GRADE LEVEL OR COURSE TITLE:
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
Course Code: 2109310
COURSE DESCRIPTION: World History 9-12 Course -The grade 9-12 World History course consists of the following content area strands: World History, Geography and
Humanities. This course is a continued in-depth study of the history of civilizations and societies from the middle school course, and includes the history of civilizations and societies
of North and South America. Students will be exposed to historical periods leading to the beginning of the 21st Century. So that students can clearly see the relationship between
cause and effect in historical events, students should have the opportunity to review those fundamental ideas and events from ancient and classical civilizations.
Honors/Advanced courses offer scaffolded learning opportunities for students to develop the critical skills of analysis, synthesis, and evaluation in a more rigorous and reflective
academic setting. Students are empowered to perform at higher levels as they engage in the following: analyzing historical documents and supplementary readings, working in the
context of thematically categorized information, becoming proficient in note-taking, participating in Socratic seminars/discussions, emphasizing free-response and document-based
writing, contrasting opposing viewpoints, solving problems, etc. Students will develop and demonstrate their skills through participation in a capstone and/or extended researchbased paper/project (e.g., history fair, participatory citizenship project, mock congressional hearing, projects for competitive evaluation, investment portfolio contests, or other
teacher-directed projects).
Please note the following important general information regarding the Pacing Guides:
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The Pacing Guides outline the required curriculum for social studies, grades K-12, in Miami-Dade County Public Schools.
Social Studies Pacing Guides have been developed for all elementary grade levels (K-5) and for each of the required social studies courses at the middle and senior high school
levels.
The Social Studies Pacing Guides are to be utilized by all teachers, grades K-12, when planning for social studies instruction.
The Pacing Guides outline the required sequence in which the grade level or course objectives are to be taught.
The Pacing Guides outline the pacing in which instruction should occur. Specifically, the Pacing Guides are divided into 9 week segments and provide an estimate of the
number of traditional or block days needed to complete instruction on a given topic. Teachers should make every effort to stay on pace and to complete the topics in a given
nine weeks. Slight variations in pacing may occur due to professional decisions made by the teacher or because of changes in school schedules.
NOTE: All benchmarks that highlighted in blue are essential benchmarks.
Each Social Studies Pacing Guide is divided into the following headings/categories to assist teachers in developing lesson plans:
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Grade Level or Course Title - The grade level and course title are listed in the heading of each page.
Course Code - The Florida Department of Education Course Code is listed for the course.
Topic - The general topic for instruction is listed; e.g., Westward Expansion.
Pacing - An estimated number of traditional or block instructional days needed to complete instruction on the topic is provided.
Strands and Standards – Strands and Standards from the Next Generation Sunshine State Standards (NGSSS) are provided for each topic.
Nine Week Grading Period - Grading periods (1-4) are identified.
Essential Content – This critically important column provides a detailed list of content/topics and sub topics to be addressed during instruction.
NGSSS-SS Benchmarks – This critically important column lists the required instructional Benchmarks that are related to the particular topic. The Benchmarks are divided into
Content Benchmarks and Skill Benchmarks. These benchmarks should be identified in the teacher’s lesson plans.
Instructional Tools - This column provides suggested resources and activities to assist the teacher in developing engaging lessons and pedagogically sound instructional
practices. The Instructional Tools column is divided into the following subparts: Core Text Book, Key Vocabulary, Technology (Internet resources related to a particular topic),
Suggested Activities, Assessment, English Language Learner (ELL) Instructional Strategies, Related Programs (National, State, and/or District programs as they relate to a
particular topic), and SPED (A link to the NGSSS-SS Access Points for Students with Cognitive Disabilities).
Florida Reading and Writing Standards for Literacy in History/Social Studies 6-12:
Florida Reading and Writing Standards for Literacy in History/Social Studies, grades 6-12, can be found at the end of each nine weeks Pacing Guide. When planning lessons for
instruction, teachers should address these state standards during their teaching of social studies content to ensure a systematic and proven approach to literacy and writing
development. The Florida Standards are research and evidenced-based, aligned with college and work expectations, rigorous, and internationally benchmarked. For a complete
listing of all Florida Standards, please visit: http://www.cpalms.org/Standards/lafs.aspx. The specific pages for History/Social Studies 6-12 standards for Literacy and Writing have
been extracted from the Florida Standards document and placed at the end of each nine weeks Pacing Guide for each required 6-12 social studies course.
GRADE LEVEL OR COURSE TITLE:
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
Course Code: 2109310
Course Themes: Identified under “Essential Content” are course themes that span multiple topics. For World History, the following themes are identified:
Adapted from the AP World History Course Curriculum Framework
http://apcentral.collegeboard.com/apc/public/repository/AP_WorldHistoryCED_Effective_Fall_2011.pdf
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Human and environmental interaction- Human actions and environmental factors have impacted world history as follows:
o Demography and disease
o Migration
o Patterns of settlement
o Technology
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Development and Interaction of Cultures- Cultural diffusion is the driving force behind the spread of:
o Religions
o Belief systems, philosophies and ideologies
o Science and technology
o The arts and architecture
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Creation, Expansion and Interaction of Economic systems- The development of financial institutions and state economies are influenced by:
o Agricultural and pastoral production
o Trade and Commerce
o Labor systems
o Industrialization
o Capitalism and Socialism
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Development and Transformation of Social Structures- Categorization of the norms of societies throughout history have been formed through:
o Gender roles and relations
o Family & Kinship
o Racial and ethnic constructions
o Social and economic classes
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State Building, Expansion and Conflicts- The construction, maintenance and dissolution of systems of rule have been generated through:
o Political structures and forms of governance
o Empires
o Nations and nationalism
o Revolts and Revolutions
o Regional, trans-regional and global structures and organizations
**Highlighted in yellow are topics that directly correlate to content that students need to demonstrate mastery of for success on the U.S. History End of Course
assessment.**
GRADE LEVEL OR COURSE TITLE:
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
Course Code: 2109310
History/Social Science Labs
History/Social Science Labs are an engaging and rigorous instructional
approach designed to require in-depth learning and thinking on the part
of the student guided by an essential question, analysis of primary or
secondary source documents, and ending in a rigorous writing
assignment or other rigorous learning task.
Steps to Conduct History/Social Science Labs
1. Identify the NGSSS-SS Benchmark(s) to be addressed.
2. Develop an essential question or use an essential question
already found in the pacing guide.
3. Build background knowledge with students about the topic.
4. FACILITATE students conduct on document/source analysis.
5. Have students report back about their analysis of the source(s).
6. Take the lab to an end and have students Independently
answer, in writing, the essential question
*History/Social Science labs, complete with sources, have been
embedded in to this pacing guide. See next page for History/Social
Science template.
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The History/Social Science lab icon (on your left) has been
included next to benchmarks that have labs already created.
Simply click on the icon and you will be taken to the webpage
on http://socialsciences.dadeschools.net where the labs are
located.
To see a video that provides an overview of the History/Social
Science lab process and benefits, please see:
http://www.umbc.edu/che/historylabs/
GRADE LEVEL OR COURSE TITLE:
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
Course Code: 2109310
History/Social Science Lab Template
Name _____________________________________________
Period _____
Date _____________________
[Put benchmark here – numbers and write it out]
Essential Question: [put essential guiding question here]
Source
Main Idea / Message / Important Details
How does this document answer the
essential question?
Source 1
[include source
information as
applicable]
Source 2
Source 3
Source 4
Thesis:
___________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________________________
GRADE LEVEL OR COURSE TITLE:
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
Course Code: 2109310
Topic 13: The Industrial Revolution
Pacing
Date(s)
Traditional
6 days
Block
3 days
01-26-16 to 02-02-16
01-26-15 to 02-02-16
Essential Question: What were the social, technological and economic effects of the
industrial revolution?
Please note: This topic correlates to essential content required for student mastery on the U.S.
History End of Course assessment.
STRAND(S) and STANDARD(S):
World History (Standard 1: Utilize historical inquiry skills and analytical processes)
(Standard 5: Analyze the causes, events, and effects of the Enlightenment and its impact on the American, French and other Revolutions)
(Standard 6: Understand the development of Western and non-Western Nationalism, industrialization and imperialism, and the significant processes and
consequences of each)
Humanities
(Standard 1: Identify and analyze the historical, social, and cultural contexts of the arts)
(Standard 2: Respond critically and aesthetically to various works in the arts)
(Standard 3: Understand how transportation, trade, communication, science and technology influence the progression and regression of cultures)
GRADE LEVEL OR COURSE TITLE:
Essential Content
Course Themes Addressed:
Human and environmental
interaction
Demography and disease
Migration
Patterns of settlement
Technology
Development and Interaction of
Cultures
Science and technology
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
3rd Nine Weeks
NGSSS-SS Benchmarks
Florida Standards Focus Standard:
LAFS.910.WSHT.1.1 Write arguments focused on
discipline-specific content.
Content Benchmarks:
SS.912.W.6.1: Describe the agricultural and technological
innovations that led to industrialization in Great Britain and
its subsequent spread to continental Europe, the United
States and Japan.
SS.912.W.6.2: Summarize the social and economic effects
of the Industrial Revolution.
Creation, Expansion and Interaction
of Economic systems
Trade and Commerce
Labor systems
Industrialization
Capitalism and Socialism
Development and Transformation of
Social Structures
Gender roles and relations
Family & kinship
Racial and ethnic constructions
Social and economic classes
State Building, Expansion and
Conflicts
Political structures and forms of
governance
Nations and nationalism
Revolts and Revolutions
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The Origins of the Industrial
Revolution
o Europe
o United States
o Japan
Course Code: 2109310
Instructional Tools
Florida Standards Focus Activity:
Have students write a diary entry from the perspective of an industrial male,
female or child laborer working in a factory arguing for changes in the working
conditions and subsequent living conditions they had to endure.
