MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: United States History
Course Code: 2100310
COURSE DESCRIPTION:
The grade 9-12 United States History course consists of the following content area strands: United States History, Geography, and Humanities. The primary content emphasis for
this course pertains to the study of United States history from Reconstruction to present day. Students will be exposed to the historical, geographic, political, economic, and
sociological events which influenced the development of the United States and the resulting impact on world history. 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 which occurred before the end of Reconstruction.
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 Students are empowered to perform at higher levels as they engage in the following: analyzing historical documents and supplementary readings, working in the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).
The following pacing guide replaces the Competency-Based Curriculum for Social Studies as the required curriculum for grades K-12 in Miami-Dade County Public
Schools.
Please note the following important general information regarding the Pacing Guides:

The Pacing Guides outline the required curriculum for social studies, grades K-12, in Miami-Dade County Public Schools.

Social Studies Pacing Guides have been developed for all elementary grade levels (K-5) and for each of the required social studies courses at the middle and senior high school
levels.

The Social Studies Pacing Guides are to be utilized by all teachers, grades K-12, when planning for social studies instruction.

The Pacing Guides outline the required sequence in which the grade level or course objectives are to be taught.

The Pacing Guides outline the pacing in which instruction should occur. Specifically, the Pacing Guides are divided into 9 week segments and provide an estimate of the
number of traditional or block days needed to complete instruction on a given topic. Teachers should make every effort to stay on pace and to complete the topics in a given
nine weeks. Slight variations in pacing may occur due to professional decisions made by the teacher or because of changes in school schedules.

NOTE: Content benchmarks that are highlighted in red are benchmarks that are tested on the End of Course Exam for U.S. History- 11th grade.There are 18 tested content
benchmarks and one tested skill benchmark.

NOTE: Associated with each red highlighted benchmark is a link to a lesson plan (highlighted in yellow) complete with all readings, handouts, a detailed lesson plan, and a prepost quiz to be used during instruction in order to emphasize the importance of tested benchmarks.

NOTE: Associated with each tested End of Course Exam benchmark, is a link to the pages from the Item Specifications which provides a clarification and breakdown of the
benchmark; highlighted in blue.

NOTE: Skill benchmarks that are tested on the End of Course Exam for U.S. History are highlighted in green throughout the pacing guide. Said skill benchmark is embedded in
each content lesson plan. Separate skill lesson plans do not exist.

NOTE: Also Assessed Benchmarks are highlighted in purple throughout the Pacing Guide. These Also Assessed Benchmarks fall under the scope of the 18 tested
Benchmarks. Although no lesson plans exist for these, content related to the Also Assessed Benchmarks needs to be covered when teaching the 18 tested Benchmarks.
Each Social Studies Pacing Guide is divided into the following headings/categories to assist teachers in developing lesson plans:






Grade Level or Course Title - The grade level and course title are listed in the heading of each page.
Course Code - The Florida Department of Education Course Code is listed for the course.
Topic - The general topic for instruction is listed; e.g., Westward Expansion.
Pacing - An estimated number of traditional or block instructional days needed to complete instruction on the topic is provided.
Strands and Standards – Strands and Standards from the Next Generation Sunshine State Standards (NGSSS) are provided for each topic.
Nine Week Grading Period - Grading periods (1-4) are identified.
Curriculum and Instruction: Division of Social Science s and Life Skills Pacing Guide Page
1 of 32
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: United States History



Course Code: 2100310
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).
Internet resources applicable to all “Essential Content” and “Suggested Activities” relevant to this course and found in this pacing guide:
M-DCPS Department of Social Sciences: http://socialsciences.dadeschools.net/
NBC Learn K-12: (District subscription resource for teachers and students: To access, visit https://mdcpsportal.dadeschools.net, click Apps | Services | Sites, and then click
NBC Learn K-12. You must login first and then click the video hyperlinks listed below.
National Council for the Social Studies: http://www.ncss.org/
America: A History of Intersections: http://www.tahgrant.dadeschools.net/jan.10.asp
Best of History Website: http://www.besthistorysites.net/index.shtml
Federal Resources for Education Excellence (Primary Documents): http://ed.gov/free/
Graphic Organizers (ARTIST & SPEECH): http://www.tahgrant.dadeschools.net/jan10.asp
History Channel: http://www.history.com/
History On-Line: http://www.history.ac.uk/ihr/Resources/Type/index.html
The Last Word: http://www.tahgrant.dadeschools.net/dec.09.asp
The Miami Herald: http://www.miamiherald.com/
MSNBC Daryl Cagle’s Political Cartoonists Index: http://www.cagle.com/teacher/
National Archives: www.archives.gov/
The Newseum: http://www.newseum.org/education/teacher-resources/teacher-planning/index.html
New York Times: http://www.nytimes.com/ PowerPoint Website: http://pptpalooza.net/
Public Broadcasting Service: http://www.pbs.org/teachers/classroom/9-12/social-studies/resources/ and http://www.pbs.org/wgbh/amex/teachers/index.html
Smithsonian Education : http://smithsonianeducation.org/educators/lesson_plans/history_culture.html
Teaching American History: http://www.tahgrant.net/index.html
U.S. Library of Congress: http://www.loc.gov/index.html
U.S. Official Website: http://www.usa.gov/
The Washington Times: http://www.washingtontimes.com/
Websites for Research: http://library.pba.edu/Research_Websites.htm
Curriculum and Instruction: Division of Social Science s and Life Skills Pacing Guide Page
2 of 32
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: United States History
Course Code: 2100310
White Out Strategy: http://www.tahgrant.dadeschools.net/apr.10.asp
Common Core Literacy and Writing Standards for History/Social Studies 6-12:

Common Core Literacy and Writing Standards for 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 national standards during their teaching of social studies content to ensure a systematic and proven approach to literacy and
writing development. The Common Core Standards are research and evidenced-based, aligned with college and work expectations, rigorous, and internationally
benchmarked. For a complete listing of all Common Core Standards, please visit: http://www.corestandards.org. The specific pages for History/Social Studies 6-12
standards for Literacy and Writing have been extracted from the Common Core Standards document and placed at the end of each nine weeks Pacing Guide for each
required 6-12 social studies course.
NBC Learn- Links:

Through the Department of Social Sciences’ partnership with NBC Learn, personnel from NBC Learn have linked both topics and c reated play lists using videos from the
NBC archives that are associated with the content found in the pacing guide. The links/playlists provide teachers/students with news footage from events of historical
importance and enable teachers to use primary and secondary sources associated with important historical events. Important: to access the links and/or play lists, you
must FIRST log in through the employee portal, click on applications, then click on the bubble for NBC Learn. Then, click on the links embedded in this pacing guide.
Note: You must first have the NBC Learn site open to access the links. Otherwise, you will only get the 15 second preview option of each video.
Curriculum and Instruction: Division of Social Science s and Life Skills Pacing Guide Page
3 of 32
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: United States History
Course Code: 2100310
Topic 14: KENNEDY’S NEW FRONTIER & JOHNSON’S GREAT SOCIETY (1961-1969)
Pacing: Traditional: 14 Days Block: 7 Days April 1-18, 2013
STRAND(S) and STANDARD(S):
American History (Standard 1: Use research and inquiry skills to analyze American history using primary and secondary sources; Standard 6: Understand the causes and course
of World War II, the character of the war at home and abroad, and its reshaping of the United States role in the post-war world; Standard 7: Understand the rise and continuing
international influence of the United States as a world leader and the impact of contemporary social and political movements on American life.)
Geography (Standard 1: Understand how to use maps and other geographic representations, tools, and technology to report information; Standard 2: Understand physical and
cultural characteristics of places; Standard 4: Understand the characteristics, distribution, and migration of human populations.)
Humanities (Standard 1: Identify and analyze the historical, social, and cultural contexts of the arts; Standard 3: Understand how transportation, trade, communication, science
and technology influence the progression and regression of cultures.)
Essential Content
•DOMESTIC POLICY: KENNEDY’S
NEW FRONTIER (1961-1963)
o Emphasis on Technology,
Science, and Social
Relations

Increased Minimum
Wage

Expanded Social
Security

Furthered Slum
Clearance and Public
Housing

Space Exploration
•FOREIGN POLICY
o Bay of Pigs (1961)
o Berlin Crisis (1961)
o Cuban Missile Crisis (1962)
o Vietnam:

