phillip II
o Militant Catholicism
o Dominance and Expansion
 Russia
o Peter the Great
o Catherine the Great
 The Austrian and Prussian
Empires
o The Seven Years War
o The Hapsburgs
o War of Austrian Succession
 Enlightenment
o
o
o
o
o
o
Causes
Philosophers
John Locke
Voltaire
Baron de Montesquieu
Mary Wollstonecraft
2nd Nine Weeks
NGSSS-SS Benchmarks
the push/pull factors contributing to human migration within
and among places.
SS.912.G.4.3: Use geographic terms and tools to analyze
the effects of migration both on the place of origin and
destination, including border areas.
SS.912.G.4.7: Use geographic terms and tools to explain
cultural diffusion throughout places, regions, and the world.
SS.912.G.4.9: Use political maps to describe the change in
boundaries and governments within continents over time.
SS.912.H.3.1: Analyze the effects of transportation, trade,
communication, science, and technology on the
preservation and diffusion of culture.
SS.912.W.1.1: Use timelines to establish cause and effect
relationships of historical events.
SS.912.W.1.4: Explain how historians use historical inquiry
and other sciences to understand the past.
Instructional Tools
SHEG: Galileo (http://sheg.stanford.edu/galileo)
History teacher video Copernicus (https://www.youtube.com/watch?v=ELespEc0YE),
Catherine the Great (https://www.youtube.com/watch?v=SI8UmlYNFNQ)
In a Nutshell two Galileo videos
(https://www.youtube.com/watch?v=NMM8vx9vDiE)
https://www.youtube.com/watch?v=NMM8vx9vDiE)
Suggested Activities:
Have students develop a list comparing Enlightenment thought to today’s
political beliefs.
Have students research the relationship between Louis XIV and the Sun as a
symbolic characteristic of him then have students create a symbol for Catherine
the Great or Peter the Great.
http://en.chateauversailles.fr/history/court-people/louis-xiv-time/louis-xiv-/louisxiv/a-monarch-by-divine-law
Have students create a chart for Louis XIV, inSS.912.W.1.5:
one column listing
the reasons
for interp
Compare
conflicting
his actions and in the other explaining the results of those same actions.
SS.912.W.1.6: Evaluate the role of history in shaping
identity and character.
Have students explain to the class the concept of absolutism and how French
rulers gained absolute power from the 16th-19th century.
Skill Benchmarks:
SS.912.G.1.1: Design Maps using a variety of technologies
based on descriptive data to explain physical and cultural
attributes of major world regions.
Have students discuss why the Austrian Monarchy, unlike the Prussian
Monarchy never became a centralized absolute state.
SS.912.G.1.2: Use spatial perspective and appropriate
geographic terms and tools, including the Six Essential
Elements, as organizational schema to describe any given
place.
Have students describe and discuss the democratic traditions that evolved in
Great Britian.
SS.912.G.1.3: Employ applicable units of measurement and
scale to solve simple locational problems using maps and
globes.
SS.912.G.2.1: Identify the physical characteristics and the
human characteristics that define and differentiate regions.
SS.912.G.2.2: Describe the factors and processes that
contribute to the differences between developing and
developed regions of the world.
Have students create a list determining the elements that distinguish between
revolution and war.
Have students summarize how the English people gained civil liberties during
the 17th and 18th centuries in 2 paragraphs.
Have students research the life and reign of Catherine the Great and Maria
Theresa and evaluate their effectiveness as a ruler in their respective countries
and have them defend their viewpoint to the class.
http://www.pbs.org/marieantoinette/faces/maria.html
http://www2.stetson.edu/~psteeves/classes/catherinedemadiriaga.h
tml
Have students discuss the relationship between divine rights and absolutism,
GRADE LEVEL OR COURSE TITLE:
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
Course Code: 2109310
LITERACY IN HISTORY/SOCIAL STUDIES 9-10
2nd Nine Weeks
Essential Content
NGSSS-SS Benchmarks
SS.912.H.1.3: Relate works in the arts to various cultures.
SS.912.W.1.2: Compare time measurement systems used
by different cultures.
SS.912.W.1.3: Interpret and evaluate primary and
secondary sources.
Instructional Tools
and chose to defend the validity of the relationship.
Have students create a timeline for the English Civil War and Glorious
Revolution, including important people, important documents, and events.
Have students create a Venn Diagram comparing the English Bill of Rights to the
United States Bill of Rights.
http://topics.law.cornell.edu/constitution/billofrights
Have students discuss the role of the Church in Absolutism specifically in
regards to the Spanish.
http://staff.gps.edu/mines/ap%20review%20%20absolutism%20in%20eastern%20europe.htm
http://history.wisc.edu/sommerville/351/351-172.htm
Have students map the empires of the Spanish Hapsburgs, the Austrian
Hapsburg, and the Holy Roman Empire..