Vocabulary/Identification: enclosure movement, crop rotation, Industrial
Revolution, factors of production, mechanization, factory system, cottage
industry, entrepreneur, tenements, mass production, Fordism, corporation,
monopoly, strikes, unions, collective bargaining, Eli Whitney, James Watt, Henry
Bessemer, Richard Arkwright, Robert Fulton, Samuel Morse, Henry Ford, JP
Morgan, leisure, immigration, emigration, push and pull factors, textiles, middle
class, Jane Adams, child labor law, John Stuart Mill, utilitarianism, Meiji
Restoration. Please note: the vocabulary/identification list is provided as a basic
introduction and list of terms and ideas associated with this topic. Individual
teachers may use additional information at their discretion.
Correlated US History EOC Lesson Plan:
(password protected: miami-dade-us-history)
SS.912.W.6.4Describe the 19th and early 20th century
social and political reforms and reform movements and their
effects in Africa, Asia, Europe, the United States, the
Caribbean, and Latin America.
http://socialsciences.dadeschools.net/files/eoc_lesson_plans/11th_grade/Social
%20Studies%20Lesson%20Plan-%20SS.012.A.3.2.pdf
Technology:
Videos on various aspects of the Industrial Revolution and its effects
http://www.learner.org/courses/worldhistory/unit_video_19-1.html
SS.912.H.3.1: Analyze the effects of transportation, trade,
communication, science, and technology on the
preservation and diffusion of culture.
Global Industrialization, Video Segment: Liebig's Beef
http://www.learner.org/courses/worldhistory/unit_video_19-2.html
SS.912.W.1.1: Use timelines to establish cause and effect
relationships of historical events.
Video Segment: The Silk Industry of Japan: Gender and Industrialization
http://www.learner.org/courses/worldhistory/unit_video_19-3.html
SS.912.G.4.1: Interpret population growth and other
demographic data for any given place.
University of Florida-The Industrial Revolution- this site provides an overview
and background to the Scientific Revolution, bibliographic essays, outlines,
timelines, a glossary, biographies of major sources, well organized links to
primary and secondary sources, manuscript and archive sources.
http://www.clas.ufl.edu/users/ufhatch/pages/03-Sci-Rev/SCI-REV-Home/
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.
Women in World History is a project of the Center for History and New Media,
George Mason University, and part of World History Matters, with support from
the National Endowment for the Humanities and includes primary sources,
interactive modules as well as case studies
http://chnm.gmu.edu/wwh
Children and Youth in World History is a project of the Center for History and
GRADE LEVEL OR COURSE TITLE:
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
Course Code: 2109310
3rd Nine Weeks
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Essential Content
New Production
o Textile
o Iron
o Railroads
o Growth of Factories
Emergence of New Social
Structures
o
Women’s Roles
o Middle Class
o Living and Working
Conditions
o Labor Unions and Strikes
The Growth of Cities
o Leisure Activities
o Immigration
o Migration
NGSSS-SS Benchmarks
Skill Benchmarks:
SS.912.G.1.1: Design Maps using a variety of technologies
based on descriptive data to explain physical and cultural
attributes of major world regions.
SS.912.G.1.2: Use spatial perspective and appropriate
geographic terms and tools, including the Six Essential
Elements, as organizational schema to describe any given
place.
SS.912.G.1.3: Employ applicable units of measurement and
scale to solve simple locational problems using maps and
globes.
SS.912.G.2.1: Identify the physical characteristics and the
human characteristics that define and differentiate regions.
SS.912.G.2.2: Describe the factors and processes that
contribute to the differences between developing and
developed regions of the world.
SS.912.G.2.3: Use geographic terms and tools to analyze
case studies of regional issues in different parts of the world
that have critical economic, physical, or political
ramifications.
SS.912.G.4.9: Use political maps to describe the change in
boundaries and governments within continents over time.
SS.912.H.1.3: Relate works in the arts to various cultures.
SS.912.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).
Instructional Tools
New Media, George Mason University, and part of World History Matters, with
support from the National Endowment for the Humanities and includes primary
sources, interactive modules as well as case studies
http://chnm.gmu.edu/cyh/
Oracle Think- quest- The Industrial Revolution: Of Men and Machines- this site
has information, links as well as printable activities on the Industrial Revolution
Extensive web links and access to primary sources on the Industrial Revolution
in Britain
http://historyteacher.net/APEuroCourse/WebLinks/WebLinksIndustrialRevolution.htm
Suggested Activities:
Have students develop a chart in which they list new inventions of the Industrial
Revolution as well as their inventor, function and how it changed a particular
industry.
Have students create a graphic short story, fictional but historically accurate in
seeing and details, about life in an Industrial City.
Have students, discuss and research the importance of women and children in
the Industrial Revolution.
http://www.schoolshistory.org.uk/IndustrialRevolution/womenandchildren.htm
http://www.schoolshistory.org.uk/IndustrialRevolution/workingconditions.htm
Have students create a time-line or flow chart outlining the shift in daily activities
as a result of the Industrial Revolution.
Have students compare the roles of unions in the Industrial revolution to the role
of unions in today’s society.
Have students research and chart the number of railroads and factories that
emerged throughout the course of the Industrial Revolution in Japan, U.S. and
England. http://www.fordham.edu/halsall/mod/indrevtabs1.html
Have students graphically depict the growth of cities in the aftermath of the
Industrial Revolution- while also showing what pre-industrial cities looked like.
Have students graph or chart the growth of cities in Japan, England, and United
States after the Industrial Revolution.
GRADE LEVEL OR COURSE TITLE:
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
Course Code: 2109310
3rd Nine Weeks
Essential Content
NGSSS-SS Benchmarks
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
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
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
GRADE LEVEL OR COURSE TITLE:
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
Course Code: 2109310
3rd Nine Weeks
Essential Content
NGSSS-SS Benchmarks
Instructional Tools
“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 26Feburary 2,
2016
Block:
January 26Feburary 2,
2016
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
Pacing Guide
Benchmark(s)
Data Driven
Benchmark(s)
Activities
Course Code: 2109310
Assessment(s)
Florida Standards Focus Standard:
LAFS.910.WSHT.1.1 Write arguments focused on
discipline-specific content.
Content Benchmarks:
SS.912.W.6.1: Describe the agricultural and
technological innovations that led to industrialization
in Great Britain and its subsequent spread to
continental Europe, the
SS.912.W.6.2: Summarize the social and economic
effects of the Industrial Revolution.
SS.912.W.6.4Describe the 19th and early 20th
century social and political reforms and reform
movements and their effects in Africa, Asia, Europe,
the United States, the Caribbean, and Latin America.
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.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.
United States, and Japan.
Strategies
GRADE LEVEL OR COURSE TITLE:
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
Course Code: 2109310
Topic 14: The Age of Revolutions (American and French)
Pacing
Date(s)
Traditional
8 days
Block
4 days
Essential Question: How did the Age of Enlightenment contribute to the French and
American Revolutions?
02-03-16 to 02-12-16
02-03-16 to 02-12-16
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 impact on the American, French and other Revolutions)
(Standard 6: Understand the development of Western and non-Western Nationalism, industrialization and imperialism, and the significant processes and
consequences of each)
Humanities
(Standard 1: Identify and analyze the historical, social, and cultural contexts of the arts)
(Standard 2: Respond critically and aesthetically to various works in the arts)
(Standard 3: Understand how transportation, trade, communication, science and technology influence the progression and regression of cultures)
GRADE LEVEL OR COURSE TITLE:
Essential Content
Course Themes Addressed:
Development and Interaction of
Cultures
Religions
Belief systems, philosophies and
ideologies
Science and technology
Development and Transformation of
Social Structures
Gender roles and relations
Racial and ethnic constructions
Social and economic classes
State Building, Expansion and
Conflicts
Political structures and forms of
governance
Empires
Nations and nationalism
Revolts and Revolutions
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American revolution
o French and Indian War
o Intensification of Imperial
Control
o Stamp Act
o King George III
o Loyalists and Patriots
o Declaration of
Independence
o The war
o Peace
French Revolution
o The Three Estates
o Louis XVI and the
Financial Crisis
o Spread of Revolution
o Storming the Bastille
o Estates General to the
National Assembly
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
3rd Nine Weeks
NGSSS-SS Benchmarks
Florida Standards Focus Standard:
LAFS.910.WSHT.2.6 Use technology, including the Internet,
to produce, publish, and update individual or shared writing
products, taking advantage of technology’s capacity to link
to other information and to display information flexibly and
dynamically.
Content Benchmarks:
SS.912.W.5.4: Evaluate the impact of Enlightenment ideals
on the development of economic, political, and religious
structures in the Western world.
SS.912.W.5.5: Analyze the extent to which the
Enlightenment impacted the American and French
Revolutions.
SS.912.W.5.6: Summarize the important causes, events,
and effects of the French Revolution including the rise and
rule of Napoleon.
SS.912.W.1.1: Use timelines to establish cause and effect
relationships of historical events.
SS.912.W.1.3: Interpret and evaluate primary and
secondary sources.