More Military Advisors

More funding for South
Vietnam
o Peace Corps: Program to
Assist Underdeveloped
Areas Around the World:
Africa, Asia, Caribbean,
Latin America, and Middle
East
o Alliance for Progress:
Program to Improve Living
Conditions in Latin America
o Limited Test Ban Treaty
(1963): U.S. & Great Britain
Fourth Nine Weeks
NGSSS-SS Benchmarks
Content Benchmarks: SS.912.A.6.13: Analyze significant
foreign policy events during the Truman, Eisenhower,
Kennedy, Johnson, and Nixon administrations.
BENCHMARK COVERED ORIGINALLY IN THIRD
GRADING PERIOD.
Click on the following link for a detailed lesson plan, reading,
instructional materials and pre-post quiz questions to assist
in the instruction of the tested benchmark above:
http://socialsciences.dadeschools.net/files/eoc_lesson_plan
s/11th_grade/3rd%20Quarter%2011TH%20GRADE%20FIN
AL%20US%20HIS%20LESSONS/SS.912.A.6.13%20foreign%20policy-%20Truman%20-%20Nixon.pdf
Click on the following link for benchmark details and
clarifications taken from the U.S. History Item Specifications:
http://socialsciences.dadeschools.net/files/US%20History%2
0Item%20Specs/SS.912.A.6.13%20%20The%20United%20States%20and%20the%20Defense
%20of%20the%20International%20Peace.pdf
SS.912.A.6.14: Analyze causes, course, and consequences
of the Vietnam War. Note: An also assessed benchmark.
To be covered with main tested benchmark
SS.912.A.6.13.
SS.912.A.6.15: Examine key events and peoples in Florida
history as they relate to United States history. Note: An
also assessed benchmark. To be covered with main
tested benchmark SS.912.A.6.1.
SS.912.A.7.2: Compare the relative prosperity between
different ethnic groups and social classes in the post-World
War II period. Note: An also assessed benchmark. To be
Curriculum and Instruction: Division of Social Science s and Life Skills Pacing Guide Page
Instructional Tools
Core Text Book: TBA
Vocabulary/Identification
Flexible Response, Berlin Wall, hot line, Peace Corps, Alliance for Progress,
Warren Commission, migrant workers, Great Society, Medicare, Medicaid,
reapportionment, Black Panthers, silent majority, blank check, Miranda rights,
Limited Test Ban Treaty, Vietcong
Technology:
NBC Learn: JFK Playlist
The Avalon Project: The Cuban Missile Crisis
http://www.yale.edu/lawweb/avalon/diplomacy/forrel/cuba/cubamenu.htm
This site includes a collection of on-line documents pertaining to the Cuban
Missile Crisis and its aftermath.
John Fitzgerald Kennedy
http://www.ipl.org/ref/POTUS/jfkennedy.html
This site contains basic factual data about Kennedy’s election and presidency,
speeches, and on-line biographies.
The Kennedy Assassination
http://mcadams.posc.mu.edu/home.htm
This well-organized site has images, essays, and photos on the assassination.
Lyndon B. Johnson
http://www.ipl.org/ref/POTUS/lbjohnson.html
This page contains basic factual data about his election and presidency,
speeches, and on-line biographies.
NBC Learn LBJ Playlist
4 of 32
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: United States History
Essential Content
Agree to Ban Above
Ground Nuclear Tests
(1)
•THE ASSASSINATION OF
PRESIDENT KENNEDY
(NOVEMBER 1963)
o Assassinated by Lee
Harvey Oswald
o Johnson Becomes
President
•JOHNSON’S GREAT SOCIETY
(1963-1969)
o Domestic Program to End
War, Eradicate Poverty &
Racial Injustice, Dispel
Ignorance, Overcome
Disease, and Revitalize
Cities

“War on Poverty”
 Tax cuts
 Economic
Opportunity Act
(1964): Job
Creation
 Medicare &
Medicaid
 Funding for
Housing

Elementary and
Secondary Education
Act (1965)
 Increased Funding
for Public Schools
o Support for Civil Rights

Civil Rights Act of 1964

Voting Rights Act of
1965

24th Amendment

Dr. King’s March on
Washington

Dr. King vs. Malcolm X

Affirmative Action (1)
Course Code: 2100310
Fourth Nine Weeks
NGSSS-SS Benchmarks
Instructional Tools
covered with main tested benchmark SS.912.A.7.1.
Lyndon B. Johnson Library and Museum
http://www.lbjlib.utexas.edu/
SS.912.A.7.3: Examine the changing status of women in
This presidential library contains images and on-line exhibits.
the United States from post-World War II to present. Note:
An also assessed benchmark. To be covered with main
National Aeronautics and Space Administration
tested benchmark SS.912.A.7.1.
http://www.hq.nasa.gov/office/pao/History/histsub.htm
NASA’s Office of Policy and Plans History Office maintains this site about NASA
SS.912.A.7.4: Evaluate the success of 1960s era
and its history.
presidents' foreign and domestic policies. BENCHMARK
COVERED ORIGINALLY IN THIRD GRADING PERIOD.
Investigating the Vietnam War
Click on the following link for a detailed lesson plan, reading, http://www.spartacus.schoolnet.co.uk/vietintro.htm
instructional materials and pre-post quiz questions to assist
This site from Spartacus Educational Publishing, U.K., has an excellent list of
in the instruction of the tested benchmark above:
annotated links to the best Vietnam-related sites.
http://socialsciences.dadeschools.net/files/eoc_lesson_plan
s/11th_grade/3rd%20Quarter%2011TH%20GRADE%20FIN Vietnam War Bibliography
AL%20US%20HIS%20LESSONS/SS.912.A.7.4http://hubcap.clemson.edu/~eemoise/bibliography.html
%201960%20s%20Presidents.pdf
This site has an extensive bibliography of print works about Vietnam and the
Click on the following link for benchmark details and
Vietnam War.
clarifications taken from the U.S. History Item Specifications:
http://socialsciences.dadeschools.net/files/US%20History%2 Vietnam On-line
0Item%20Specs/SS.912.A.7.4%20http://www.pbs.org/wgbh/pages/amex/vietnam/index.html
%20The%20United%20States%20and%20the%20Defense
From PBS and the American Experience, this site contains a detailed, interactive
%20of%20the%20International%20Peace.pdf
timeline of the war, interpretive essays, and autobiographical reflections.
SS.912.A.7.5: Compare nonviolent and violent approaches
utilized by groups (African Americans, women, Native
Americans, Hispanics) to achieve civil rights. Note: An also
assessed benchmark. To be covered with main tested
benchmark SS.912.A.7.6.
SS.912.A.7.6: Assess key figures and organizations in
shaping the Civil Rights Movement and Black Power
Movement. BENCHMARK COVERED ORIGINALLY IN
THIRD GRADING PERIOD.
Click on the following link for a detailed lesson plan, reading,
instructional materials and pre-post quiz questions to assist
in the instruction of the tested benchmark above:
http://socialsciences.dadeschools.net/files/eoc_lesson_plan
s/11th_grade/3rd%20Quarter%2011TH%20GRADE%20FIN
AL%20US%20HIS%20LESSONS/SS.912.A.7.6%20Civil%20Rights.pdf
Click on the following link for benchmark details and
clarifications taken from the U.S. History Item Specifications:
Item Specifications:
Curriculum and Instruction: Division of Social Science s and Life Skills Pacing Guide Page
My Lai Courts – Martial (1970)
http://www.law.umkc.edu/faculty/projects/ftrials/mylai/mylai.htm
This site contains images, chronology, court and official documents maintained
by Dr. Doug Linder at University of Missouri-Kansas City Law School.
rights.
JFK Assassination Web Page
http://ourworld.compuserve.com/homepages/MGriffith_2/jfk.htm
This is a personal but thorough page that is a guide to the best Internet
resources for the assassination.
Martin Luther King, Jr. Papers Project
http://www.stanford.edu/group/King/
Stanford University site that has links and selected digital documents by and
concerning Martin Luther King, Jr.
National Civil Rights Museum
http://www.mecca.org/~crights/nc2.html
This site allows a virtual tour of the museum with its interpretive exhibits.
http://socialsciences.dadeschools.net/files
Free Speech Movement: Student Protest-U.C. Berkeley, 1964-65
5 of 32
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: United States History
Essential Content
(2)
o Reforms of the Warren
Court

Baker vs. Carr: “One
Man, One Vote”

Miranda vs. Arizona:
the rights of criminal
defendants protected

Engel vs. Vitale:
banned school prayer
o Foreign Policy

Involvement in Vietnam
The Gulf of Tonkin Resolution (1964)
 Troops Sent to
South Vietnam
 Air Strikes Against
North Vietnam
 Response to Tet
Offensive (1968)
 Criticism at Home:
Hawks vs. Doves

Sent U.S. troops to the
Dominican Republic
o Social Trends of the 1960s:

Resurgence of
Feminism

Student Activism (I)

Creation of the New
Left

Counterculture:
Hippies, Sex, Drugs,
Music, Woodstock

Ethnic pride
 Black Pride
 Native Americans:
American Indian
Movement (1970s)
 Puerto-Rican pride
 Mexican-American
Pride: Cesar
Chavez and the
United Farm
Workers