Have students create a chart of the enlightenment thinker in regards to what they
wrote, and details of their writings.
Have students discuss how Enlightenment thinkers went against the philosophy
and implementation of Absolutism.
Assessment:
Develop rubrics and share with students for each of the above mentioned
projects in order to increase opportunities for mastery of content and historical
thinking skills. Each project or assignment should be assessed for content
accuracy and skill development in terms of writing and reading comprehension.
ELL:
Use visual depictions of historical events in order to increase ELL students’
mastery of related content.
Additional ELL Strategies:
Provide students with oral and visual cues for directions
Provide students with pictures, graphs, charts, and videos.
Provide students with oral reading strategies (i.e., read-a-loud, jump in reading)
Provide students with peer grouping for activities
Provide students with teacher read-a-loud strategies
Provide students with the opportunity to use of audio books
Provide students with the use of manipulative items (i.e.,3-D objects)
Provide students with cooperative learning activities (small/large group settings)
Provide students with structured paragraphs for writing assignments
Provide students with the use of simplified/shortened reading text
Provide students with semantic mapping activities to enhance writing
Provide students with the opportunity to use the Language Experience Approach
http://www.literacyconnections.com/InTheirOwnWords.php
GRADE LEVEL OR COURSE TITLE:
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
Course Code: 2109310
LITERACY IN HISTORY/SOCIAL STUDIES 9-10
2nd Nine Weeks
Essential Content
NGSSS-SS Benchmarks
Instructional Tools
Games and activities for the ELL Classroom
http://iteslj.org/c/games.html
What are read-a-louds, and what can they do for instruction?
http://www.learner.org/workshops/tml/workshop7/teaching2.html
This ELL website offers free blank printable graphic organizers and semantic
webs: http://www.everythingesl.net/inservices/graphic_organizers.php?ty=print
Brigham Young University offers printable World History blank outline maps,
divided by region:
https://geography.byu.edu/pages/resources/outlinemaps.aspx
State and District Instructional Requirements:
Teachers should be aware that State and District Policy requires that all teachers
K-12 provide instruction to students in the following content areas: AfricanAmerican History, Character Education, Hispanic Contributions to the United
States, Holocaust Education, and Women’s Contributions to the U.S. Detailed
Lesson Plans can be downloaded from the Department of Social Sciences website. http://socialsciences.dadeschools.net , under the headings “Character
Education” and “Multicultural Support Documents.” Please note that instruction
regarding the aforementioned requirements should take place throughout the
entire scope of a given social studies course, not only during the particular
month or day when a particular cultural group is celebrated or recognized.
SPED:
Go the Department of Social Sciences’ website,
http://socialsciences.dadeschools.net/, and look under “Curricular Documents,”
Next Generation Sunshine State Standards” in order to download the PDF of
Access Points for Students with Cognitive Disabilities related to this particular
grade level.
GRADE LEVEL OR COURSE TITLE:
Date
Traditional:
January 06,
2016 January 13,
2016
Block:
January 06,
2016 January 13,
2016
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
Pacing Guide
Benchmark(s)
LITERACY IN HISTORY/SOCIAL STUDIES 9-10
Data Driven
Activities
Benchmark(s)
Florida Standards Focus Standard:
LAFS.910.RH.3.7 Integrate quantitative or technical
analysis (e.g., charts, research data) with qualitative analysis
in print or digital text.
Content Benchmarks:
SS.912.W.5.1: Compare the causes and effects of the
development of constitutional monarchy in England with
those of the development of absolute monarchy in France,
Spain and Russia.
SS.912.W.5.2: Identify major causes of the Enlightenment.
SS.912.W.5.3: Summarize the major ideas of
Enlightenment philosophers.
SS.912.W.5.4: Evaluate the impact of Enlightenment ideals
on the development of economic, political, and religious
structures in the Western world.
SS.912.G.2.3: Use geographic terms and tools to analyze
case studies of regional issues in different parts of the world
that have critical economic, physical, or political
ramifications.
SS.912.G.4.1: Interpret population growth and other
demographic data for any given place.
SS.912.G.4.2: Use geographic terms and tools to analyze the
push/pull factors contributing to human migration within
and among places. .