Course Code: 2109310
Instructional Tools
Florida Standards Focus Activity:
Have groups of students use technology, including the Internet, to produce,
publish, and update individual or shared writing products, taking advantage of
technology’s capacity to link to other information and to display information
flexibly and dynamically and compare and contrast the Tennis Court Oath with
the Declaration of Independence and produce a power point presentation
outlining the Enlightenment ideas that contributed to the creation of both
documents.
http://www.historywiz.com/primarysources/tenniscourtoathtext.htm
http://www.ushistory.org/declaration/document/
Vocabulary/Identification: King George III, taxation without representation, the
Stamp Act, George Washington, Redcoats, Continental Army, Seven Years War,
loyalists, patriots, Thomas Jefferson, Declaration of Independence, The Three
Estates, Louis XV, Louis XVI, Maria Antoinette, Versailles, National Assembly,
Estates General, Declaration of Rights of Man, Constitution of 1791, émigrés,
radicals, moderates, conservatives, Reign of Terror, Jacobins, Maximillian
Robespierre, Guillotine, conscription, coup d’état, The Directory, Napoleon
Bonaparte, Counter-revolutionary, Napoleonic Code, The Consulate, Waterloo,
Nationalism, Duke of Wellington, Tennis Court Oath, Bastille, Congress of
Vienna. 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.
Mobile Device Project: Revolutions
SS.912.W.1.4: Explain how historians use historical inquiry
and other sciences to understand the past.
Skill Benchmarks:
SS.912.G.1.1: Design Maps using a variety of technologies
based on descriptive data to explain physical and cultural
attributes of major world regions.
SS.912.G.1.2: Use spatial perspective and appropriate
geographic terms and tools, including the Six Essential
Elements, as organizational schema to describe any given
place.
SS.912.G.1.3:Employ applicable units of measurement and
scale to solve simple locational problems using maps and
globes.
SS.912.G.2.1:Identify the physical characteristics and the
Technology:
Short video on the American Revolution
http://www.learner.org/courses/worldhistory/unit_video_17-2.html
Short video on the French Revolution
http://www.learner.org/courses/worldhistory/unit_video_17-1.html
PBS-Napoleon-The site offers summaries and expert commentary on the
following topics on Napoleon as well as an interactive timeline and video clips.
http://www.pbs.org/empires/napoleon/home.html
GRADE LEVEL OR COURSE TITLE:
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
Course Code: 2109310
3rd Nine Weeks
Essential Content
o Tennis Court Oath and
Declaration of Rights
of Man
o Constitution of 1791
o Legislative Assembly
o The End of the
Monarchy

The Reign of Terror
o Maximilien
Robespierre
o Napoleonic Era
o Emergence and
Decline
o A Return to Peace
o Congress of Vienna
NGSSS-SS Benchmarks
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.
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.1.2: Compare time measurement systems used
by different cultures.
Instructional Tools
Extensive web links and primary sources documents related to the American
War of Independence.
http://www.historyteacher.net/APUSH-Course/Weblinks/Weblinks4.htm
Liberty, Equality, Fraternity- Exploring the French Revolution-more than 600
primary documents from maps, to songs to letters-collaboration of the Center for
History and New Media (George Mason University) and American Social History
Project (City University of New York), supported by grants from the Florence
Gould Foundation and the National Endowment for the Humanities
http://chnm.gmu.edu/revolution/
Extensive, high-quality links to information on French history, including the
Revolution and Napoleonic empire
http://chnm.gmu.edu/revolution/
Crash Course 30: Haitian Revolution
(https://www.youtube.com/watch?v=5A_o-nU5s2U)
Crash Course 31: Latin American Revolutions
(https://www.youtube.com/watch?v=ZBw35Ze3bg8)
Crash Course 32: Industrial Revolution
(https://www.youtube.com/watch?v=zhL5DCizj5c)
History Lab: Road to Revolution; Should Colonists Have Revolted
(http://www.umbc.edu/che/historylabs/lessondisplay.php?lesson=100)
Where Did Thomas Jefferson Stand on Slavery
(http://www.umbc.edu/che/historylabs/lessondisplay.php?lesson=92)
Crash Course 26: Seven Years War
(https://www.youtube.com/watch?v=j0qbzNHmfW0)
Crash Course 28: American Revolution
(https://www.youtube.com/watch?v=HlUiSBXQHCw)
SS.912.W.1.5: Compare conflicting interpretations or
schools of thought about world events and individual
contributions to history (historiography).
SHEG: Reign of Terror
(http://sheg.stanford.edu/reign-of-terror)
SS.912.W.1.6: Evaluate the role of history in shaping
identity and character
History Teacher video Napoleon
(https://www.youtube.com/watch?v=fOki3qAZe4g)
French Revolution
GRADE LEVEL OR COURSE TITLE:
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
Course Code: 2109310
3rd Nine Weeks
Essential Content
NGSSS-SS Benchmarks
Instructional Tools
(https://www.youtube.com/watch?v=wXsZbkt0yqo)
Marie Antoinette
(https://www.youtube.com/watch?v=ysEjV6ICzIE)
In a Nutshell French revolution video
(https://www.youtube.com/watch?v=VEZqarUnVpo)
Crash Course 29: French Revolution
(https://www.youtube.com/watch?v=lTTvKwCylFY)
Suggested Activities:
Have students graphically represent the population in each estate prior to the
French Revolution.
Have students chart the government of France under the constitution of 1791.
http://historyteacher.net/APEuroCourse/WebLinks/WebLinksRevolutionaryFrance.htm
Have students discuss the role of violence in society and whether or not it can be
justified, using the Reign of Terror as a starting point.
Have students map the expansion of Napolean’s empire.
http://highered.mcgrawhill.com/sites/0073406929/student_view0/chapter16/interactive_maps.html
Have students compare the effectiveness of the Napoleanic Code with that of
Justinian’s code.
http://www.napoleon-series.org/research/government/c_code.html
Have students discuss whether the French Revolution was caused more by
economic or political issues.
Have students compare the Declaration of Rights of Man with the United States
Declaration of Rights of Woman.
http://avalon.law.yale.edu/18th_century/rightsof.asp
http://ecssba.rutgers.edu/docs/decl.html
Have students research and analyze Napoleon’s actions. Have students create
a list of said actions and identify each action’s consequence as either positive or
negative. http://history-world.org/Napoleon.htm
Have students research the role of women in the French Revolution
GRADE LEVEL OR COURSE TITLE:
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
Course Code: 2109310
3rd Nine Weeks
Essential Content
NGSSS-SS Benchmarks
Instructional Tools
https://chnm.gmu.edu/revolution/chap5a.html
Have students research any of the acts passed by parliament that caused
conflicts within the colonies as well as the colonist reaction to those acts.
Have students create a picture of propaganda from a colonists perspective
against the Stamp Act.
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
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
GRADE LEVEL OR COURSE TITLE:
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
Course Code: 2109310
3rd Nine Weeks
Essential Content
NGSSS-SS Benchmarks
Instructional Tools
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,”
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:
February 3Feburary 12,
2016
Block:
February 3Feburary 12,
2016
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
Pacing Guide
Benchmark(s)
Florida Standards Focus Standard:
LAFS.910.WSHT.2.6 Use technology, including the
Internet, to produce, publish, and update individual
or shared writing products, taking advantage of
technology’s capacity to link to other information and
to display information flexibly and dynamically.
Content Benchmarks:
SS.912.W.5.4: Evaluate the impact of
Enlightenment ideals on the development of
economic, political, and religious structures in the
Western world.
SS.912.W.5.5: Analyze the extent to which the
Enlightenment impacted the American and French
Revolutions.
SS.912.W.5.6: Summarize the important causes,
events, and effects of the French Revolution
including the rise and rule of Napoleon.
SS.912.W.1.1: Use timelines to establish cause and
effect relationships of historical events.
SS.912.W.1.3: Interpret and evaluate primary and
secondary sources.
SS.912.W.1.4: Explain how historians use historical
inquiry and other sciences to understand the past.
Data Driven
Benchmark(s)
Activities
Course Code: 2109310
Assessment(s)
Strategies
GRADE LEVEL OR COURSE TITLE:
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
Course Code: 2109310
Topic 15: Age of Revolutions (Latin American and Caribbean)
Pacing
Date(s)
Traditional
8 days
Block
4 days
02-17-16 to 02-26-16
Essential Question: What were the social and political effects of reform movements in Latin
America & Caribbean in the early 19th and 20th Centuries?
02-17-16 to 02-26-16
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 impact on the American, French and other Revolutions)
(Standard 6: Understand the development of Western and non-Western Nationalism, industrialization and imperialism, and the significant processes and
consequences of each)
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
3rd Nine Weeks
Essential Content
Course Themes Addressed:
Development and Interaction of
Cultures
Belief systems, philosophies and
ideologies
Development and Transformation of
Social Structures
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
Regional, trans-regional and
global structures and
organizations




Latin American & Caribbean
Independence Movements
o The Haitian Revolution
o Toussaint –Louverture
o Saint Domingue
o Mexico and Central
America
o Miguel Hidalgo y Castilla
Spanish South America
o Simon Bolivar
o Brazil
o Napolean
o The Power of the Pedros
Latin American Unity
o Gran Columbia
Mexican Revolution
o Emiliano Zapato
o Poncho Villa
NGSSS-SS Benchmarks
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.
Instructional Tools
Florida Standards Focus Activity:
Have students create a comparative chart on the motives and outcomes of the
Latin American and Caribbean Independence movements by integrating
quantitative or technical analysis with qualitative analysis in print or digital text.
http://www.historyworld.net/wrldhis/PlainTextHistories.asp?ParagraphID=nmp
Content Benchmarks:
SS.912.W.5.7: Describe the causes and effects of 19th Latin
American and Caribbean independence movements led by
people including Bolivar, de San Martin, and L' Ouverture.