Environmentalism:
Course Code: 2100310
Fourth Nine Weeks
NGSSS-SS Benchmarks
http://socialsciences.dadeschools.net/files/US%20History%2
0Item%20Specs/SS.912.A.7.6%20%20The%20United%20States%20and%20the%20Defense
%20of%20the%20International%20Peace.pdf
SS.912.A.7.7: Assess the building of coalitions between
African Americans, whites, and other groups in achieving
integration and equal rights. Note: An also assessed
benchmark. To be covered with main tested benchmark
SS.912.A.7.6.
SS.912.A.7.8: Analyze significant Supreme Court decisions
relating to integration, busing, affirmative action, the rights of
the accused, and reproductive rights. BENCHMARK
COVERED ORIGINALLY IN THIRD GRADING PERIOD.
Click on the following link for a detailed lesson plan, reading,
instructional materials and pre-post quiz questions to assist
in the instruction of the tested benchmark above:
http://socialsciences.dadeschools.net/files/eoc_lesson_plan
s/11th_grade/3rd%20Quarter%2011TH%20GRADE%20FIN
AL%20US%20HIS%20LESSONS/SS.912.A.7.8%20Supreme%20Court-%20Civil%20Rights.pdf
Click on the following link for benchmark details and
clarifications taken from the U.S. History Item Specifications:
http://socialsciences.dadeschools.net/files/US%20History%2
0Item%20Specs/SS.912.A.7.8%20%20The%20United%20States%20and%20the%20Defense
%20of%20the%20International%20Peace.pdf
SS.912.A.7.9: Examine the similarities of social movements
(Native Americans, Hispanics, women, anti-war protesters)
of the 1960s and 1970s. Note: An also assessed
benchmark. To be covered with main tested benchmark
SS.912.A.7.12.
SS.912.A.7.10: Analyze the significance of Vietnam and
Watergate on the government and people of the United
States. Note: An also assessed benchmark. To be
covered with main tested benchmark SS.912.A.7.4.
SS.912.A.7.11: Analyze the foreign policy of the United
States as it relates to Africa, Asia, the Caribbean, Latin
America, and the Middle East. NEW AND REPEATED
BENCHMARK FOR THIS GRADING PERIOD.
Curriculum and Instruction: Division of Social Science s and Life Skills Pacing Guide Page
Instructional Tools
http://www.lib.berkely.edu/BANC/FSM/
The Bancroft Library at U.C. Berkeley houses this exhibit with oral histories, a
chronology, and documents.
Voices of the Civil Rights Era
http://www.webcorp.com/civilrights/index.htm
Webcorp provides audio clips from prominent figures of the Civil Rights era
including Martin Luther King, Jr., and Malcolm X.
Martin Luther King, Jr.
http://www.seattletimes.com/mlk/
From the Seattle Times, has several articles about Martin Luther King Jr. and the
civil rights movement.
The Sixties Project
http://lists.village.virginia.edu/sixties/
From the University of Virginia, this site has extensive exhibits, documents, and
personal narratives from the 1960s.
Civil Rights Oral History Bibliography
http://www-dept.usm.edu/~mcrohb/
From the University of Southern Mississippi, this site includes complete
transcripts of the selected oral resources.
NBC Learn Social Trends of the 1960s Playlist
1969 Woodstock Festival and Concert
http://www.woodstock69.com/index/htm
This site provides pictures and lists of songs from the famous rock festival.
United States v. Cecil Price et al. (The Mississippi Burning” Trial),1967
http://www.law.umkc.edu/faculty/projects/ftrials/price&bowers/price&bowers.htm
This site contains images, chronology, and court and official documents.
Suggested Activities:
Have students create a Venn Diagram to show the major legislative programs of
the New Frontier and the Great Society. The Venn Diagram should show
legislation passed by JFK, legislation proposed by JFK, but passed by LBJ, and
legislation proposed and passed by LBJ.
Have students find and read a copy of Robert Frost’s poem “The Gift,” read at
JFK’s inauguration. Students will write a summary of the poem in their own
words and write a commentary on why they think Frost chose this particular
poem to read at Kennedy’s inauguration.
6 of 32
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: United States History
o
o
Essential Content
Rachel Carson’s Silent
Spring

Consumer Protection:
Ralph Nader
Immigration Policy

Immigration Act of
1965:
 Ended the Quota
System
 Permitted More
Immigration from
Latin America and
Developing World
Election of 1968

Emergence of the
Republican Party in the
South

Nixon vs. Humphrey

Nixon elected
Course Code: 2100310
Fourth Nine Weeks
NGSSS-SS Benchmarks
http://socialsciences.dadeschools.net/files/eoc_lesson_plan
s/11th_grade/4th%20Quarter%2011TH%20GRADE%20FIN
AL%20US%20HIS%20LESSONS/SS.912.A.7.11%20U.S.%20Foreign%20Policy-%20Modern.pdf
Click on the following link for benchmark details and
clarifications taken from the U.S. History Item Specifications:
http://socialsciences.dadeschools.net/files/US%20History%2
0Item%20Specs/SS.912.A.7.11%20%20The%20United%20States%20and%20the%20Defense
%20of%20the%20International%20Peace.pdf
SS.912.A.7.13: Analyze the attempts to extend New Deal
legislation through the Great Society and the successes and
failures of these programs to promote social and economic
stability. Note: An also assessed benchmark. To be
covered with main tested benchmark SS.912.A.7.4.
SS.912.A.7.16: Examine changes in immigration policy and
attitudes toward immigration since 1950. Note: An also
assessed benchmark. To be covered with main tested
benchmark SS.912.A.7.12.
Skill Benchmarks: SS.912.A.1.1: Describe the importance
of historiography, which includes how historical knowledge
is obtained and transmitted, when interpreting events in
history.
SS.912.A.1.2: Utilize a variety of primary and secondary
sources to identify author, historical significance, audience,
and authenticity to understand a historical period.
SS.912.A.1.3: Utilize timelines to identify the time sequence
of historical data.
SS.912.A.1.4: Analyze how images, symbols, objects,
cartoons, graphs, charts, maps, and artwork may be used to
interpret the significance of time periods and events from the
past.
SS.912.A.1.5: Evaluate the validity, reliability, bias, and
authenticity of current events and Internet resources.
SS.912.A.1.6: Use case studies to explore social, political,
legal, and economic relationships in history.
Curriculum and Instruction: Division of Social Science s and Life Skills Pacing Guide Page
Instructional Tools
Have students use library sources and the Internet to research the work of
Peace Corps volunteers. Have students write an ad for a specific job in a
specific country giving a description of the work involved and listing qualifications
needed by applicants.
Have students brainstorm and list non-violent tactics used to protest segregation
during the 1960’s.
Have students create a flowchart showing the steps of the NAACP’s plan to end
segregation in public schools.
Have students use library sources and the internet to research the Watts Riot.
Have students create a newspaper headline and brief article describing the riot.
Have students research and illustrate Vietcong tunnels. Have students write a
paragraph explaining the Vietcong’s adaptation to the superior firepower of the
United States.
Have students create a tree diagram to cite examples of student
organizations, issues, and demonstrations of the “New Left.”
Have students analyze and compare WWI or WWII pro-war posters with anti-war
posters of the 1960’s. Students will describe the parody between the two eras in
paragraph form.
Have students compare and contrast the women’s movement of the1920’s to
that of the 1960’s: e.g. fashion, employment opportunities, birth control, etc.
Have students chart the effects of the 1960’s grape boycott by California
migrant workers led by the United Farm Workers Union. Students will include
economic damage and people most likely to support the boycott.
Have students create a Venn diagram to show the broad similarities between the
issues of Latinos and Native Americans during the 1960’s, as well as the unique
concerns of the two groups.
PowerPoints
6 Declarations and War Speeches (JFK inaugural speech):
http://tahgrant.dadeschools.net/apr10.asp
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:
7 of 32
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: United States History
Essential Content
Course Code: 2100310
Fourth Nine Weeks
NGSSS-SS Benchmarks
SS.912.A.1.7: Describe various socio-cultural aspects of
American life including arts, artifacts, literature, education,
and publications.
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.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.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.
Instructional Tools
Use visual depictions of historical events in order to increase ELL students’
mastery of related content.
Related Programs:
Geography Bee for Secondary Students – April; Knowledge Bowl - April
See the Division of Social Sciences Website,
http://socialsciences.dadeschools.net/.
SPED:
Go the Division 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.
State and District Instructional Requirements:
Teachers should be aware that State and District policy requires that all teachers
K-12 provide instruction to students in the following content areas: AfricanAmerican History, Character Education, Hispanic Contributions to the United
States, Holocaust Education, and Women’s Contributions to the U.S. Detailed
lesson plans can be downloaded from the Division of Social Sciences and Life
Skills 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.
SS.912.H.1.3: Relate works in the arts to various cultures.
SS.912.H.1.5: Examine the artistic response to social
issues and new ideas in various cultures.
SS.912.H.3.1: Analyze the effects of transportation, trade,
communication, science, and technology on the
preservation and diffusion of culture.
LA.1112.1.6.1: The student will use new vocabulary that is
introduced and taught directly.
LA.1112.1.6.2: The student will listen to, read, and discuss
familiar and conceptually challenging text.
Curriculum and Instruction: Division of Social Science s and Life Skills Pacing Guide Page
8 of 32
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: United States History
Essential Content
Course Code: 2100310
Fourth Nine Weeks
NGSSS-SS Benchmarks
LA.1112.1.6.3: The student will use context clues to
determine meanings of unfamiliar words.
LA.1112.2.2.2: The student will use information from the
text to answer questions or to state the main idea or provide
relevant details.
LA.1112.2.2.3: The student will organize information to
show understanding or relationships among facts, ideas,
and events (e.g., representing key points within text through
charting, mapping, paraphrasing, summarizing, comparing,
contrasting, outlining).
LA.1112.6.2.4: The student will understand the importance
of legal and ethical practices, including laws regarding libel,
slander, copyright, and plagiarism in the use of mass media
and digital sources, know the associated consequences,
and comply with the law.
LA.1112.6.3.1: The student will distinguish between
propaganda and ethical reasoning strategies in print and
non-print media.
MA.912.A.2.1: Create a graph to represent a real-world
situation.
MA.912.A.2.2: Interpret a graph representing a real-world
situation.
Curriculum and Instruction: Division of Social Science s and Life Skills Pacing Guide Page
9 of 32
Instructional Tools
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: United States History
Topic 15: NIXON, FORD, & CARTER PRESIDENCIES (1969-1981)
Course Code: 2100310
Pacing: Traditional: 14 Days Block: 7 Days April 19-May 8, 2013
STRAND(S) and STANDARD(S):
American History (Standard 1: Use research and inquiry skills to analyze American history using primary and secondary sources; Standard 6: Understand the causes and course
of World War II, the character of the war at home and abroad, and its reshaping of the United States role in the post-war world; Standard 7: Understand the rise and continuing
international influence of the United States as a world leader and the impact of contemporary social and political movements on American life.)
Geography (Standard 1: Understand how to use maps and other geographic representations, tools, and technology to report information; Standard 2: Understand physical and
cultural characteristics of places; Standard 4: Understand the characteristics, distribution, and migration of human populations.)
Humanities (Standard 1: Identify and analyze the historical, social, and cultural contexts of the arts; Standard 3: Understand how transportation, trade, communication, science
and technology influence the progression and regression of cultures.)
Fourth Nine Weeks
NGSSS-SS Benchmarks
Instructional Tools
Essential Content
Content Benchmarks: SS.912.A.7.9: Examine the
Core Text Book: TBA
•FOREIGN AFFAIRS UNDER
similarities of social movements (Native Americans,
Vocabulary/Identification:
NIXON
Hispanics, women, anti-war protesters) of the 1960s and
o Vietnam
Sunbelt, stagflation, CREEP, Watergate, executive privilege, special prosecutor,
1970s. Note: An also assessed benchmark. To be

“Vietnamization” of covered with main tested benchmark SS.912.A.7.12.
OPEC, NOW, New Right, Kent State Massacre, Pentagon Papers, EPA,
the war
revenue sharing, ERA, abortion, MIA's

Invasion and
SS.912.A.7.10: Analyze the significance of Vietnam and
Technology:
Bombing of
Watergate on the government and people of the United
Cambodia and
States. Note: An also assessed benchmark. To be
NBC Learn Nixon Playlist
Laos
covered with main tested benchmark SS.912.A.7.4.