Course Code: 2109310
Assessment(s)
Strategies
GRADE LEVEL OR COURSE TITLE:
Date
Traditional:
January 06,
2016 -January
13, 2016
Block:
January 06,
2016 -January
13, 2016
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
Pacing Guide
Benchmark(s)
LITERACY IN HISTORY/SOCIAL STUDIES 9-10
Data Driven
Activities
Benchmark(s)
SS.912.G.4.3: Use geographic terms and tools to analyze
the effects of migration both on the place of origin and
destination, including border areas.
SS.912.G.4.7: Use geographic terms and tools to explain
cultural diffusion throughout places, regions, and the
world.
SS.912.G.4.9: Use political maps to describe the change
in boundaries and governments within continents over
time.
SS.912.H.3.1: Analyze the effects of transportation,
trade, communication, science, and technology on the
preservation and diffusion of culture.
SS.912.W.1.1: Use timelines to establish cause and effect
relationships of historical events.
SS.912.W.1.4: Explain how historians use historical
inquiry and other sciences to understand the past.
SS.912.W.1.5: Compare conflicting interpretations or
schools of thought about world events and individual
contributions to history (historiography).
SS.912.W.1.6: Evaluate the role of history in shaping
identity and character.
Course Code: 2109310
Assessment(s)
Strategies
GRADE LEVEL OR COURSE TITLE:
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
Course Code: 2109310
LITERACY IN HISTORY/SOCIAL STUDIES 9-10
Topic 12: Empires, Colonies and Peoples of the America’s
Pacing
Date(s)
Traditional
6 days
01-14-16 to 01-22-16
Block
3 days
01-14-16 to 01-22-16
Essential Question: How does the development of the various economic and political systems of
Portugal, Spain, the Netherlands, France, and England in the Americas compare?
STRAND(S) and STANDARD(S):
World History (Standard 1: Utilize historical inquiry skills and analytical processes)
(Standard 4: Analyze the causes, events, and effects of the Renaissance, Reformation, Scientific Revolution, and Age of Exploration)
Humanities
(Standard 1: Identify and analyze the historical, social, and cultural contexts of the arts)
(Standard 2: Respond critically and aesthetically to various works in the arts)
(Standard 3: Understand how transportation, trade, communication, science and technology influence the progression and regression of cultures)
GRADE LEVEL OR COURSE TITLE:
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
Course Code: 2109310
LITERACY IN HISTORY/SOCIAL STUDIES 9-10
2nd Nine Weeks
Essential Content
Course Themes Addressed:
Human and environmental
interaction
Demography and disease
Migration
Patterns of settlement
Development and Interaction of
Cultures
Religions
Belief systems, philosophies and
ideologies
Creation, Expansion and Interaction
of Economic systems
Agricultural and pastoral
production
Trade and Commerce
Labor systems
Essential Content
Florida Standards Focus Standard:
LAFS.910.RH.3.7 Integrate quantitative or technical analysis
(e.g., charts, research data) with qualitative analysis in print
or digital text.
Essential Content
Florida Standards Focus Activity:
Have students formulate a debate arguing in front of parliament their support for
the continuation of the slave trade, integrating quantitative or technical analysis
(e.g., charts, research data) with qualitative analysis in print or digital text.
Content Benchmarks:
SS. 912.W.4.12: Evaluate the scope and impact of the
Columbian Exchange on Europe, Africa, Asia, and the
Americas.
Have students chart or diagram the decline of the abolition of the slave trade and
evaluate the countries who were most widely influenced and utilized the practice
of abolition quantitative or technical analysis (e.g., charts, research data) with
qualitative analysis in print or digital text.
http://slavevoyages.org/tast/index.faces
SS.912.W.4.13: Examine the various economic and political
systems of Portugal, Spain, the Netherlands, France, and
England in the Americas.
SS.912.W.4.14: Recognize the practice of slavery and other
forms of forced labor experienced during the 13th through
17th centuries in East Africa, West
SS.912.W.4.15: Explain the origins, developments, and
impact of the trans-Atlantic slave trade between West Africa
and the Americas.
Development and Transformation of
Social Structures
Gender roles and relations
Family & kinship
Racial and ethnic constructions
Social and economic classes
State Building, Expansion and
Conflicts
Political structures and forms of
governance
Empires
Nations and nationalism
Revolts and Revolutions


The Spanish Empire in the
Americas
From Conquest to Control
o Gender and Race
o The Caste System
o Yucatan Rebellion
o Sitting Bull
(This also meets, LAFS.910.WSHT.3.8Gather relevant information from multiple
authoritative print and digital sources, using advanced searches effectively;
assess the usefulness of each source in answering the research question;
integrate information into the text selectively to maintain the flow of ideas,
avoiding plagiarism and following a standard format for citation.)