SS.912.W.6.4: Describe the 19th and early 20th century
social and political reforms and reform movements and their
effects in Africa, Asia, Europe, the United States.
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.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.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
Vocabulary/Identification: Toussaint L’Ouverture, Saint Dominque, Miguel
Hidalgo, Castilla, Simon Bolivar, Gran Colombia, Pedro I and Pedro II, Monroe
Doctrine, Porfillio Diaz, Benito Juarez, War of the Pacific, Emiliano Zapata,
Poncho Villa, Vaqueros, Unification, Napoleon, Brazil, slave revolt, King John VI,
Liberals, conservatives, Caudillos, Antonio Lopez De Santa Anna. 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 Caribbean,
discretion. and Latin America.
Technology:
Teaching for Change, The Haitian Revolution and America
http://www.teachingforchange.org/books/ourpublications/caribbean-connections/teaching-about-haiti-pdf-andresources
Information and video on the Haitian Revolution
http://www.pbs.org/wgbh/aia/part3/3p2990.html
Latin American independence leaders
http://galileoweb.org/lylo/files/2010/01/Leaders-of-LatinAmerican-Revolutions-Fact-Sheet.pdf
Information on Mexican history in the nineteenth century
http://historicaltextarchive.com/links.php?op=viewslink&sid=0&cid=1
Historical Texts with background on the Mexican Revolution
http://historicaltextarchive.com/links.php?op=viewslink&sid=224
Crash Course 30: Haitian Revolution (https://www.youtube.com/watch?v=5A_onU5s2U)
Crash Course 31: Latin American Revolutions
(https://www.youtube.com/watch?v=ZBw35Ze3bg8)
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
GRADE LEVEL OR COURSE TITLE:
Course Code: 2109310
3rd Nine Weeks
NGSSS-SS Benchmarks
Essential Content
place.
SS.912.G.1.3:Employ applicable units of measurement and
scale to solve simple locational problems using maps and
globes.
SS.912.G.2.1:Identify the physical characteristics and the
human characteristics that define and differentiate regions.
SS.912.G.2.2: Describe the factors and processes that
contribute to the differences between developing and
developed regions of the world.
Instructional Tools
Suggested Activities:
Have students create a comparative chart on the motives and outcomes of the
Latin American and Caribbean Independence Movements.
http://www.historyworld.net/wrldhis/PlainTextHistories.asp?ParagraphID=nmp
Have students research one of the revolutionaries and create a biography on the
individuals background and specific actions in their respective revolution.
http://latinamericanhistory.about.com/od/latinamericaindependence/The_History
_of_Latin_America_the_Independence_Era_18071825.htm
Have students compare and evaluate the relationship and impact of the
American and French Revolutions on the Latin American and Caribbean
independence movements.
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.
Have students describe the events which led to the independence of Portugal’s
and Spain’s Latin American Colonies.
SS.912.G.4.7: Use geographic terms and tools to explain
cultural diffusion throughout places, regions, and the world.
Have students write an essay answering the following question: “Why do you
think that Creoles, a group that suffered far less oppression than other groups,
would be the group to lead the revolution against Spain?”
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.1.6: Evaluate the role of history in shaping
identity and character
Have students, compare and contrast the social classes that were involved in
and led each of the Latin American Revolutions.
Have students locate on a world map, colonial possessions obtained by the
industrialized nations before 1914.
Have students list the tactics and methods utilized by revolutionaries in their
campaign to gain support for the cause
Assessment:
SS.912.W.1.5: Compare conflicting interpretations or schoo
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
GRADE LEVEL OR COURSE TITLE:
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
Course Code: 2109310
3rd Nine Weeks
Essential Content
NGSSS-SS Benchmarks
Instructional Tools
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
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.
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
GRADE LEVEL OR COURSE TITLE:
Date
Traditional:
February 17,
2016February 26,
2016
Block:
February 17,
2016February 26,
2016
Pacing Guide
Benchmark(s)
Data Driven
Benchmark(s)
Activities
Course Code: 2109310
Assessment(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.5.7: Describe the causes and effects of 19th
Latin American and Caribbean independence movements
led by people including Bolivar, de San Martin, and L'
Ouverture.
SS.912.W.6.4: Describe the 19th and early 20th century
social and political reforms and reform movements and
their effects in Africa, Asia, Europe, the United States.
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.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.G.4.9: Use political maps to describe the change
in boundaries and governments within continents over
time.
Caribbean, and Latin America.
Strategies
GRADE LEVEL OR COURSE TITLE:
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
Course Code: 2109310
Topic 16: The Age of Ism’s (Socialism, Communism, Capitalism, Social Darwinism, and Romanticism)
Pacing
Date(s)
Traditional
9 days
Block
4.5 days
02-29-16 to 03-10-16
02-29-16 to 03-10-16
Essential Question:
What were the economic philosophies of communism, social and capitalism?
How did the social and cultural reforms of the 19th and 20th century reflect the political and
economic climate?
Please note: This topic correlates to essential content required for student mastery on the U.S.
History End of Course assessment.
STRAND(S) and STANDARD(S):
World History (Standard 1: Utilize historical inquiry skills and analytical processes)
(Standard 6: Understand the development of Western and non-Western Nationalism, industrialization and imperialism, and the significant processes and
consequences of each)
(Standard 7: Recognize significant causes, events, figures, and consequences of the Great War period and the impact on worldwide balance of power)
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
3rd Nine Weeks
Essential Content
Course Themes Addressed:
Development and Interaction of
Cultures
Belief systems, philosophies and
ideologies
Science and technology
The arts and architecture
Creation, Expansion and Interaction
of Economic systems
Trade and Commerce
Labor systems
Industrialization
Capitalism and Socialism
Development and Transformation of
Social Structures
Gender roles and relations
Racial and ethnic constructions
Social and economic classes
State Building, Expansion and
Conflicts
Political structures and forms of
governance
Nations and nationalism
Revolts and Revolutions


Economic Philosophy
o Capitalism
o Adam Smith
o Socialism
o “Utopian Socialism”
o Thomas Moore
o Frederick Engels
o Communism
o Karl Marx
The Other Social “ism’s”
o Romanticism
o Impressionism
o Realism
o Feminism
NGSSS-SS Benchmarks
Florida Standards Focus Standard:
LAFS.910.RH.2.6 Compare the point of view of two or more
authors for how they treat the same or similar topics,
including which details they include and emphasize in their
respective accounts.
Instructional Tools
Florida Standards Focus Activity:
Have students compare the point of view of two or more artists on how they treat
the same or similar topics, including which details they include and emphasize in
their respective accounts from the Romantic ,Realist or Impressionist
movements.
http://www.lilithgallery.com/arthistory/feminist/
Content Benchmarks:
SS.912.W.6.3: Compare the philosophies of capitalism,
socialism, and communism as described by Adam Smith,
Robert Owen, and Karl Marx.
http://www2.palomar.edu/users/mhudelson/StudyGuides/19thCent
_WA.html
http://public.wsu.edu/~delahoyd/20th/19art.html
SS.912.W.6.4: Describe the 19th and early 20th century
social and political reforms and reform movements and their
effects in Africa, Asia, Europe, the United States, the
Have students write an argument comparing the advantages and
disadvantages of the three economic philosophies ( Socialism, Communism,
Caribbean, and Latin America.
Capitalism)
SS.912.G.4.3: Use geographic terms and tools to analyze
the effects of migration both on the place of origin and
destination, including border areas.
(This also meets LAFS.910.WSHT.1.1Write arguments focused on disciplinespecific content.)
SS.912.G.4.7: Use geographic terms and tools to explain
cultural diffusion throughout places, regions, and the world.
Vocabulary/Identification: socialism, utopia, Robert Owen, Karl Marx,
communism, proletariat, democratic socialism, Communist Manifesto, capitalism,
Thomas Malthus, David Ricardo, dictatorship, laissez-faire, Adam Smith,
Friedrich Engels, Declaration of Rights of Woman, suffrage, romanticism,
Realism, naturalist, Beethoven, Mark Twain, cartography, Social Darwinism,
Charles Darwin, Albert Einstein, relativity, Sigmund Freud, modernism,
impressionism, Monet, Natural Selection, Pyotr Ilyich Tchaikovsky, opera, ballet,
Frankenstein. Please note: the vocabulary/identification list is provided as a
basic introduction and list of terms and ideas associated with this topic.
Individual teachers may use additional information at their discretion.
SS.912.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.
Mobile Device Project: The Age of Isms
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.H.1.3: Relate works in the arts to various cultures.
Correlated US History EOC Lesson Plan:
SS.912.H.1.4: Explain Philosophical beliefs as they relate to
works in the arts.
(password protected: miami-dade-us-history)
Skill Benchmarks:
SS.912.G.1.1: Design Maps using a variety of technologies
http://socialsciences.dadeschools.net/files/eoc_lesson_plans/11th_grade/Social
%20Studies%20Lesson%20Plan-%20SS.012.A.3.2.pdf
GRADE LEVEL OR COURSE TITLE:
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
Course Code: 2109310
3rd Nine Weeks
Essential Content
NGSSS-SS Benchmarks
based on descriptive data to explain physical and cultural
attributes of major world regions.
Instructional Tools
Technology:
Links of art form the 19th Century-including realism, romanticism, impressionism
and naturalism
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.
http://arthistoryresources.net/ARTHLinks5.html
SS.912.G.1.3:Employ applicable units of measurement and
scale to solve simple locational problems using maps and
globes.