The Paris Peace
May 4, 1970: Twenty-five Years of Remembrance
Accords of 1973:
SS.912.A.7.11: Analyze the foreign policy of the United
Ceasefire and
http://www.library.kent.edu/exhibits/4may95/index.html
States as it relates to Africa, Asia, the Caribbean, Latin
U.S. Withdrawal
This site commemorates the twenty-fifth anniversary of the shootings at Kent
America, and the Middle East. NEW AND REPEATED

War Powers
State University with a detailed chronology and other information.
BENCHMARK FOR THIS GRADING PERIOD.
Resolution (1973)
http://socialsciences.dadeschools.net/files/eoc_lesson_plan
Documents from the Women’s Liberation Movement

Fall of South
s/11th_grade/4th%20Quarter%2011TH%20GRADE%20FIN
Vietnam and the
http://scriptorium.lib.duke.edu/wlm/
AL%20US%20HIS%20LESSONS/SS.912.A.7.11Unification of
Primary documents on-line from the Special Collections Library at Duke
%20U.S.%20Foreign%20Policy-%20Modern.pdf
Vietnam (1975)
University provide firsthand information about the women’s liberation movement.
Click on the following link for benchmark details and
o The Role of Kissinger
clarifications taken from the U.S. History Item Specifications:
Constitutional Issues: Watergate and the Constitution

Détente with the
http://socialsciences.dadeschools.net/files/US%20History%2
U.S.S.R.
http://www.nara.gov/education/teaching/watergate/watergat.html
0Item%20Specs/SS.912.A.7.11%20
Arms Limitations:
From the National Archives’ teaching materials, this site has a good chronology
%20The%20United%20States%20and%20the%20Defense
SALT I
of Watergate and a 1974 memorandum from the Watergate special Prosecution
%20of%20the%20International%20Peace.pdf

Improved relations
Force weighing the pros and cons of seeking an indictment against former
with Communist
President Richard Nixon.
SS.912.A.7.12: Analyze political, economic, and social
China: Nixon’s
concerns that emerged at the end of the 20th century and
CNN 1970s Interactive Timeline
Visit to China
into the 21st century. NEW AND REPEATED
http://cnn.com/SPECIALS/1999/century/episodes/08/
BENCHMARK FOR THIS GRADING PERIOD.
•DOMESTIC ISSUES UNDER
CNN has a series of interactive timelines with several interesting sites. This one
http://socialsciences.dadeschools.net/files/eoc_lesson_plan
NIXON
covers the years from 1970 to 1979.
s/11th_grade/4th%20Quarter%2011TH%20GRADE%20FIN
o New Federalism
AL%20US%20HIS%20LESSONS/SS.912.A.7.12
Support for States’
%2021st%20Century%20Challenges.pdf
Curriculum and Instruction: Division of Social Science s and Life Skills Pacing Guide Page
10 of 32
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: United States History
Essential Content
Rights

Increased Federal
Funding for State
Governments:
Revenue Sharing

Response to
“Stagflation”
•SOCIAL & ECONOMIC TRENDS
o Migration to the Sunbelt:
California, Texas, Florida

Development of New
Industries
o Response to the Energy
Crisis: the OPEC Oil
Embargo (1973)
o The Women’s Movement

The Birth Control Pill

National Organization
for Women

Equal Rights
Amendment
(ERA):1972
o The Burger Court

Conservatism

Strict Interpretation of
the Constitution

Roe vs. Wade (1973)

University of California
vs. Bakke (1973)
o Resignation of Agnew as
Vice-President

Appointment of Ford to
Vice-Presidency
o Watergate & the Nixon
Resignation

Public Loses Faith in
Government after
Vietnam and the
Watergate Scandal
o Ford as President (19741977)

Unconditional Pardon
for Nixon
Course Code: 2100310
Fourth Nine Weeks
NGSSS-SS Benchmarks
Click on the following link for benchmark details and
clarifications taken from the U.S. History Item Specifications:
http://socialsciences.dadeschools.net/files/US%20History%2
0Item%20Specs/SS.912.A.7.12%20%20The%20United%20States%20and%20the%20Defense
%20of%20the%20International%20Peace.pdf
SS.912.A.7.13: Analyze the attempts to extend New Deal
legislation through the Great Society and the successes and
failures of these programs to promote social and economic
stability. Note: An also assessed benchmark. To be
covered with main tested benchmark SS.912.A.7.4.
Instructional Tools
Watergate 25
http://www.washingtonpost.com/wp-srv/national/longterm/watergate/front.htm
This site features a chronology, images, searchable articles, and a good deal of
background information about the burglary and its consequences.
NBC Learn Social and Economic Trends 0f 1970s Playlist
Richard Milhous Nixon
http://www.ipl.org/ref/POTUS/rmnixon.html
This site contains basic factual data about Nixon’s election and presidency,
speeches, and on-line biographies.
NBC Learn Ford Playlist
SS.912.A.7.14: Review the role of the United States as a
participant in the global economy (trade agreements,
international competition, impact on American labor,
environmental concerns). Note: An also assessed
benchmark. To be covered with main tested benchmark
SS.912.A.7.12.
Skill Benchmarks:
SS.912.A.1.1: Describe the importance of historiography,
which includes how historical knowledge is obtained and
transmitted, when interpreting events in history.
SS.912.A.1.2: Utilize a variety of primary and secondary
sources to identify author, historical significance, audience,
and authenticity to understand a historical period.
SS.912.A.1.3: Utilize timelines to identify the time sequence
of historical data.
SS.912.A.1.4: Analyze how images, symbols, objects,
cartoons, graphs, charts, maps, and artwork may be used to
interpret the significance of time periods and events from the
past.
SS.912.A.1.5: Evaluate the validity, reliability, bias, and
authenticity of current events and Internet resources.
SS.912.A.1.6: Use case studies to explore social, political,
legal, and economic relationships in history.
Curriculum and Instruction: Division of Social Science s and Life Skills Pacing Guide Page
Gerald Rudolph Ford
http://www.ipl.org/ref/POTUS/grford.html
This site contains basic factual data about Ford’s election and presidency,
speeches, and on-line biographies.
James Earl Carter, Jr.
http://www.ipl.org/ref/POTUS/jecarter.html
This site contains basic factual data about Carter’s election and presidency,
speeches, and on-line biographies.
Giant Leap
http://cnn.com/TECH/specials/apollo/
This CNN site commemorates the thirtieth anniversary of the 1969 moonwalk
and tells the story of NASA and the ongoing space program.
The American Experience: Meltdown at Three Mile Island
http://www.pbs.org/wgbh/amex/three/
Companion to the PBS documentary, this site includes a chronology and
description of the 1979 nuclear accident.
U.S. Environmental Protection Agency
http://www.epa.gov/history
This history of the EPA includes a timeline, topical information, publications, and
a document collection.
NBC Learn Carter Playlist
Suggested Activities:
Have students create a timeline to track the Watergate scandal beginning with
the burglary and ending with President Ford’s pardon of Nixon.
11 of 32
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: United States History
Essential Content

Campaign Reform Act
(1974)

“Government in
Sunshine” Act (1976)
•ELECTION OF 1976: CARTER
ELECTED
o Background

Washington
outsider

Southern
Democrat from
Georgia
o Domestic Policies

Increase in
minimum wage

Comprehensive
Energy Act, 1978

Ineffective
response to
economic
problems

High
unemployment

High interest rates

High inflation
o Foreign Policy

Emphasis on
human rights

Panama Canal
Treaty

Camp David
Accords (1)