Africa, Europe, Southwest Asia, and the Americas.
Vocabulary/Identification: plantations, viceroys, haciendas, Mita system,
creoles, mestizos, mulattoes, Potosi, Olaudah Equiano, Haiti, Brazil, sugar mill,
sugar cane, cotton industry, maroon communities, resistance, manumission,
abolitionism, abolitionist, slave narrative, Yucatan Rebellion, Sitting Bull, Buffalo
Bill Cody, Metis Rebellion, race, ethnicity, gender, master and colony. Please
note: the vocabulary/identification list is provided as a basic introduction and list
of terms and ideas associated with this topic. Individual teachers may use
additional information at their discretion. M
SS.912.G.2.1:Identify the physical characteristics and the
human characteristics that define and differentiate regions.
Technology Links:
Exploring History through documents and images: The End of the African Slave
Trade
http://worldhistoryconnected.press.illinois.edu/1.1/gilbert.html
SS.912.G.2.2: Describe the factors and processes that
contribute to the differences between developing and
developed regions of the world.
In Motion: The African American Migration Experience. Schomburg Center in
Black Culture, New York Public Library- Excellent website full of images, maps,
and primary sources on the Trans Atlantic Slave Trade.
SS.912.G.2.3: Use geographic terms and tools to analyze
case studies of regional issues in different parts of the world
that have critical economic, physical, or political
ramifications.
Video Segment: Food and the Columbian Exchange: The Caribbean Experience
http://www.learner.org/courses/worldhistory/unit_video_16-2.html
SS.912.G.4.1: Interpret population growth and other
demographic data for any given place.
Helpful videos from History Channel
http://www.history.com/topics/thirteen-colonies
SS.912.G.4.2: Use geographic terms and tools to analyze
the push/pull factors contributing to human migration within
and among places.
Suggested Activities:
Have students take the role of a mestizo, mulatto, creoles, etc, and write a
journal entry reflecting the life that they led in the colony. The entry should
include why they are content or not content.
http://www.inmotionaame.org/home.cfm
GRADE LEVEL OR COURSE TITLE:
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
Course Code: 2109310
LITERACY IN HISTORY/SOCIAL STUDIES 9-10
o


Metis Rebellion
Brazil, the Dutch, New France
and England’s Mainland
Colonies
o The Portuguese and Brazil
o The Dutch in Americas
o New France
Mainland English Colonies in
North America Atlantic
Plantation System
SS.912.G.4.3: Use geographic terms and tools to analyze
the effects of migration both on the place of origin and
destination, including border areas.
SS.912.G.4.7: Use geographic terms and tools to explain
cultural diffusion throughout places, regions, and the world.
SS.912.G.4.9: Use political maps to describe the change in
boundaries and governments within continents over time.
SS.912.H.3.1: Analyze the effects of transportation, trade,
communication, science, and technology on the
preservation and diffusion of culture.
SS.912.W.1.1: Use timelines to establish cause and effect
relationships of historical events.
Skill Benchmarks:
SS.912.G.1.1: Design Maps using a variety of technologies
based on descriptive data to explain physical and cultural
attributes of major world regions.
SS.912.G.1.2: Use spatial perspective and appropriate
geographic terms and tools, including the Six Essential
Elements, as organizational schema to describe any given
place.
SS.912.G.1.3: Employ applicable units of measurement and
scale to solve simple locational problems using maps and
globes.
SS.912.H.1.3: Relate works in the arts to various cultures.
SS.912.W.1.2: Compare time measurement systems used
by different cultures.
SS.912.W.1.3: Interpret and evaluate primary and
secondary sources.
SS.912.W.1.4: Explain how historians use historical inquiry
and other sciences to understand the past.
SS.912.W.1.5: Compare conflicting interpretations or
schools of thought about world events and individual
contributions to history (historiography).
SS.912.W.1.6: Evaluate the role of history in shaping
identity and character.
Have students compare and contrast the plantation to the hacienda system
using either a chart or a Venn Diagram.
Have students research the meaning of race and ethnicity utilizing the terms
mestizo, mulatto, etc as a foundation.
http://www.frenchcreoles.com/CreoleCulture/creoleterminology/mestizo_NEW.ht
ml
Have students create a map of goods and services produced throughout the
region and explain how and where they diffused.
Have students create a map outlining the mother countries and the
corresponding colonies in which it oversaw.
Have students chart the Spanish colonial government system.
Have students compare and contrast the varying roles of men and women in the
plantation system.