Video Segment: The "Great Divergence" and Comparative World History
http://www.learner.org/courses/worldhistory/unit_video_18-3.html
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.4.9: 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.
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
Rethinking the rise of the West: World Systems critique video segment
http://www.learner.org/courses/worldhistory/unit_video_18-2.html
Crash Course 33: Capitalism and Socialism
(https://www.youtube.com/watch?v=B3u4EFTwprM)
Suggested Activities:
Have students develop a list comparing romanticism and realism.
Have students evaluate the theory of socialism vs. the reality of socialism.
Have students describe in writing how philosophers responded to problems
created by Industrialization and “laissez-faire” economics.
Have students read and evaluate excerpts from the Novel Frankenstein, and
identify the elements of Romanticism which are exemplified.
http://etext.lib.virginia.edu/toc/modeng/public/SheFran.html
Have students compare and contrast the Declaration of Rights of Women and
the Declaration Rights of Man.
http://www.constitution.org/fr/fr_drm.htm
http://ecssba.rutgers.edu/docs/decl.html
Have students identify and compare suffrage movements among countries in the
Western World.
http://www.tchevalier.com/fallingangels/bckgrnd/suffrage/
http://teacher.scholastic.com/activities/suffrage/history.htm
Have students analyze the use of scientific thought in the political and economic
realm and write a well written paragraph substantiating their findings.
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
SS.912.W.1.5:
Compare
conflicting interpre
accuracy and skill development in terms of writing and reading comprehension.
ELL:
Use visual depictions of historical events in order to increase ELL students’
GRADE LEVEL OR COURSE TITLE:
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
Course Code: 2109310
3rd Nine Weeks
Essential Content
NGSSS-SS Benchmarks
introduced and taught directly;
Instructional Tools
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
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
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
GRADE LEVEL OR COURSE TITLE:
Date
Pacing Guide
Benchmark(s)
Traditional:
F Florida Standards Focus Standard:
Block:
topics, including which details they include and
emphasize in their respective accounts.
February 29, 2016- LAFS.910.RH.2.6 Compare the point of view of two or
more authors for how they treat the same or similar
March 10, 2016
February 29, 2016Content Benchmarks:
March 10, 2016
SS.912.W.6.3: Compare the philosophies of capitalism,
socialism, and communism as described by Adam Smith,
Robert Owen, and Karl Marx.
SS.912.W.6.4: Describe the 19th and early 20th century
social and political reforms and reform movements and
their effects in Africa, Asia, Europe, the United States,
the Caribbean, and Latin America.
SS.912.G.4.3: Use geographic terms and tools to
analyze the effects of migration both on the place of
origin and destination, including border areas.
SS.912.G.4.7: Use geographic terms and tools to
explain cultural diffusion throughout places, regions, and
the world.
SS.912.H.1.1: Relate works in the arts (architecture,
dance, music, theatre, and visual arts) of varying styles
and genre according to the periods in which they were
created.
SS.912. H. 1.2: Describe how historical events, social
context, and culture impact forms, techniques, and
purposes of works in the arts, including the relationship
between a government and its citizens.
Data Driven
Benchmark(s)
Activities
Course Code: 2109310
Assessment(s)
Strategies
GRADE LEVEL OR COURSE TITLE:
Date
Traditional:
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
Pacing Guide
Benchmark(s)
SS.912.H.3.1: Analyze the effects of transportation,
trade, communication, science, and technology on
the preservation and diffusion of culture.
February 29,
2016- March 10,
2016
SS.912.W.1.1: Use timelines to establish cause and
Block:
effect relationships of historical events.
February 29,
2016- March 10, SS.912.H.1.3: Relate works in the arts to various
cultures.
2016
SS.912.H.1.4: Explain Philosophical beliefs as they
relate to works in the arts.
Data Driven
Benchmark(s)
Activities
Course Code: 2109310
Assessment(s)
Strategies
GRADE LEVEL OR COURSE TITLE:
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
Course Code: 2109310
Topic 17: Global Imperialism
Pacing
Traditional
Block
Date(s)
8 days
4 days
Essential Question: How did imperialism affect local, national and global affairs in the late 19th
and early 20th Centuries?
03-11-16 to 03-29-16
03-11-16 to 03-29-16
Please note: This topic correlates to essential content required for student mastery on the U.S.
History End of Course assessment.
TRAND(S) and STANDARD(S):
World History
Standard 1: Utilize historical inquiry skills and analytical processes
Standard 6: Understand the development of Western and non-Western Nationalism, industrialization and imperialism, and the significant processes and consequences of each.
Standard 7: Recognize significant causes, events, figures, and consequences of the Great War period and the impact on worldwide balance of power
Humanities
Standard 1: Identify and analyze the historical, social, and cultural contexts of the arts
Standard 2: Respond critically and aesthetically to various works in the arts
Standard 3: Understand how transportation, trade, communication, science and technology influence the progression and regression of cultures
GRADE LEVEL OR COURSE TITLE:
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
Course Code: 2109310
3rd Nine Weeks
Essential Content
Course Themes Addressed:
Human and environmental
interaction
Demography and disease
Migration
Patterns of settlement
Technology
Development and Interaction of
Cultures
Belief systems, philosophies and
ideologies
Creation, Expansion and Interaction
of Economic systems
Trade and Commerce
Labor systems
Industrialization
Development and Transformation of
Social Structures
Gender roles and relations
Racial and ethnic constructions
Social and economic classes
State Building, Expansion and
Conflicts
Political structures and forms of
governance
Empires
Nations and nationalism
Revolts and Revolutions

Imperialism

New Imperialism
o Economic Imperialism


Cultural Motives
o White Man’s Burden
o Christian Missionaries
Protectorates, Mandates and
NGSSS-SS Benchmarks
Florida Standards Focus Standard:
LAFS.910.WSHT.2.5 Develop and strengthen writing as
needed by planning, revising, editing, rewriting, or trying a
new approach, focusing on addressing what is most
significant for a specific purpose and audience.
Content Benchmarks:
SS.912.W.6.4: Describe the 19th and early 20th century
social and political reforms and reform movements and their
effects in Africa, Asia, Europe, the United States, the
SS.912.W.6.5: Summarize the causes, key events, and
effects of the unification of Italy and Germany.
SS.912.W.6.6: Analyze the causes and effects of
imperialism.
Instructional Tools
Florida Standards Focus Activity:
Have students write an essay that develops and strengthens writing as needed
by planning, revising, editing, rewriting, or trying a new approach, focusing on
addressing what is most significant for a specific purpose and audience which
evaluates the impact of the Industrial Revolution on the rise of Imperialism.
Vocabulary/Identification: imperialism, new imperialism, King Leopold II of
Belgium, David Livingstone, King Leopold II, Scramble for Africa, Berlin
Conference, Shaka, Asante Kingdom,
Cecil
Union of South Africa, Suez
Caribbean,
andRhodes,
Latin America.
Canal, The Mahdi, annex, protectorate, indirect rule, Federation of Indochina,
colonialist, exploitation, Menelik II, Spheres of Influence, settlement colonies,
dependent colonies, King Chulalongjorn, assimilation, panama canal, White
Man’s Burden, missionary, Meiji Restoration, Samoa, Guam, Spanish American
War, Sino-Japanese War, Treaty of Shimonoseki, Mumbai, Bombay, RussoJapanese War, Dutch East Indies, Treaty of Nanjing, Opium War, The Taiping
Rebellion, Open Door Policy, Self-strengthening movement, Empress Ci Xi,
Boxer Rebellion, Rammohun Roy, Indian Revolt of 1857, Thailand, Xhoas Cattle
Killing, natural resources, Java, Sumatra. Please note: the
vocabulary/identification list is provided as a basic introduction and list of terms
and ideas associated with this topic. Individual teachers may use additional
information at their discretion.
SS.912.W.6.7: Identify major events in China during the
19th and early 20th centuries related to imperialism.
Technology:
Video Segment: Imperialism in Portuguese Brazil
http://www.learner.org/courses/worldhistory/unit_video_20-1.html
SS.912.W.7.1: Analyze the causes of World War I including
the formation of European alliances and the roles of
imperialism, nationalism, and militarism.
Video Segment: Imperialism in South Africa
http://www.learner.org/courses/worldhistory/unit_video_20-2.html
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.
Video Segment: Imperialism in East Asia
http://www.learner.org/courses/worldhistory/unit_video_20-3.html
Video Segment: Colonial Zanzibar
http://www.learner.org/courses/worldhistory/unit_video_21-1.html
Video Segment: Colonial India
http://www.learner.org/courses/worldhistory/unit_video_21-2.html
Research and information on Imperialism throughout the world
http://www.casahistoria.net/imperialism.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
GRADE LEVEL OR COURSE TITLE:
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
Course Code: 2109310
3rd Nine Weeks
Essential Content
Indirect Rule




Scramble for Africa
o Berlin Conference
The French in North Africa
o The British in North Africa
o European Claims in SubSaharan Africa
Expansion into Asia
o British Imperialism in
India
o Japanese Response to
Imperialism & Growth of
National Ideology
o Sino-Japanese War
o Treaty of Nanjing
o Taiping Rebellion
Southeast Asia
o The United States in the
Pacific Islands
o Thailand: a Case Study
NGSSS-SS Benchmarks
SS.912.W.1.3: Interpret and evaluate primary and
secondary sources.
oration.html
SS.912.W.1.4: Explain how historians use historical inquiry
and other sciences to understand the past.