Response to
Soviet Invasion of
Afghanistan

Response to the
Iran Hostage
Crisis (1)
•ELECTION OF 1980: REAGAN
AND THE REPUBLICAN
RESURGENCE
Course Code: 2100310
Fourth Nine Weeks
NGSSS-SS Benchmarks
Instructional Tools
SS.912.A.1.7: Describe various socio-cultural aspects of
Have students research Roe V. Wade and describe its significance to the
American life including arts, artifacts, literature, education,
women’s movement, as well as the resulting political impact of the legalization of
and publications.
abortion.
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.4.2: Use geographic terms and tools to analyze
the push/pull factors contributing to human migration within
and among places.
Have students research the ERA and interview a woman who lived during that
time period. After interviews have been completed, have students compare and
contrast viewpoints.
Have students create a flow chart citing the Native American struggle for equality
in the 1970s.
Have students use library sources or Internet to research various articles about
the Supreme Court case of University of California vs. Bakke. Students will write
a paragraph for each article explaining the writer’s point of view on the case.
Have students create a graphic web illustrating examples and America’s growing
concern for the environment during the 1970’s.
Have students write a short list of actions they might take each day to help
preserve and protect the environment. The teacher will place a master list in the
class.
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 research the environmental movement’s opposition to the
construction of the Trans-Alaska pipeline. The students will compare this to the
environmentalists’ opposition of offshore drilling.
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.
Have students use the library and Internet resources to research the numbers of
MIA (U.S. soldiers missing in action) and the reasons why the MIA issues remain
alive for some Americans.
SS.912.H.1.3: Relate works in the arts to various cultures.
SS.912.H.1.5: Examine the artistic response to social
issues and new ideas in various cultures.
SS.912.H.3.1: Analyze the effects of transportation, trade,
communication, science, and technology on the
preservation and diffusion of culture.
LA.1112.1.6.1: The student will use new vocabulary that is
introduced and taught directly.
LA.1112.1.6.2: The student will listen to, read, and discuss
familiar and conceptually challenging text.
LA.1112.1.6.3: The student will use context clues to
determine meanings of unfamiliar words.
Curriculum and Instruction: Division of Social Science s and Life Skills Pacing Guide Page
Have students create a multimedia presentation on the beginnings of the rock
music industry. Students will include rock albums, FM rock radio, or rock
concerts from the 1950’s, 1960’s, and 1970’s in their presentation.
Have students research television programming of the 1970’s and create a chart
that analyzes the growing realism of American television and the inclusion of
minorities during that era.
Have students research and report on the rise of the CIA. Have students list
qualifications the CIA would stress in a job interview.
Have students list the new industries that emerged in Florida during the 1970’s
that promoted migration.
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
12 of 32
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: United States History
Essential Content
Course Code: 2100310
Fourth Nine Weeks
NGSSS-SS Benchmarks
LA.1112.2.2.2: The student will use information from the
text to answer questions or to state the main idea or provide
relevant details.
Instructional Tools
accuracy and skill development in terms of writing and reading comprehension.
ELL:
Use visual depictions of historical events in order to increase ELL students’
mastery of related content.
LA.1112.2.2.3: The student will organize information to
show understanding or relationships among facts, ideas,
and events (e.g., representing key points within text through
charting, mapping, paraphrasing, summarizing, comparing,
contrasting, outlining).
Related Programs:
Haitian Heritage Month - May
See the Division of Social Sciences Website,
http://socialsciences.dadeschools.net/.
LA.1112.6.2.4: The student will understand the importance
of legal and ethical practices, including laws regarding libel,
slander, copyright, and plagiarism in the use of mass media
and digital sources, know the associated consequences,
and comply with the law.
SPED:
Go the Division 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.
LA.1112.6.3.1: The student will distinguish between
propaganda and ethical reasoning strategies in print and
non-print media.
MA.912.A.2.1: Create a graph to represent a real-world
situation.
State and District Instructional Requirements:
Teachers should be aware that State and District policy requires that all teachers
K-12 provide instruction to students in the following content areas: AfricanAmerican History, Character Education, Hispanic Contributions to the United
States, Holocaust Education, and Women’s Contributions to the U.S. Detailed
lesson plans can be downloaded from the Division of Social Sciences and Life
Skills 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.
MA.912.A.2.2: Interpret a graph representing a real-world
situation
Topic 16: THE REAGAN ADMINISTRATION (1981 – 1989)
Pacing: Traditional: 6 Days Block: 3 Days May 9-16, 2013
STRAND(S) and STANDARD(S):
American History (Standard 1: Use research and inquiry skills to analyze American history using primary and secondary sources; Standard 7: Understand the rise and continuing
international influence of the United States as a world leader and the impact of contemporary social and political movements on American life.)
Geography (Standard 1: Understand how to use maps and other geographic representations, tools, and technology to report information; Standard 2: Understand physical and
cultural characteristics of places; Standard 4: Understand the characteristics, distribution, and migration of human populations.)
Humanities (Standard 1: Identify and analyze the historical, social, and cultural contexts of the arts; Standard 3: Understand how transportation, trade, communication, science
and technology influence the progression and regression of cultures.)
Essential Content
Fourth Nine Weeks
NGSSS-SS Benchmarks
Curriculum and Instruction: Division of Social Science s and Life Skills Pacing Guide Page
13 of 32
Instructional Tools
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: United States History
Essential Content
•DOMESTIC POLICIES
o Business Deregulation
o Transfer of Power to State
and Local Units
o Supply-Side Economics
o Tax Cuts – Incentives to
Business and Private
Individuals
o Balance the Budget –
Gramm-Rudman-Hollings
Act (1985)
o Clash with Congress Over
Budget Deficits
o Cut Social Programs and
Social Security
o Tax Reform Act (1986)
o Defense Spending
•FOREIGN AFFAIRS
o Increased Military/Defense
Spending
o Increased Tensions With
the Soviet Union: “The Evil
Empire”
o Strategic Defense Initiative
(“Star Wars”)
o Response to Glasnost &
Perestroika (Gorbachev)
o Measures to Oppose
Communist Expansion in
Central America

El Salvador

Nicaragua
(support of the
Contras)
o Reagan Doctrine: Support
Freedom Fighters
Opposing Hard-Line Leftists
and Communist Regimes
o Intervention in:

Grenada –
invasion in 1983

Lebanon – U.S.
Course Code: 2100310
Fourth Nine Weeks
NGSSS-SS Benchmarks
Content Benchmarks: SS.912.A.7.11: Analyze the foreign
policy of the United States as it relates to Africa, Asia, the
Caribbean, Latin America, and the Middle East. NEW AND
REPEATED BENCHMARK FOR THIS GRADING PERIOD.
http://socialsciences.dadeschools.net/files/eoc_lesson_plan
s/11th_grade/4th%20Quarter%2011TH%20GRADE%20FIN
AL%20US%20HIS%20LESSONS/SS.912.A.7.11%20U.S.%20Foreign%20Policy-%20Modern.pdf
Click on the following link for benchmark details and
clarifications taken from the U.S. History Item Specifications:
http://socialsciences.dadeschools.net/files/US%20History%2
0Item%20Specs/SS.912.A.7.11%20%20The%20United%20States%20and%20the%20Defense
%20of%20the%20International%20Peace.pdf
SS.912.A.7.12: Analyze political, economic, and social
concerns that emerged at the end of the 20th century and
into the 21st century. NEW AND REPEATED
BENCHMARK FOR THIS GRADING PERIOD.
http://socialsciences.dadeschools.net/files/eoc_lesson_plan
s/11th_grade/4th%20Quarter%2011TH%20GRADE%20FIN
AL%20US%20HIS%20LESSONS/SS.912.A.7.12%2021st%20Century%20Challenges.pdf
Click on the following link for benchmark details and
clarifications taken from the U.S. History Item Specifications:
http://socialsciences.dadeschools.net/files/US%20History%2
0Item%20Specs/SS.912.A.7.12%20%20The%20United%20States%20and%20the%20Defense
%20of%20the%20International%20Peace.pdf
SS.912.A.7.13: Analyze the attempts to extend New Deal
legislation through the Great Society and the successes and
failures of these programs to promote social and economic
stability. Note: An also assessed benchmark. To be
covered with main tested benchmark SS.912.A.7.4.
SS.912.A.7.14: Review the role of the United States as a
participant in the global economy (trade agreements,
international competition, impact on American labor,
environmental concerns). Note: An also assessed
benchmark. To be covered with main tested benchmark
SS.912.A.7.12.
SS.912.A.7.16: Examine changes in immigration policy and
Curriculum and Instruction: Division of Social Science s and Life Skills Pacing Guide Page
Instructional Tools
Core Text Book: TBA
Vocabulary/Identification:
SDI, Perestroika, Glasnost, AIDS, “evil empire”, Reaganomics, supply-side
economics, “trickle down” economics, moral majority, Contras, reverse
discrimination, entitlement programs, affirmative action, deregulation, Geraldine
Ferraro, Jesse Jackson, Sandra Day O’Connor
Technology:
NBC Learn Reagan Playlist
The 80’s Server
http://www.80s.com/
This site has a variety of sources of information about the 1980s, including an
extensive reference database open to 80s servers members.
Ronald Wilson Reagan
http://www.ipl.org/ref/POTUS/rwreagan.html
This site contains basic factual data about Reagan’s election and presidency,
speeches, and on-line biographies.
George Herbert Walker Bush
http://www.ipl.org/ref/POTUS/ghwbush.html
This site contains basic factual data about President Bush’s election and
presidency, speeches, and on-line biographies.
In Their Own Words: NIH Online AIDS History Project
http://aidshistory.nih.gov
National Institutes of Health site documenting the early years of HIV/AIDS.
Resources include oral histories of AIDS researchers, a timeline of key events in
AIDS history from 1981-1988, document and image archives, and a links page.
Suggested Activities:
Have students use a cluster diagram to record the issues that conservatives
strongly endorsed in the 1980’s.
Have students create a flow chart to define Reagonomics and "trickle-down"
economics showing the short and long-term effects.
Have students write an outline titled “Social Concerns of the 1980s.” Include the
five subheadings: health issues, abortion, drug abuse, education, and the urban
14 of 32
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: United States History
o
o
Essential Content
marines joined
multinational
forces
Bombing of Libya:
Response to Terrorism
New Disarmament Treaties
– START I
Fourth Nine Weeks
NGSSS-SS Benchmarks
Instructional Tools
attitudes toward immigration since 1950.
crisis.
Note: An also assessed benchmark. To be covered with
Have students conduct a debate on the contributions and controversies of
main tested benchmark SS.912.A.7.12.
Ronald Reagan’s presidency.
Skill Benchmarks: SS.912.A.1.1: Describe the importance
of historiography, which includes how historical knowledge
is obtained and transmitted, when interpreting events in
history.
•SOCIAL TRENDS
o
o
o
o
The Moral Majority
The New Christian Right:
Resurgence of Christian
Fundamentalism
The War on Drugs
The AIDS Crisis (1)
•REAGAN & THE SUPREME
COURT
o
o
Sandra Day O’Connor: First
Woman Appointed to the
Supreme Court
Election of 1988: Bush vs.
Dukakis
Course Code: 2100310
SS.912.A.1.2: Utilize a variety of primary and secondary
sources to identify author, historical significance, audience,
and authenticity to understand a historical period.
SS.912.A.1.3: Utilize timelines to identify the time sequence
of historical data.
SS.912.A.1.4: Analyze how images, symbols, objects,
cartoons, graphs, charts, maps, and artwork may be used to
interpret the significance of time periods and events from the
past.
SS.912.A.1.5: Evaluate the validity, reliability, bias, and
authenticity of current events and Internet resources.
SS.912.A.1.6: Use case studies to explore social, political,
legal, and economic relationships in history.
SS.912.A.1.7: Describe various socio-cultural aspects of
American life including arts, artifacts, literature, education,
and publications.
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.4.2: Use geographic terms and tools to analyze
Curriculum and Instruction: Division of Social Science s and Life Skills Pacing Guide Page
Have students locate and label Latin American and Caribbean countries that
experienced a U.S. invasion or involvement between1981-1992.
Have students use library and Internet resources to research the background
and details of the Iran Contra scandal. Students will identify key figures and
specific constitutional conflicts between the presidents and Congress. Students
will create a whole class chart based on student findings.
Have students create skits, poems or short stories depicting major social and/or
political issues of the 1980’s.
Have students research the history of the AIDS virus in the United States and
prepare a poster showing early myths with the facts.
PowerPoints
Six Declarations and War Speeches (Reagan’s “Tear Down this Wall” speech):
http://tahgrant.dadeschools.net/apr10.asp
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.
SPED:
Go the Division 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.
State and District Instructional Requirements:
Teachers should be aware that State and District policy requires that all teachers
K-12 provide instruction to students in the following content areas: AfricanAmerican History, Character Education, Hispanic Contributions to the United
States, Holocaust Education, and Women’s Contributions to the U.S. Detailed
lesson plans can be downloaded from the Division of Social Sciences and Life
Skills website, http://socialsciences.dadeschools.net/, under the headings
15 of 32
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: United States History
Essential Content
Course Code: 2100310
Fourth Nine Weeks
NGSSS-SS Benchmarks
Instructional Tools
the push/pull factors contributing to human migration within
“Character Education” and “Multicultural Support Documents.” Please note that
and among places.
instruction regarding the aforementioned requirements should take place
throughout the entire scope of a given social studies course, not only during the
SS.912.G.4.3: Use geographic terms and tools to analyze
particular month or day when a particular cultural group is celebrated or
the effects of migration both on the place of origin and
recognized.
destination, including border areas.
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.1.3: Relate works in the arts to various cultures.
SS.912.H.1.5: Examine the artistic response to social
issues and new ideas in various cultures.
SS.912.H.3.1: Analyze the effects of transportation, trade,
communication, science, and technology on the
preservation and diffusion of culture.
LA.1112.1.6.1: The student will use new vocabulary that is
introduced and taught directly.
LA.1112.1.6.2: The student will listen to, read, and discuss
familiar and conceptually challenging text.
LA.1112.1.6.3: The student will use context clues to
determine meanings of unfamiliar words.
LA.1112.2.2.2: The student will use information from the
text to answer questions or to state the main idea or provide
relevant details.
LA.1112.2.2.3: The student will organize information to
show understanding or relationships among facts, ideas,
and events (e.g., representing key points within text through
charting, mapping, paraphrasing, summarizing, comparing,
contrasting, outlining).
LA.1112.6.2.4: The student will understand the importance
of legal and ethical practices, including laws regarding libel,
slander, copyright, and plagiarism in the use of mass media
and digital sources, know the associated consequences,
and comply with the law.
Curriculum and Instruction: Division of Social Science s and Life Skills Pacing Guide Page
16 of 32
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: United States History
Essential Content
Course Code: 2100310
Fourth Nine Weeks
NGSSS-SS Benchmarks
LA.1112.6.3.1: The student will distinguish between
propaganda and ethical reasoning strategies in print and
non-print media.
MA.912.A.2.1: Create a graph to represent a real-world
situation.
MA.912.A.2.2: Interpret a graph representing a real-world
situation.
Curriculum and Instruction: Division of Social Science s and Life Skills Pacing Guide Page
17 of 32
Instructional Tools
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: United States History
Course Code: 2100310
Topic 17: GEORGE H.W. BUSH & CLINTON PRESIDENCIES (1989-2001)
Pacing: Traditional: 7 Days Block: 3.5 Days May 17-28, 2013
STRAND(S) and STANDARD(S):
American History (Standard 1: Use research and inquiry skills to analyze American history using primary and secondary sources; Standard 7: Understand the rise and continuing
international influence of the United States as a world leader and the impact of contemporary social and political movements on American life.)
Geography (Standard 1: Understand how to use maps and other geographic representations, tools, and technology to report information; Standard 2: Understand physical and
cultural characteristics of places; Standard 4: Understand the characteristics, distribution, and migration of human populations.)
Humanities (Standard 1: Identify and analyze the historical, social, and cultural contexts of the arts; Standard 3: Understand how transportation, trade, communication, science
and technology influence the progression and regression of cultures.)
Essential Content
•DOMESTIC POLICIES
o Americans with Disabilities
Act (1990)
o Problems with Savings and
Loan Industry
o Problems with Budget
Deficit: Raised Taxes and
Reversed Campaign
Promise
o Problems with Recession
•FOREIGN POLICY
o Implementation of START I
o Support for Pro-Democracy
Movement in China,
Tiananmen Square (1989)
o Persian Gulf War –
Operation Desert Storm
o Collapse of the Berlin Wall
(1989) (1)
o Collapse of the Soviet
Union (1991)