Assessment:
Develop rubrics and share with students for each of the above mentioned
projects in order to increase opportunities for mastery of content and historical
thinking skills. Each project or assignment should be assessed for content
accuracy and skill development in terms of writing and reading comprehension.
ELL:
Use visual depictions of historical events in order to increase ELL students’
mastery of related content.
Additional ELL Strategies:
Provide students with oral and visual cues for directions
Provide students with pictures, graphs, charts, and videos.
Provide students with oral reading strategies (i.e., read-a-loud, jump in reading)
Provide students with peer grouping for activities
Provide students with teacher read-a-loud strategies
Provide students with the opportunity to use of audio books
Provide students with the use of manipulative items (i.e.,3-D objects)
Provide students with cooperative learning activities (small/large group settings)
Provide students with structured paragraphs for writing assignments
Provide students with the use of simplified/shortened reading text
Provide students with semantic mapping activities to enhance writing
Provide students with the opportunity to use the Language Experience Approach
http://www.literacyconnections.com/InTheirOwnWords.php
Games and activities for the ELL Classroom
http://iteslj.org/c/games.html
What are read-a-louds, and what can they do for instruction?
http://www.learner.org/workshops/tml/workshop7/teaching2.html
GRADE LEVEL OR COURSE TITLE:
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
Course Code: 2109310
LITERACY IN HISTORY/SOCIAL STUDIES 9-10
This ELL website offers free blank printable graphic organizers and semantic
webs: http://www.everythingesl.net/inservices/graphic_organizers.php?ty=print
Brigham Young University offers printable World History blank outline maps,
divided by region:
https://geography.byu.edu/pages/resources/outlinemaps.aspx
State and District Instructional Requirements:
Teachers should be aware that State and District Policy requires that all teachers
K-12 provide instruction to students in the following content areas: AfricanAmerican History, Character Education, Hispanic Contributions to the United
States, Holocaust Education, and Women’s Contributions to the U.S. Detailed
Lesson Plans can be downloaded from the Department of Social Sciences website. http://socialsciences.dadeschools.net , under the headings “Character
Education” and “Multicultural Support Documents.” Please note that instruction
regarding the aforementioned requirements should take place throughout the
entire scope of a given social studies course, not only during the particular
month or day when a particular cultural group is celebrated or recognized.
SPED:
Go the Department of Social Sciences’ website,
http://socialsciences.dadeschools.net/, and look under “Curricular Documents,”
Next Generation Sunshine State Standards” in order to download the PDF of
Access Points for Students with Cognitive Disabilities related to this particular
grade level.
GRADE LEVEL OR COURSE TITLE:
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
Course Code: 2109310
LITERACY IN HISTORY/SOCIAL STUDIES 9-10
Date
Traditional:
January 14 January 22,
2016
Block:
January 14January 22,
2016
Pacing Guide
Benchmark(s)
Data Driven
Benchmark(s)
Activities
Assessment(s)
Strategies
Florida Standards Focus Standard:
LAFS.910.RH.3.7 Integrate quantitative or technical
analysis (e.g., charts, research data) with qualitative
analysis in print or digital text.
Content Benchmarks:
SS. 912.W.4.12: Evaluate the scope and impact of
the Columbian Exchange on Europe, Africa, Asia,
and the Americas.
SS.912.W.4.13: Examine the various economic and
political systems of Portugal, Spain, the Netherlands,
France, and England in the Americas.
SS.912.W.4.14: Recognize the practice of slavery
and other forms of forced labor experienced during
the 13th through 17th centuries in East Africa, West
SS.912.W.4.15: Explain the origins, developments,
and impact of the trans-Atlantic slave trade between
West Africa and the Americas.
SS.912.G.2.1:Identify the physical characteristics
and the human characteristics that define and
differentiate regions.
SS.912.G.2.2: Describe the factors and processes
that contribute to the differences between
developing and developed regions of the world.
SS.912.G.2.3: Use geographic terms and tools to
analyze case studies of regional issues in different
parts of the world that have critical economic,
physical, or political ramifications.
SS.912.G.4.1: Interpret population growth and other
demographic data for any given place.
Africa, Europe, Southwest Asia, and the Americas.
GRADE LEVEL OR COURSE TITLE:
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
Course Code: 2109310
LITERACY IN HISTORY/SOCIAL STUDIES 9-10
Date
Traditional:
January 14 January 22,
2016
Block:
January 14January 22,
2016
Pacing Guide
Benchmark(s)
SS.912.G.4.2: Use geographic terms and tools to
analyze the push/pull factors contributing to human
migration within and among places.
SS.912.G.4.3: Use geographic terms and tools to
analyze the effects of migration both on the place of
origin and destination, including border areas.