British National Archives- Black Presence-this site explores Asian and
Black history in the Caribbean in Britain from 1500 to 1850 through
SS.912.W.1.5: Compare conflicting interpre
primary documents and general information
http://www.nationalarchives.gov.uk/pathways/blackhistory/index.htm
SS.912.W.1.6: Evaluate the role of history in shaping
identity and character
SS.912.G.4.2: Use geographic terms and tools to analyze
the push/pull factors contributing to human migration within
and among places.
Instructional Tools
Columbia University- China and Europe- What is Modern- This website
compares Europe and China between 1500-1937 through general information,
primary documents and video segments
http://afe.easia.columbia.edu/chinawh/
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.
Useful documents hosted by the University of California Los Angeles on British
India
http://www.sscnet.ucla.edu/southasia?History/British/BrIndia.html
SS.912.G.4.7: Use geographic terms and tools to explain
cultural diffusion throughout places, regions, and the world.
SHEG: Sepoy Rebellion (http://sheg.stanford.edu/sepoy-rebellion)
Battle of Adwa (http://sheg.stanford.edu/battle-adwa)
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.
Crash Course 37: Communists, Nationalists and China’s Revolution
(https://www.youtube.com/watch?v=UUCEeC4f6ts)
Crash Course 34: Samurai, Daimyo, Matthew Perry
(https://www.youtube.com/watch?v=Nosq94oCl_M)
Crash Course 35: Imperialism (https://www.youtube.com/watch?v=alJaltUmrGo)
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.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.
Crash Course 213: Asian Response to Imperialism
(https://www.youtube.com/watch?v=nxmWfbXS4Pw)
Useful documents hosted by the University of California Los Angeles on British
India
http://www.sscnet.ucla.edu/southasia?History/British/BrIndia.html
Suggested Activities:
Have students create a political cartoon depicting one of the reasons for
imperialism (cultural, political or economic.)
http://regentsprep.org/Regents/global/themes/imperialism/index.cfm
Have students map the European territories and or colonies that resulted from
the Scramble for Africa.
Have students imagine that they are a reporter for an African nation, write an
GRADE LEVEL OR COURSE TITLE:
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
Course Code: 2109310
3rd Nine Weeks
Essential Content
NGSSS-SS Benchmarks
SS.912.W.1.2: Compare time measurement systems used
by different cultures.
Instructional Tools
article reporting on the Berlin Conference.
Have students creating a Venn Diagram comparing Japan during the Tokugawa
Shogunate and Meiji Restoration
Have students write a journal entry from the perspective of an Indian Sepoy,
evaluating specifically the British insensitivity to Indian Culture.
Have students research the lasting legacy of British Rule in India today. In
retrospect what elements of British rule are still evident in Indian society?
http://www.archaeologyonline.net/artifacts/colonial-legacy.html
http://www.indiana.edu/~hisdcl/G369_2002/japanese_imperialism.htm
Have students chart and compare European Imperialism in Africa in regards to
initial motivation and the lasting effects.
Have students compare the textile industry in India, China, and Japan using
charts, pictures, graphs, and other primary documents.
http://www.britannica.com/EBchecked/topic/589392/textile/15596/Developmentof-textiles-and-the-textile-industry
Have students debate the validity of the arguments presented in White Man’s
Burden.
http://www.fordham.edu/halsall/mod/kipling.html
Have students compare the reasons for the Ruso-Japanese and Sino-Japanese
war as well as the effectiveness and outcomes of each.
http://www.learner.org/courses/worldhistory/unit_video_22-1.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
GRADE LEVEL OR COURSE TITLE:
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
Course Code: 2109310
3rd Nine Weeks
Essential Content
NGSSS-SS Benchmarks
Instructional Tools
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
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:
March11March 29,
2016
Block:
March11March 29,
2016
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
Pacing Guide
Benchmark(s)
Data Driven
Benchmark(s)
Activities
Course Code: 2109310
Assessment(s)
Florida Standards Focus Standard:
LAFS.910.WSHT.2.5 Develop and strengthen writing as
needed by planning, revising, editing, rewriting, or trying a
new approach, focusing on addressing what is most
significant for a specific purpose and audience.
Content Benchmarks:
SS.912.W.6.4: Describe the 19th and early 20th century
social and political reforms and reform movements and
their effects in Africa, Asia, Europe, the United States, the
SS.912.W.6.5: Summarize the causes, key events, and
effects of the unification of Italy and Germany.
SS.912.W.6.6: Analyze the causes and effects of
imperialism.
SS.912.W.6.7: Identify major events in China during the
19th and early 20th centuries related to imperialism.
SS.912.W.7.1: Analyze the causes of World War I
including the formation of European alliances and the roles
of imperialism, nationalism, and militarism.
SS.912.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.
Caribbean, and Latin America.
Strategies
GRADE LEVEL OR COURSE TITLE:
Date
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
Pacing Guide
Benchmark(s)
SS.912.W.1.3: Interpret and evaluate primary and
Traditional:
March11-March secondary sources.
29, 2016
SS.912.W.1.4: Explain how historians use historical
inquiry and other sciences to understand the past.
Block:
March11-March SS.912.W.1.6: Evaluate the role of history in
29, 2016
shaping identity and character
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
Course Code: 2109310
Assessment(s)
Strategies
GRADE LEVEL OR COURSE TITLE:
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
Course Code: 2109310
Topic 18: The Age of Ism’s ( Nationalism and Militarism)
Pacing
Traditional
7 days
Block
3.5 days
Date(s)
03-30-16 to 04-07-16
Essential Question: How did the formation of European alliances, nationalism and militarism
contributed to the start of World War I?
Please note: This topic correlates to essential content required for student mastery on the U.S.
History End of Course assessment.
03-30-16 to 04-07-16
STRAND(S) and STANDARD(S):
World History (Standard 1: Utilize historical inquiry skills and analytical processes)
(Standard 6: Understand the development of Western and non-Western Nationalism, industrialization and imperialism, and the significant processes and
consequences of each)
(Standard 7: Recognize significant causes, events, figures, and consequences of the Great War period and the impact on worldwide balance of power)
Humanities
(Standard 1: Identify and analyze the historical, social, and cultural contexts of the arts)
(Standard 2: Respond critically and aesthetically to various works in the arts)
(Standard 3: Understand how transportation, trade, communication, science and technology influence the progression and regression of cultures)
Essential Content
Course Themes Addressed:
Development and Interaction of
Cultures
Belief systems, philosophies and
ideologies
Science and technology
Creation, Expansion and Interaction
of Economic systems
Labor systems
Capitalism and Socialism
Development and Transformation of
Social Structures
Social and economic classes
State Building, Expansion and
Conflicts
Political structures and forms of
governance
Nations and nationalism
Revolts and Revolutions
3rd Nine Weeks
NGSSS-SS Benchmarks
Florida Standards Focus Standard:
LAFS.910.WSHT.1.2 Write informative/explanatory texts,
including the narration of historical events, scientific
procedures/ experiments, or technical processes.
Content Benchmarks:
SS.912.W.6.4: Describe the 19th and early 20th century
social and political reforms and reform movements and their
effects in Africa, Asia, Europe, the United States,
Caribbean, and Latin America.
SS.912.W.6.5: Summarize the causes, key events, and
effects of the unification of Italy and Germany.
SS.912.W.6.6: Analyze the causes and effects of
imperialism.
SS.912.W.7.1: Analyze the causes of World War I including
the formation of European alliances and the roles of
imperialism, nationalism, and militarism.
SS.912.G.2.1: Identify the physical characteristics and the
human characteristics that define and differentiate regions.
Instructional Tools
Florida Standards Focus Activity:
Have students write an create an encyclopedia entry that is informative and
includes the narration of historical events that led to the start of World War I.
Vocabulary/Identification: nationalism, Risorgimento, Young Italy Movement,
Giuseppe Mazzini, Giuseppe Garibaldi, liberals. Unification, Otto Von Bismarck,
Kaiser, The Zollverein, The Junkers, Franco-Prussia War, Realpolitik, Czar
Alexander II, Emancipation, Serfs, Social Democratic Party, Autocrat, pogroms,
Russification, nihilists, Duma, Tanzimat Reforms, dual monarchy, Balkan
League, Crimean War, Treaty of Sanstefano, militarism, alliance system, Triple
Alliance, Triple Entente, Kulturkampf, Reichstag, Treaty of Prague, Francis
Joseph I, Revolution of 1905, mobilization. Please note: the
vocabulary/identification list is provided as a basic introduction and list of terms
and ideas associated with this topic. Individual teachers may use additional
information at their discretion.
Correlated US History EOC Lesson Plan:
(password protected: miami-dade-us-history)
http://socialsciences.dadeschools.net/files/eoc_lesson_plans/11th_grade/SS.91
2.A.4%20World%20War%20I.pdf
GRADE LEVEL OR COURSE TITLE:
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
Course Code: 2109310
3rd Nine Weeks
Essential Content
Regional, trans-regional and
global structures and
organizations






Nationalism and Reform in
Europe
The Unification of Italy
o Liberals and Nationalists
o Giusepe Mazzini
o Giuseppe Garibaldi
o Young Italy Movement
The Unification of Germany
o The Prussian Influence
o The Wars of Unification
o The German Empire
o Otto Von Bismark
Reform and Revolution in
Russia
o Domestic and Foreign
Policies
o Alexander II
o Emancipation of Serfs
o Revolution of 1905
o Duma
Unrest in Austria-Hungary
o The Monarchy
o The Ottoman Empire
o The Tanzimat Reforms
o Crimean War
o The Balkan Wars
Militiriasm
o The Rise of Alliance
System
o The Triple Alliance
o The Triple Entente
NGSSS-SS Benchmarks
SS.912.G.2.2: Describe the factors and processes that
contribute to the differences between developing and
developed regions of the world.