Relationship with
Yeltsin
o Election of 1992: Bush vs.
Clinton
•CLINTON: 1993-2001
•DOMESTIC POLICIES
o Beginning of Economic
Recovery
o Balanced Budget
o Commitment to Deficit
Reduction
Fourth Nine Weeks
NGSSS-SS Benchmarks
Content Benchmarks: SS.912.A.7.11: Analyze the foreign
policy of the United States as it relates to Africa, Asia, the
Caribbean, Latin America, and the Middle East. NEW AND
RPEATED BENCHMARK FOR THIS GRADING PERIOD.
http://socialsciences.dadeschools.net/files/eoc_lesson_plan
s/11th_grade/4th%20Quarter%2011TH%20GRADE%20FIN
AL%20US%20HIS%20LESSONS/SS.912.A.7.11%20U.S.%20Foreign%20Policy-%20Modern.pdf
Click on the following link for benchmark details and
clarifications taken from the U.S. History Item Specifications:
http://socialsciences.dadeschools.net/files/US%20History%2
0Item%20Specs/SS.912.A.7.11%20%20The%20United%20States%20and%20the%20Defense
%20of%20the%20International%20Peace.pdf
SS.912.A.7.12: Analyze political, economic, and social
concerns that emerged at the end of the 20th century and
into the 21st century. NEW AND REPEATED
BENCHMARK FOR THIS GRADING PERIOD.
http://socialsciences.dadeschools.net/files/eoc_lesson_plan
s/11th_grade/4th%20Quarter%2011TH%20GRADE%20FIN
AL%20US%20HIS%20LESSONS/SS.912.A.7.12%2021st%20Century%20Challenges.pdf
Click on the following link for benchmark details and
clarifications taken from the U.S. History Item Specifications:
http://socialsciences.dadeschools.net/files/US%20History%2
0Item%20Specs/SS.912.A.7.12%20%20The%20United%20States%20and%20the%20Defense
%20of%20the%20International%20Peace.pdf
SS.912.A.7.13: Analyze the attempts to extend New Deal
legislation through the Great Society & the successes and
failures of programs to promote social/economic stability.
Curriculum and Instruction: Division of Social Science s and Life Skills Pacing Guide Page
Instructional Tools
Core Text Book: TBA
Vocabulary/Identification:
Internet, information superhighway, Tiananmen Square, Sandinistas, Contras,
START I, Operation Desert Storm, genetic engineering, cloning, ethnic
cleansing, “Nation at Risk”, INF Treaty, General Agreement on Tariffs and Trade
Technology:
NBC Learn Bush 41 Playlist
The Gulf War
http://www.pbs.org/pages/frontline/gulf/index.html
This Frontline and PBS site combines personal accounts with a chronology and
general information about the war.
American Identities
http://xroads.virginia.edu/~YP/ethnic.html
This site suggests resources for studying America’s multiple ethnic identities.
Census 2000
http://www.census.gov/main/www/cen2000.html
U.S. Census Bureau gateway to 2000 census information and data.
William Jefferson Clinton
http://www.ipl.org/ref/POTUS/wjclinton.html
This site contains basic factual data about Clinton’s election and presidency,
speeches, and on-line biographies.
NBC Learn Clinton Playlist
Investigating the President: The Trial
http://www.cnn.com/ALLPOLITICS/resources/1998/lewinsky
From CNN, this site provides information and documents about the scandals
18 of 32
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: United States History
o
o
o
o
Essential Content
Passage of NAFTA (North
American Free Trade
Agreement)
Welfare Reform
“Contract with America”:
Republican Opposition to
Clinton Policy
Failure of Healthcare
Reform
•THE CLINTON SCANDALS
o Obstruction of Justice
o Perjury
o Impeachment by the House
& Acquittal in the Senate
•FOREIGN POLICY
o Clinton Peace Initiative in
the Middle East: Palestine
and Israel
o The Failed Invasion of
Somalia (1993)
o Civil Wars in Bosnia and
Yugoslavia
o Domestic Terrorism: The
Oklahoma City Bombing
(1995), Attack on USS
Cole, First Attack on World
Trade Center (1993)
Course Code: 2100310
Fourth Nine Weeks
NGSSS-SS Benchmarks
Instructional Tools
Note: An also assessed benchmark. To be covered with
surrounding President Clinton and his impeachment.
main tested benchmark SS.912.A.7.4.
A Brief History of the Internet, Version 3.1
SS.912.A.7.14: Review the role of the United States as a
http://www.isoc.org/internet-history/
participant in the global economy (trade agreements,
The Internet Society puts out this site that explores the development and impact
international competition, impact on American labor,
of the Internet.
environmental concerns). Note: An also assessed
benchmark. To be covered with main tested benchmark
The Computer Museum History Center
SS.912.A.7.12.
http://computerhistory.org
This site for the Computer Museum History Center features on-line archives and
SS.912.A.7.15: Analyze the effects of foreign and domestic
exhibits tracing five decades of computer history.
terrorism on the American people. Note: An also assessed
benchmark. To be covered with main tested benchmark
Suggested Activities:
SS.912.A.7.12.
Have students research the collapse of the Berlin Wall and work in small groups
to list and describe the impact it had on communism in Eastern Europe and the
SS.912.A.7.16: Examine changes in immigration policy and
attitudes toward immigration since 1950. Note: An also
Cold War.
assessed benchmark. To be covered with main tested
Have students list and discuss the key ideas in the “Contract with America” and
benchmark SS.912.A.7.12.
evaluate whether or not the terms were fulfilled.
SS.912.A.7.17: Examine key events and key people in
Florida history as they relate to United States history. Note:
An also assessed benchmark. To be covered with main
tested benchmark SS.912.A.7.12.
Have students research the events leading to America’s involvement with the
Gulf War and compare and contrast it with the War on Terrorism.
Have students list and evaluate United Nations efforts to prevent Iraq from
further aggression in the Middle East.
Skill Benchmarks: SS.912.A.1.1: Describe the importance
of historiography,
which includes how historical knowledge is obtained and
transmitted, when interpreting events in history.
Have students research Gulf War syndrome and the United States response.
SS.912.A.1.2: Utilize a variety of primary and secondary
sources to identify author, historical significance, audience,
and authenticity to understand a historical period.
Have students research and discuss Clinton’s foreign policy efforts in Somalia
and Bosnia; as well as his administration’s handling of terror attacks.
SS.912.A.1.3: Utilize timelines to identify the time sequence
of historical data.
SS.912.A.1.4: Analyze how images, symbols, objects,
cartoons, graphs, charts, maps, and artwork may be used to
interpret the significance of time periods and events.
SS.912.A.1.5: Evaluate the validity, reliability, bias, and
authenticity of current events and Internet resources.
Curriculum and Instruction: Division of Social Science s and Life Skills Pacing Guide Page
Have students create a multimedia presentation showing how the shootings at
Columbine High School and the subsequent media coverage have affected
public policy.
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.
SPED:
Go the Division of Social Sciences’ website,
19 of 32
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: United States History
Essential Content
Course Code: 2100310
Fourth Nine Weeks
NGSSS-SS Benchmarks
Instructional Tools
SS.912.A.1.6: Use case studies to explore social, political,
http://socialsciences.dadeschools.net/, and look under “Curricular Documents,”
legal, and economic relationships in history.
Next Generation Sunshine State Standards” in order to download the PDF of
Access Points for Students with Cognitive Disabilities related to this particular
SS.912.A.1.7: Describe various socio-cultural aspects of
grade level.
American life including arts, artifacts, literature, education,
State and District Instructional Requirements:
and publications.
Teachers should be aware that State and District policy requires that all teachers
SS.912.G.1.2: Use spatial perspective and appropriate
K-12 provide instruction to students in the following content areas: Africangeographic terms and tools, including the Six Essential
American History, Character Education, Hispanic Contributions to the United
Elements, as organizational schema to describe any given
States, Holocaust Education, and Women’s Contributions to the U.S. Detailed
place.
lesson plans can be downloaded from the Division of Social Sciences and Life
Skills website, http://socialsciences.dadeschools.net/, under the headings
SS.912.G.1.3: Employ applicable units of measurement and “Character Education” and “Multicultural Support Documents.” Please note that
scale to solve simple locational problems using maps.
instruction regarding the aforementioned requirements should take place
throughout the entire scope of a given social studies course, not only during the
SS.912.G.2.1: Identify the physical characteristics and the
particular month or day when a particular cultural group is celebrated or
human characteristics that define and differentiate regions.
recognized.
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.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.1.3: Relate works in the arts to various cultures.
SS.912.H.1.5: Examine the artistic response to social
issues and new ideas in various cultures.
SS.912.H.3.1: Analyze the effects of transportation, trade,
communication, science, and technology on the
preservation and diffusion of culture.
LA.1112.1.6.1: The student will use new vocabulary that is
introduced and taught directly.
LA.1112.1.6.2: The student will listen to, read, and discuss
familiar and conceptually challenging text.
Curriculum and Instruction: Division of Social Science s and Life Skills Pacing Guide Page
20 of 32
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: United States History
Essential Content
Course Code: 2100310
Fourth Nine Weeks
NGSSS-SS Benchmarks
LA.1112.1.6.3: The student will use context clues to
determine meanings of unfamiliar words.
LA.1112.2.2.2: The student will use information from the
text to answer questions or to state the main idea or provide
relevant details.
LA.1112.2.2.3: The student will organize information to
show understanding or relationships among facts, ideas,
and events (e.g., representing key points within text through
charting, mapping, paraphrasing, summarizing, comparing,
contrasting, outlining).
LA.1112.6.2.4: The student will understand the importance
of legal and ethical practices, including laws regarding libel,
slander, copyright, and plagiarism in the use of mass media
and digital sources, know the associated consequences,
and comply with the law.
LA.1112.6.3.1: The student will distinguish between
propaganda and ethical reasoning strategies in print and
non-print media.
MA.912.A.2.1: Create a graph to represent a real-world
situation.
MA.912.A.2.2: Interpret a graph representing a real-world
situation.
Curriculum and Instruction: Division of Social Science s and Life Skills Pacing Guide Page
21 of 32
Instructional Tools
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: United States History
Topic 18: GEORGE W. BUSH & OBAMA PRESIDENCIES (2001 -
Course Code: 2100310
)
Pacing: Traditional: 7 Days Block: 3.5 Days May 29-June 6, 2013
STRAND(S) and STANDARD(S):
American History (Standard 1: Use research and inquiry skills to analyze American history using primary and secondary sources; Standard 7: Understand the rise and continuing
international influence of the United States as a world leader and the impact of contemporary social and political movements on American life.)
Geography (Standard 1: Understand how to use maps and other geographic representations, tools, and technology to report information; Standard 2: Understand physical and
cultural characteristics of places; Standard 4: Understand the characteristics, distribution, and migration of human populations.)
Humanities (Standard 1: Identify and analyze the historical, social, and cultural contexts of the arts; Standard 3: Understand how transportation, trade, communication, science
and technology influence the progression and regression of cultures.)
Essential Content
•THE DISPUTED ELECTION OF
2000: GORE VS. GEORGE W.
BUSH
o The Florida Recount
o The Battle Moves to the
Supreme Court: Bush
Becomes President
•THE BUSH ADMINISTRATION
(2001-2009)
o Domestic Affairs:

The War on Terrorism:
The 9/11 Attacks

Dealing with the threat
of Al-Qaeda

Creation of Department
of Homeland Security

Tax Cuts

Reform and
Accountability in
Education: No Child
Left Behind
 Emphasis on
Literacy

Patriot Act: Privacy vs.
Security

Immigration Concerns:
Protecting the Border
with Mexico
o Foreign Affairs

Bush Doctrine: Preemption

The Invasion of
Afghanistan
Fourth Nine Weeks
NGSSS-SS Benchmarks
Instructional Tools
Content Benchmarks: SS.912.A.7.11: Analyze the foreign Core Text Book: TBA
policy of the United States as it relates to Africa, Asia, the
Vocabulary/Identification:
Caribbean, Latin America, and the Middle East. NEW AND
Bush Doctrine, terrorism, 9/11 attacks, Patriot Act, No Child Left Behind,
REPEAED BENCHMARK FOR THIS GRADING PERIOD.
Condoleeza Rice, Hillary Clinton, War on Terrorism, Al-Queda, Taliban, Patriot
Act
http://socialsciences.dadeschools.net/files/eoc_lesson_plan
s/11th_grade/4th%20Quarter%2011TH%20GRADE%20FIN
AL%20US%20HIS%20LESSONS/SS.912.A.7.11%20U.S.%20Foreign%20Policy-%20Modern.pdf
Click on the following link for benchmark details and
clarifications taken from the U.S. History Item Specifications:
http://socialsciences.dadeschools.net/files/US%20History%2
0Item%20Specs/SS.912.A.7.11%20%20The%20United%20States%20and%20the%20Defense
%20of%20the%20International%20Peace.pdf
SS.912.A.7.12: Analyze political, economic, and social
concerns that emerged at the end of the 20th century and
into the 21st century. NEW AND REPEATED
BENCHMARK FOR THIS GRADING PERIOD.
http://socialsciences.dadeschools.net/files/eoc_lesson_plan
s/11th_grade/4th%20Quarter%2011TH%20GRADE%20FIN
AL%20US%20HIS%20LESSONS/SS.912.A.7.12%2021st%20Century%20Challenges.pdf
Click on the following link for benchmark details and
clarifications taken from the U.S. History Item Specifications:
http://socialsciences.dadeschools.net/files/US%20History%2
0Item%20Specs/SS.912.A.7.12%20%20The%20United%20States%20and%20the%20Defense
%20of%20the%20International%20Peace.pdf
SS.912.A.7.13: Analyze the attempts to extend New Deal
legislation through the Great Society & the successes &
Curriculum and Instruction: Division of Social Science s and Life Skills Pacing Guide Page
Technology:
NBC Learn Bush (43) Playlist
George Walker Bush
http://www.ipl.org/ref/POTUS/gwbush.html
This site contains basic factual data about Bush’s election and presidency,
speeches, and on-line biographies.
September 11, 2001: Attack on America
http://www.yale.edu/lawweb/avalon/sept_11/sept_11.htm
The Avalon Project at Yale Law School sponsors this collection of documents
relating to the September 11, 2001 terrorist attacks.
NBC Learn – Log In - All Collections > Social Studies > U. S. History > Late 20th
Century > United States > Post Cold War > Domestic and Foreign Terrorism >
September 11
War in Iraq
http://www.cnn.com/SPECIALS/2003/Iraq
A CNN special report on the war, including interactive maps, headlines, video,
and topical information.
Barack Obama
http://www.whitehouse.gov/
This is the official site of the White House, and includes information on President
Obama and his initiatives.
22 of 32
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: United States History
Essential Content