SS.912.G.4.7: Use geographic terms and tools to
explain cultural diffusion throughout places, regions,
and the world.
SS.912.G.4.9: Use political maps to describe the
change in boundaries and governments within
continents over time.
SS.912.H.3.1: Analyze the effects of transportation,
trade, communication, science, and technology on
the preservation and diffusion of culture.
SS.912.W.1.1: Use timelines to establish cause and
effect relationships of historical events.
Data Driven
Benchmark(s)
Activities
Assessment(s)
Strategies
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
NINTH GRADE-World History: 2nd Nine Weeks
Discovery Education Resources
LITERACY IN HISTORY/SOCIAL STUDIES 9-10
*Please login to Discovery Education through you portal and copy and paste resource name into search function on the Discovery Education website.
TOPIC 7: THE RISE OF WESTERN EUROPEAN INTELLECTUAL MOVEMENTS
Videos:
A Cultural Reawakening
The Renaissance Comes to Italy
Harmony between the Arts and Sciences
Definition of Life in the Italian Renaissance
Islamic Teachings and the Renaissance
Math and Design in the Renaissance
School of Athens
Renaissance Art
Fresco Painting
Pope Julius II Chooses Michael Angelo to Paint the Sistine Chapel
The Politics of the Prince
Writers and Literature
The Medicis of Florence
Venice
Part Two: Leonardo da Vinci
The Renaissance Spreads throughout Italy & Europe
The Humanist Movement
Desiderius Erasmus
Progress Effects Art and Music
Gutenberg's Printing Press and the Spread of Ideas
Shakespeare
Sir Thomas More's Utopia and the Reformation
The Birth of a Revolution
A Scientific Revolution
Copernicus: Fighting the Church to Prove the Heliocentric Universe
Kepler's Heliocentric Elliptical Orbits
Galileo’s Publication
The Center of the Universe: The Earth or the Sun?
Newton Discovers Gravity
Developing the Theory of Gravity
Andreas Vesalius
Understanding the Essence of Humanity
Innovations in Theory: Rene Descartes and Blaise Pascal
Robert Boyle
A Revolution Begins
Martin Luther Speaks Out Against the Sale of Indulgences
Religious Revolts in Europe
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
NINTH GRADE-World History: 2nd Nine Weeks
Discovery Education Resources
LITERACY IN HISTORY/SOCIAL STUDIES 9-10
Protestantism
The Reformation and Its Effects
John Calvin (15091564)
The Execution of Sir Thomas More
The Counter-Reformation
Counter-Reformation Art
Audio:
The History of World Literature: The Renaissance: Voices Emerge Across Europe
The History of World Literature: The Renaissance: Renaissance Authors
The History of World Literature: The Renaissance: The Development of Humanism
Readings of William Shakespeare: Romeo & Juliet (Act 2, Scene 2): What Light through Yonder Window Breaks
Stuff You Missed in History Class Podcast: How Michelangelo Worked
Stuff You Missed in History Class Podcast: How Henry VIII Worked
Images:
Map, Italian city-states in the Renaissance.
Scenes of Renaissance Florence by Ghirlandaio.
A reconstruction of Gutenberg's printing press.
Portrait of Erasmus by Albrecht Durer
Martin Luther Translating the Bible. Wartburg Castle, 1521, by Eugene Sidberdt
Major Figures of the Continental Reformation
Ignatius of Loyola, founder of the Jesuits.
The Council of Trent (1545-1563).
Articles:
Renaissance
Renaissance Art and Architecture
Reformation
Counter Reformation
TOPIC 8: AGE OF EXPLORATION
Videos:
The Spice Trade and the Age of Exploration
World Exploration and Map Making
Finding a Trade Route to Asia
Prince Henry the Navigator
Is the World Flat?
Navigating the Open Seas
Spaniards Encounter the New World
The Real Journey of Columbus
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
NINTH GRADE-World History: 2nd Nine Weeks
LITERACY IN HISTORY/SOCIAL STUDIES 9-10
Columbus in the New World
Christopher Columbus and Further Exploration
Cortes Petitions the King of Spain
Cortez Encounters the Aztecs
Post-Columbian Voyages: Vasco da Gama
The Voyage around the World
The Chinese Mariners
Treaty of Tordesillas, 1494
Exploration and Colonization
The Establishment of Spanish Rule in Mexico
Battle for Souls in the New World
Monarchs and Merchants
Spain and France in North America
Colonial Trade
Global Trade Evolves and Companies Grow
The Consequences of Colonization
The Atlantic Slave Trade
Organizing the Slave Trade
Middle Passage
Travel Across the "Middle Passage"
Triangular Trade
A Triangle of Trade: Slavery Becomes an Industry
The Cultural Legacies of Slavery
Audio:
Imperialism: Motives for Spanish Imperialism in Latin America
Stuff You Missed in History Class Podcast: El Dorado and the River of Despair
Images:
The Portuguese Prince Henry the Navigator.