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.
Instructional Tools
Technology:
This following sites show the causes of World War I:
http://www.historyonthenet.com/ww1/causes.htm
http://www.authentichistory.com/1914-1920/1-overview/1origins/
Crash Course 36: Archdukes and WWI
(https://www.youtube.com/watch?v=_XPZQ0LAlR4)
SS.912.G.4.1: Interpret population growth and other
demographic data for any given place.
Crash Course 209: How WWI Started
(https://www.youtube.com/watch?v=Cd2ch4XV84s)
SS.912.G.4.2: Use geographic terms and tools to analyze
the push/pull factors contributing to human migration within
and among places.
Crash Course 2, 10: Who started WWI
(https://www.youtube.com/watch?v=_pFCpKtwCkI)
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.
Suggested Activities:
Have students create a timeline of important events concerning the unification of
Italy.
SS.912.G.4.7: Use geographic terms and tools to explain
cultural diffusion throughout places, regions, and the world.
Have students create a timeline of important events in the unification of
Germany.
SS.912.G.4.9: Use political maps to describe the change in
boundaries and governments within continents over time.
Have students create a Venn Diagram comparing Nationalism and Unification in
Germany and Italy.
SS.912.H.3.1: Analyze the effects of transportation, trade,
communication, science, and technology on the
preservation and diffusion of culture.
Have students list the governmental and economic structure of Germany under
the leadership of Bismark and evaluate the effectiveness of his approach.
SS.912.W.1.1: Use timelines to establish cause and effect
relationships of historical events.
SS.912.W.1.6: Evaluate the role of history in shaping
identity and character
Skill Benchmarks:
SS.912.G.1.1: Design Maps using a variety of technologies
based on descriptive data to explain physical and cultural
attributes of major world regions.
SS.912.G.1.2: Use spatial perspective and appropriate
geographic terms and tools, including the Six Essential
Elements, as organizational schema to describe any given
place.
Have students discuss the difference between emancipation of slaves or serfs
and equality for all people.
Have students chart the causes and effects of the Revolution of 1905- The First
Russian Revolution.
https://libcom.org/history/1905-the-russian-revolution
Have students create an encyclopedia entry for the concept of dual monarchy.
They should include a definition, and the relationship to Austria-Hungary.
Have students map the triple alliance and the triple entente just prior to the start
of WW I.
Have students compare the Ottoman Empire at the end of the 19th century to
the Ottoman Empire at the height of its reign. Have students list reasons for the
decline of the Empire.
GRADE LEVEL OR COURSE TITLE:
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
Course Code: 2109310
3rd Nine Weeks
Essential Content
NGSSS-SS Benchmarks
Instructional Tools
SS.912.G.1.3: Employ applicable units of measurement and
scale to solve simple locational problems using maps and
globes.
Have students discuss whether or not the Crimean War had negative or positive
effects on the Ottoman Empire. Students must be able to list the reasons and
defend their position in a class debate.
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.
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.
SS.912.W.1.3: Interpret and evaluate primary and
secondary sources.
ELL:
Use visual depictions of historical events in order to increase ELL students’
mastery of related content.
SS.912.W.1.4: Explain how historians use historical inquiry
and other sciences to understand the past.
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
SS.912.W.1.5: Compare conflicting interpretations or
schools of thought about world events and individual
contributions to history (historiography).
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:
GRADE LEVEL OR COURSE TITLE:
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
Course Code: 2109310
3rd Nine Weeks
Essential Content
NGSSS-SS Benchmarks
Instructional Tools
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,”
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:
March 30-April
7, 2016
Block:
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
Pacing Guide
Benchmark(s)
SS.912.W.6.4: Describe the 19th and early 20th
century social and political reforms and reform
movements and their effects in Africa, Asia, Europe,
the United States, Caribbean, and Latin America.
March 30-April SS.912.W.6.5: Summarize the causes, key events,
and effects of the unification of Italy and Germany.
7, 2016
SS.912.W.6.6: Analyze the causes and effects of
imperialism.
SS.912.W.7.1: Analyze the causes of World War I
including the formation of European alliances and
the roles of imperialism, nationalism, and militarism.
Data Driven
Benchmark(s)
Activities
Course Code: 2109310
Assessment(s)
Strategies
GRADE LEVEL OR COURSE TITLE:
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
Course Code: 2109310
DISCOVERY EDUCATION RESOURCES
*Please login to Discovery Education through you portal and copy and paste resource name into search function on the Discovery Education website.
TOPIC 13: THE INDUSTRIAL REVOLUTION
Videos:
Life before the Industrial Revolution
Early Industrial Revolution in Britain
Great Britain: Home of the Industrial Revolution
The Dawn of the First Industrial Revolution
New England's Industrial Revolution
The Birth of the Industrial Revolution
Revolution in the Textile Industry
The New Steam Engine
Discovering Coal
Bessemer Process
Trevithick’s Steam Engine
Locomotives
Chinese American Laborers Build the Transcontinental Railroad
Robert Fulton Invents the Steamboat
Machines and Factories
Factories and the Growth of Industrial Cities
Early Entrepreneurs
The Impact of Interchangeable Parts
Henry Ford: Changing the Way Americans Worked, Played, and Traveled
The Earliest Factory Workers: Women and Immigrants
Child Labor & Bad Working Conditions
Women and Children
Social Transformation and the Industrial Revolution
Early Labor Movements
Unions and Strikes
Labor in the Mines: Unionization
John Llewellyn Lewis: Iron-Willed Advocate for Labor Reform
Seeking Reform
The Status of Women
Jane Addams Founds Hull House in Chicago
The Introduction of Industrialism
Urban Centers
The Urban Transformation
Urbanization: Changing the Landscape
Immigration
GRADE LEVEL OR COURSE TITLE:
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
Audio:
Stuff You Missed in History Class Podcast: Fire at the Triangle Shirtwaist Factory
The Industrial Revolution: Railways
The Industrial Revolution: European Efforts toward Industrialization
The Industrial Revolution: The Age of Iron, Coal, & Steam
The Industrial Revolution: Industrialization's Urban Fabric
The Industrial Revolution: The U.S. Industrial Movement & the Modern Status of Industrialization
The Industrial Revolution: The Face of U.S. Industrialization
Images:
English farm land, showing small fields.
An industrial landscape in 1833.
Replica of Arkwright's first spinning machine
Samuel F.B. Morse in his study.
James Watt (1736-1819), British inventor.
Eli Whitney's cotton gin.
Making steel by the Bessemer process.
Emperor Meiji opens Parliament.
John Stuart Mill (1806-1873).
Jane Addams (1860-1935).
Articles:
Utilitarianism
Luddites
Factory System
TOPIC 14: THE AGE OF REVOLUTIONS (AMERICAN AND FRENCH)
Videos:
French and Indian War
British Rule
Unrest between Colonists and Loyalists
A Nation Is Born: America Revolts against British Rule
Financial Revenue Acts
Intolerable Acts
The Charges against King George III
Tensions between British and Patriots Escalate
Writing the Declaration of Independence
The Enlightenment in the Declaration of Independence
The Revolutionary War: Rebels and Redcoats
Building and Mobilizing the Continental Army
Course Code: 2109310
GRADE LEVEL OR COURSE TITLE:
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
George Washington
The Revolutionary War: 1775 to 1778
The Treaty of Paris
The Secret of American Success
The Fabled Birth of the Constitution
The French Revolution
French Society in the 1780s
The Storming of the Bastille
The Declaration of the Rights of Man and the Citizen
Radical Citizens: The Sans Culottes, the Jacobin Club, and Other Revolutionaries in Paris
1790-1791: Reform in the National Assembly
The Failed Royal Escape and the Creation of a Constitution
King Louis XIV is Beheaded
Capital Punishment: The Guillotine versus the Sword
The Reign of Terror in France
The Reign of Terror Takes Thousands of Lives
1796-199: Life under the Directory
The Dictatorship Begins: Napoleon Becomes Emperor of France
Exile and Return: The Battle of Waterloo
The Painting of Napoleon’s Coronation: False Propaganda
Napoleon Cleans Up Paris
Emperor Napoleon
Napoleon’s Decline in Power
The Effects of Napoleon's Reign
Epilogue: The End of the Age of Aristocracy
Audio:
Stuff You Missed in History Class Podcast: How the Boston Tea Party Worked
Stuff You Missed in History Class Podcast: How the French Revolution Worked
Stuff You Missed in History Class Podcast: Did Marie Antoinette Really Tell French Peasants to Eat Cake?
Stuff You Missed in History Class Podcast: Napoleon in Egypt: The Savants
The French Revolution: A Historical Perspective
The French Revolution: Taxation Unrest & The Creation of the National Assembly
The French Revolution: The Reaction of the Ruling Class
The French Revolution: Violence & Revolution
The French Revolution: Bourgeoisie Values & Style Dominate
The French Revolution: The Terror
The Napoleonic Era: Revolution, Democracy, & Napoleon
The Napoleonic Era: Artistic Response to Napoleon
The French Revolution: Lasting Effects of the French Revolution
Images:
Course Code: 2109310
GRADE LEVEL OR COURSE TITLE:
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
English King George III (1738-1820).
George Washington, 1783.
"France Receives the Three Orders."
The taking of the Bastille, on July 14, 1789.
The execution of Louis XVI, 1793.
Marie Antoinette led to her execution.
Marie Antoinette by Elisabeth Vigee-Lebrun
Maximilian Robespierre (1758-1794).
Napoleon Crowns Himself Emperor of France
The Congress of Vienna, 1814-1815.
Articles:
Bourgeoisie
Congress of Vienna
Skill Builder:
American Revolution
TOPIC 15: AGE OF REVOLUTIONS (LATIN AMERICAN AND CARIBBEAN)
Videos:
The Wars for Independence
Haiti’s Slave Rebellion
The History of Haiti: From Prosperity to Desolation
Horrible Histories: Battlin’ Bolivar (BGL)
Colonialism
Mexican Independence Day
Modern History: Independence and Struggle
Mexican Revolution
The Monroe Doctrine
The Monroe Doctrine, 1823
Roosevelt Corollary
The Mexican War, 1846-1848
The Story of Francisco Pancho Villa
Pancho Villa and Film
Mexican Vaqueros
Audio:
Stuff You Missed in History Class Podcast: Toussaint L’Ouverture and the Haitian Revolution
Stuff You Missed in History Class Podcast: Simon Bolivar, the Liberator
Stuff You Missed in History Class Podcast: Maximilian, Mexico’s Habsburg Prince
Course Code: 2109310
GRADE LEVEL OR COURSE TITLE:
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
Images:
Artist's view of battle during Haitian Revolution.
Head and Shoulders Portrait of General Toussaint L'Ouverture
Simón Bolivar (1783-1830).
Dom Pedro I (1798-1834).
Dom Pedro II (1825-1891), Emperor of Brazil.
Father Miguel Hidalgo y Costilla (1753-1811).
Portrait of Emiliano Zapata by Diego Rivera
Mexican Revolutionary Pancho Villa
The battle of Monte Caseros, 1852.
Antonio López de Santa Anna (1795-1876).
The surrender of Mexican General Santa Anna.
Porfirio Díaz ruled Mexico for 31 years.
Articles:
Simon Bolivar
O’Higgins, Bernardo
TOPIC 16: THE AGE OF ISMS
Videos:
Potential Overpopulation Issues
Free Market vs. Command Economies
Price, Supply, and Demand in a Free Market Economy
The Squalid Phase of Capitalism: The Railroad Industry in the Late 19th Century
Maintaining, Expanding, and Sharing Production
Building a Socialist Government
Socialism, Change, and the Fate of Upton Sinclair
Socialism, Annie Besant, and Cornflakes
Rananim: A Utopian Community of Like Minds
Karl Marx: Conflict Theory
Karl Marx's Communist Manifesto
Communism and the Soviet Union
The Emergence of the Ruling Ideologies: The Capitalists and the Communists
Romanticism
Romanticism
Goya: The Beginning of Romanticism
Themes in Romantic Literature and Poetry
Relationship with George Sand
Beethoven: A Man of the Times
Impressionist Style
Early Days of Manet, Monet, and Berthe Morisot
Course Code: 2109310
GRADE LEVEL OR COURSE TITLE:
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
Leaders of Impressionism
Post-Impressionism
Realism
Realism, Social Theory, and Nationalism
Zola the Art Critic and Writer of Realism
Author Profile: Mark Twain
Emily Davidson – June 4, 1913
Amelia Bloomer Publishes the Lily, The First National Magazine for Women
Sojourner Truth Delivers Famous Speech
Susan B. Anthony is Arrested
Women's Suffrage
Early Cartography and Geology
From Chambers to Darwin
Darwin, the Beagle, and Finches: Darwin Discovers Evidence of Natural Selection
-Origin of the Species – Changes the World’s View of Nature
Survival Theories: Social Darwinism and Eugenics
Albert Einstein
Einstein and the Theory of Relativity
The Influence of “The Interpretation of Dreams” and Freud’s Other Ideas
Author Profile: Joseph Conrad
Early Modernism: Conrad's Heart of Darkness
Russian Composers
The Later Life and Legacy of Pyotr Ilich Tchaikovsky
Mary Shelley's "Frankenstein": The Real Story
Audio:
Stuff You Should Know Podcast: Was Malthus Right about Carrying Capacity?
The Ideas of Karl Marx: The Contradictions of Capitalism
The Ideas of Karl Marx: Rallying for the Proletariat
The Industrial Revolution: Laissez-Faire Politics & Working Life
Social Reform Movements: In Defense of Capitalism
The History of World Literature: Romanticism: Themes & Heroes
Stuff You Missed in History Class Podcast: How Vincent van Gogh Worked
Stuff You Missed in History Class Podcast: How Mark Twain Worked
Stuff You Missed in History Class Podcast: Who Was the Real Dr. Frankenstein?
Stuff You Should Know Podcast: How Albert Einstein’s Brain Worked
Images:
Adam Smith (1723-1790).
Karl Marx (1818-1883).
Thiers tries to destroy the monster of socialism.
Robert Owen, the British social reformer.
Owen's plan for an Indiana model community.
Course Code: 2109310
GRADE LEVEL OR COURSE TITLE:
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
Nympheas by Claude Monet
Ludwig von Beethoven (1770-1827).
Mark Twain, American Author
Herbert Spencer, who founded "Social Darwinism."
Albert Einstein (1879-1955).
Articles:
Capitalism
Socialism
Communism
Learning Guides:
Shmoop Learning Guide: Mark Twain
Shmoop Learning Guide: Albert Einstein
TOPIC 17: GLOBAL IMPERIALISM
Videos:
Missionaries and Colonization
The Battle for Souls in the New World
Colonization and Imperialism
Sorting Humans
Expansionism
Economics and Tea Time
The Scramble for Africa
Livingstone & the Zambezi River
The Destruction of the Congo and its People
The Quest for Wealth: European Colonization and Imperialism in Africa
The Scramble for African Colonies
Early European Explorers and Cecil Rhodes
Natural Riches Discovered
The Zulu Kingdom
Egypt’s Strategic Importance
Gandhi’s India
England Wins the Opium Wars
China: The Open Door Policy
War with Japan
The White Man's Burden: America in the Philippines, Puerto Rico, & Cuba
Diplomacy of Imperialism
Audio:
The Causes of World War I: Imperialism
Course Code: 2109310
GRADE LEVEL OR COURSE TITLE:
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
Imperialism: Its Means & Ends
Imperialism: How the Europeans Gained Control in Africa
Stuff You Missed in History Class Podcast: Dr. Livingstone, I Presume?
Imperialism: British Treatment of Indigenous Indian Populations
Stuff You Missed in History Class Podcast: The White Rajahs of Sarawak
Stuff You Missed in History Class Podcast: Who is India’s Joan of Arc?
Stuff You Missed in History Class Podcast: How the Taiping Rebellion Worked
Images:
The Conference of Berlin, 1884-1885.
Map, Africa partitioned, 1914.
Kumasi, Asante state capital, 19th century.
Asante king Prempeh submits to British, 1896.
Leopold II, king of Belgium.
The Mahdi of the Sudan (1843-1885).
King Menelik II (1844-1913).
Sepoys of the Madras army.
Rebellious sepoys being blown apart by cannon.
Storming of Delhi by British troops, 1857.
A scene at one of China's first modern arsenals.
Treaty of Nanjing signing aboard Cornwallis.
Taiping rebels.
Chinese indemnity money, Second Opium War.
Japanese and Chinese cavalry, Sino-Japanese War.
The Japanese occupation of P'yongyang, Korea.
A company of Boxers.
Officers watch the advance on Peking, 1900.
The empress dowager Cixi (Tz'u-hsi, 1835-1908).
Japanese gunners bombard the Russian naval base.
Chulalongkorn, reigned 1868-1910.
Articles:
Imperialism
Colonies and Colonialism
Protectorate
Mandate
Sepoy Mutiny
Skill Builder:
The Far East: Spheres of Influence at the Turn of the Twentieth Century
Learning Guide:
Schmoop Learning Guide: Heart of Darkness
Course Code: 2109310
GRADE LEVEL OR COURSE TITLE:
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Ninth Grade- World History
TOPIC 18: THE AGE OF ISMS (NATIONALISM AND MILITARISM
Videos:
The Spread of Nationalism
Late-Nineteenth-Century Europe
Verdi and the Unification of Italy
Building the Prussian Army
Krupp, Bismarck, and Benefits for Workers
Rise of Nationalism
Russia and Serfdom
Onset of Russian Revolution
1905 Factory Strike
Bloody Sunday Sparks Revolution of 1905
A Cry for Reform: The Creation of the Duma and a Constitution
Constitutional Monarchy
The Struggle for Civil Liberties Fails
The Beginning of the End of the Hapsburg Dynasty
The Struggle for Control in the Balkans
The Balkan Wars
Nationalism
The Alliance System
Audio:
Stuff You Missed in History Podcast: Who Were Garibaldi’s 1000?
Stuff You Missed in History Class Podcast: Mary Seacole and the Crimean War
Images:
Map: the unification of Italy, 1859-1870.
Count Camillo di Cavour (1810-1861).
Map: the unification of Germany, 1866-1871.
Otto von Bismarck.
Alexander III, tsar from 1881 to 1894, and family.
Russian peasants, about 1909-1915.
A map showing the decline of the Ottoman Empire.
The Ottoman Sultan Abdulmejid with his vizier.
Francis Joseph I, Austrian Emperor.
Articles:
Mazzini, Giuseppe
Bismarck, Prince Otto Edward Leopold von
Easter Rebellion
Course Code: 2109310