Map, voyages of Portuguese navigators.
Christopher Columbus (1451-1506).
Vasco da Gama (ca. 1469-1524).
Hernando Cortez (or Cortés, 1485-1547).
A statue of Zheng He (1371-1433), Ming navigator.
Ferdinand Magellan.
Map, Jesuit missions of northwestern Mexico.
Cathedral of Santa María la Menor, Santo Domingo.
Baptism in the Kongo.
Map: Colonial Atlantic trade routes.
New food crops for Europe.
Articles:
Discovery Education Resources
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
NINTH GRADE-World History: 2nd Nine Weeks
LITERACY IN HISTORY/SOCIAL STUDIES 9-10
Demarcation, Line of
East India Company
Mercantilism
Skill Builder:
Mid-Eighteenth-Century Colonial Trade
TOPIC 9: ASIA IN TRANSITION (EAST ASIA)
Videos:
China’s Army Yesterday and Today
Mongols Invade the Forbidden City
The Great Wall of China
The Dowager Empress Rules
The Forbidden City
Trade, Tea, Opium
The British-Chinese War over Trade
China: The Open Door Policy
The Boxer Rebellion
The Last Empress
The Last Emperor
End of the Samurai Era
Japan: The Locked Country
Tokyo Established
The Edo Period: Japan under the Rule of the Shogun
Road Network Begins
The Japanese Grow Interested in Global Travel
America Brings Industrialization to Japan
Meiji Reform
Industrialization and the Samurai Class
Audio:
Stuff You Missed in History Class Podcast: How the Taiping Rebellion Worked
Images:
Ming Philosopher Wang Yangming (1472-1529).
A view of the Great Wall.
Zhu Yuanzhang (1328-1398), founder Ming dynasty.
Scene depicts initial Taiping uprising in Jintian.
Treaty of Nanjing signing aboard Cornwallis.
The empress dowager Cixi (Tz'u-hsi, 1835-1908).
A company of Boxers.
Discovery Education Resources
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
NINTH GRADE-World History: 2nd Nine Weeks
Discovery Education Resources
LITERACY IN HISTORY/SOCIAL STUDIES 9-10
Toyotomi Hideyoshi.
Ieyasu's forces capture Osaka Castle.
The last Tokugawa Shogun, Yoshinobu or Keiki.
Emperor Meiji opens Parliament.
Japanese admire gifts brought by Commodore Perry.
Articles:
Extraterritoriality
Boxer Rebellion
TOPIC 10: ASIA IN TRANSITION (THE MUSLIM EMPIRES)
Videos:
The Ottoman Empire
Ottomans Gain Control of Constantinople
The Battle for Vienna
Suleiman, Leader of the Ottoman Empire
Slavery in the Ottoman Empire
Suleyman’s Advisers and Army
Suleyman’s Legacy: Triumph and Tragedy
Suleiman the Magnificent and the Ottoman Empire (BGL)
The Story of Emperor Akbar, Spiritual Architect of the Mughals
Spiriual Tolerance: From Akbar to Modern India
Absolutism and the Mogul Empire
Taj Mahal: A Monument to Love and Islam
Aurangzeb’s Tyrannical Rule
Agra and the Taj Mahal
Introducing Sikhism
Sikhism
Audio:
Stuff You Missed in History Class Podcast: Were People Vying to Become Slaves in the Ottoman Empire
Images:
A Map, Rise of the Ottoman Empire.
A map showing the decline of the Ottoman Empire.
Ottoman Bey Giving Alms to the Poor
Mehmet II, Conqueror of Istanbul
Timur, also known as Tamerlane, (ca. 1336-1405).
Akbar (1542-1605) most famous Mughal emperor.
Aurangzeb (reigned 1659-1707).
Aurangzeb takes Shah Jahan prisoner.
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
NINTH GRADE-World History: 2nd Nine Weeks
LITERACY IN HISTORY/SOCIAL STUDIES 9-10
Articles:
Suleiman I
Abbas I (Iran)
Nadir Shah
Akbar
TOPIC 11: A NEW ERA OF ABSOLUTISM AND ENLIGHTENMENT
Videos:
England under Queen Elizabeth I
The English Civil War
Cromwell, Charles II, and the American Colonies
The Glorious Revolution, 1688-1689
A Different England
Absolute Monarchy
Living Under the Absolute Monarchy of France
The Reformation & the Thirty Years' War
Early Years of Louis XIV
End of the Sun King's Reign
Unification with Spain
Romanov Empire
What’s so Great about Peter? (BGL)
Western Ideals in Russia (Modernizing Medieval Russia Part 2)
A City by the Sea (Modernizing Medieval Russia Part 2)
Peter the Great Tackles Issues Plaguing Russia
Catherine the Great Maintains a Personal Life
Freedom and the Hapsburg Dynasty
Muskets and the Treatment of Military Gunshot Wounds
Seven Years' War and Pontiac's War
The Oppressive Nature of Pre-Enlightenment France
The Philosophes
The Ideas of the Enlightenment
Diderot Makes Knowledge More Accessible
Voltaire and the Enlightenment
Two Treatises on Government: Natural Rights
The Enlightenment in France: The Rise of Democratic Ideals
Audio:
The French Revolution: The Influence of the Enlightenment
The History of World Literature: The Age of Reason: Observers of Life
The History of World Literature: The Age of Reason: A Middle Class Consciousness
Discovery Education Resources
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
NINTH GRADE-World History: 2nd Nine Weeks
LITERACY IN HISTORY/SOCIAL STUDIES 9-10
Stuff You Missed in History Class Podcast: The Gunpowder Plot, Part 1
Stuff You Missed in History Class Podcast: The Gunpowder Plot, Part 2
Stuff You Missed in History Class Podcast: Catherine the Great in Power
Images:
Oliver Cromwell dissolves Parliament in 1653.
The Palace of Versailles, built by Louis XIV.
Initiation of the Thirty Years' War (1618-1648).
Map: Europe after the Thirty Years? War, 1648.
A cartoon lampooning Louis XIV's ambitions.
The British capture Gibraltar, 1704.
Engraving of Peter The Great Supervising the Building of St. Petersburg
Catherine the Great (1729-1796) and her family.
The family of King Philip II of Spain.
Maria Theresa of Austria (1717-1780).
Joseph II, German King and Holy Roman Emperor
John Locke, philosopher and political theorist.
The Baron de Montesquieu (1689-1755).
Mary Wollstonecraft (1759-1797).
Articles:
Absolutism
Monarchy
English Revolution
Maria Theresa
Austrian Succession, War of the
Spanish Succession, War of the
Seven Years’ War
TOPIC 12: EMPIRES, COLONIES, AND PEOPLES OF THE AMERICAS
Videos:
Spanish Conquest of the Americas
The Spaniards in North America
Spanish Conquest
St. Augustine, Florida
The First Free African American Settlement
Spanish Colonies
The Consequences of Colonization
Languages of Latin America: Spanish and Portuguese
Bartoleme de las Casa’s Anti-Racism Policy
Spanish Colonies at the End of the Seventeenth Century
Discovery Education Resources
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
NINTH GRADE-World History: 2nd Nine Weeks
LITERACY IN HISTORY/SOCIAL STUDIES 9-10
Sioux Warrior Sitting Bull
Sitting Bull and Crazy Horse Lead the Lakota to Victory in the Battle of Little Big Horn
The Aftermath of the Battle of Little Big Horn
A Martial Art Form
Scarcity, Exploration, and Trade of Dutch Colonists
The Dutch Establish the Colony of New Netherland
English and Dutch Colonies
Dutch Colonial Expansions
Governing New France and Trading Posts
New France after the War
Indentured Servants Arrive from Africa and West Indies
Life on Southern Plantations
Plantation Life: The Reality
Plantations in the United States
The Story of Olaudah Equiano
Early African American Writers
The Slave Trade on Africa's Gold Coast
John Newton and the Abolitionist Movement in Europe and the United States
Abolishing the Slave Trade in England
Audio:
Imperialism: Spanish Treatment of Indigenous Latin Populations
Images:
The Potosímine.
Priests with Indians and Mestizos
A hacienda in the Central Valley, Chile, ca. 1830.
Engraving of West Indies Sugar Plantation
Sitting Bull, Chief of the Oglala Sioux.
A poster for Buffalo Bill's Wild West show.
Dutch take the Island of Mannar, off Ceylon.
The battle of Guararapes, Brazil.
A manumission document.
Slave ship dumping slaves while being chased
Articles:
Creole
Peonage
Frontenac, Louis de Buade, Comte de Palluau et de
Skill Builder:
Cotton Production and the Slave Population
Discovery Education Resources