The Invasion of Iraq
(since office)

Humanitarian Initiatives
in Africa
•ELECTION OF 2008: OBAMA
ELECTED
o Highlights of the Obama
Administration:

The First AfricanAmerican President

Response to the
Economic Crisis
 Continuation of the
War on Terror
 Government
Bailout of
Automobile and
Banking Industries
 Healthcare Reform
Passed by
Congress
 Need for
Immigration
Reform
 Travel Restrictions
with Cuba Eased
 Response to BP
oil spill
Course Code: 2100310
Fourth Nine Weeks
NGSSS-SS Benchmarks
Instructional Tools
failures Of programs to promote social/economic stability.
NBC Learn Obama Playlist
Note: An also assessed benchmark. To be covered with
main tested benchmark SS.912.A.7.4.
White House Healthcare Reform
SS.912.A.7.14: Review the role of the United States as a
http://www.whitehouse.gov/healthreform
participant in the global economy (trade agreements,
This is the official White House site on the topic of healthcare reform.
international competition, impact on American labor,
Suggested Activities:
environmental concerns). An also assessed benchmark.
Have students work in small groups to research the controversy surrounding the
To be covered with main tested benchmark
media’s announcement of the election results of 2000. Consider time zone
SS.912.A.7.12.
differences to analyze the impact of premature announcement of results.
SS.912.A.7.15: Analyze the effects of foreign and domestic
Students will present findings in an oral report.
terrorism on the American people. An also assessed
Have students work in small groups to create a photo essay documentary of the
benchmark. To be covered with main tested benchmark
September 11, 2001 attacks. Students will write a caption for each photo and
SS.912.A.7.12.
groups will present their display to the class.
SS.912.A.7.16: Examine changes in immigration policy and
attitudes toward immigration since 1950. An also assessed Have students create a timeline from September 11, 2001 to the invasion of Iraq.
benchmark. To be covered with main tested benchmark
Have students write a paragraph with their view of when to label the “end” of the
SS.912.A.7.12.
war.
SS.912.A.7.17: Examine key events and key people in
Have students write an editorial on whether or not the United States was justified
Florida history as they relate to United States history. An
in invading Iraq.
also assessed benchmark. To be covered with main
Have students research the Patriot Act and debate the issue of privacy vs.
tested benchmark SS.912.A.7.12.
security in the United States.
Skill Benchmarks: SS.912.A.1.1: Describe the importance
of historiography, which includes how historical knowledge
is obtained and transmitted, when interpreting events in
history.
SS.912.A.1.2: Utilize a variety of primary and secondary
sources to identify author, historical significance, audience,
and authenticity to understand a historical period.
SS.912.A.1.3: Utilize timelines to identify the time sequence
of historical data.
SS.912.A.1.4: Analyze how images, symbols, objects,
cartoons, graphs, charts, maps, and artwork may be used to
interpret the significance of time periods and events from the
past.
SS.912.A.1.5: Evaluate the validity, reliability, bias, and
authenticity of current events and Internet resources.
Have students brainstorm economic, environmental, social and political issues
faced by the Obama Administration. Have students discuss and evaluate the
handling of these issues.
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.
SPED:
Go the Division 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.
SS.912.A.1.6: Use case studies to explore social, political,
Curriculum and Instruction: Division of Social Science s and Life Skills Pacing Guide Page
23 of 32
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: United States History
Essential Content
Course Code: 2100310
Fourth Nine Weeks
NGSSS-SS Benchmarks
legal, and economic relationships in history.
SS.912.A.1.7: Describe various socio-cultural aspects of
American life including arts, artifacts, literature, education,
and publications.
SS.912.G.1.2: Use spatial perspective and appropriate
geographic terms and tools, including the Six Essential
Elements, as organizational schema to describe place.
SS.912.G.1.3: Employ applicable units of measurement and
scale to solve simple locational problems using maps.
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: AfricanAmerican History, Character Education, Hispanic Contributions to the United
States, Holocaust Education, and Women’s Contributions to the U.S. Detailed
lesson plans can be downloaded from the Division of Social Sciences and Life
Skills 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.
SS.912.G.2.1: Identify the physical characteristics and the
human characteristics that define and differentiate regions.
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.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.1.3: Relate works in the arts to various cultures.
SS.912.H.1.5: Examine the artistic response to social
issues and new ideas in various cultures.
SS.912.H.3.1: Analyze the effects of transportation, trade,
communication, science, and technology on the
preservation and diffusion of culture.
LA.1112.1.6.1: The student will use new vocabulary that is
introduced and taught directly.
LA.1112.1.6.2: The student will listen to, read, and discuss
familiar and conceptually challenging text.
LA.1112.1.6.3: The student will use context clues to
Curriculum and Instruction: Division of Social Science s and Life Skills Pacing Guide Page
24 of 32
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: United States History
Essential Content
Course Code: 2100310
Fourth Nine Weeks
NGSSS-SS Benchmarks
determine meanings of unfamiliar words.
LA.1112.2.2.2: The student will use information from the
text to answer questions or to state the main idea or provide
relevant details.
LA.1112.2.2.3: The student will organize information to
show understanding or relationships among facts, ideas,
and events (e.g., representing key points within text through
charting, mapping, paraphrasing, summarizing, comparing,
contrasting, outlining).
LA.1112.6.2.4: The student will understand the importance
of legal and ethical practices, including laws regarding libel,
slander, copyright, and plagiarism in the use of mass media
and digital sources, know the associated consequences,
and comply with the law.
LA.1112.6.3.1: The student will distinguish between
propaganda and ethical reasoning strategies in print and
non-print media.
MA.912.A.2.1: Create a graph to represent a real-world
situation.
MA.912.A.2.2: Interpret a graph representing a real-world
situation.
Curriculum and Instruction: Division of Social Science s and Life Skills Pacing Guide Page
25 of 32
Instructional Tools
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: United States History
Course Code: 2100310
Topic 19: ISSUES FOR THE 21st CENTURY
Pacing: Traditional: 7 Days Block: 3.5 Days
STRAND(S) and STANDARD(S):
American History (Standard 1: Use research and inquiry skills to analyze American history using primary and secondary sources; Standard 7: Understand the rise and continuing
international influence of the United States as a world leader and the impact of contemporary social and political movements on American life.)
Geography (Standard 1: Understand how to use maps and other geographic representations, tools, and technology to report information; Standard 2: Understand physical and
cultural characteristics of places; Standard 4: Understand the characteristics, distribution, and migration of human populations.)
Humanities (Standard 1: Identify and analyze the historical, social, and cultural contexts of the arts; Standard 3: Understand how transportation, trade, communication, science
and technology influence the progression and regression of cultures.)
Fourth Nine Weeks
NGSSS-SS Benchmarks
Instructional Tools
Essential Content
Content Benchmarks: SS.912.A.7.12: Analyze political,
o Terrorism Section
Core Text Book: TBA
o Terrorism Post 9/11
economic, and social concerns that emerge at the end of the
twentieth century and into the twenty-first century. NEW AND
o The Future of Iraq &
Vocabulary/Identification:
REPEATED BENCHMARK FOR THIS GRADING PERIOD.
Afghanistan
Globalization weapons of mass destruction, GATT, clean energy,
o The Debate Over
http://socialsciences.dadeschools.net/files/eoc_lesson_plans/1
environmentalism
Immigration
1th_grade/4th%20Quarter%2011TH%20GRADE%20FINAL%2
o Crime and Public Safety
0US%20HIS%20LESSONS/SS.912.A.7.12Technology:
o Education
%2021st%20Century%20Challenges.pdf
U.S. Department of Homeland Security
o The Communications
Click on the following link for benchmark details and
http://www.dhs.gov/files/counterterrorism.htm
Revolution
clarifications taken from the U.S. History Item Specifications:
This is the official website for the U.S. Department of Homeland Security. It
o The Future of Healthcare
http://socialsciences.dadeschools.net/files/US%20History%20It includes terror alerts, suspected threats, and other relevant information.
Reform
em%20Specs/SS.912.A.7.12%20o Breaking the Cycle of
%20The%20United%20States%20and%20the%20Defense%2 U.S. Department of Customs and Immigration Services
Poverty
0of%20the%20International%20Peace.pdf
http://www.uscis.gov/portal/site/uscis
o The Future of Social
This is the official website for the U.S. Department of Customs and Immigration
Security
SS.912.A.7.14: Review the role of the United States as a
Services. It highlights immigration trends and current information on visas and
o Women and Minority
participant in the global economy (trade agreements,
other related issues.
Groups in the Workforce
international competition, impact on American labor,
environmental concerns). An also assessed benchmark. To
o Environmental Concerns
Environmental Protection Agency
be covered with main tested benchmark SS.912.A.7.12.
o Globalization of the
http://www.epa.gov
Economy
This is the official site for the U.S. Environmental Protection Agency. It includes

International trade and
SS.912.A.7.17: Examine key events and key people in Florida
information on environmental issues.
General Agreement on history as they relate to United States history. An also
assessed benchmark. To be covered with main tested
Tariffs and Trade
General Agreement on Tariffs and Trade
benchmark SS.912.A.7.12.
(GATT)
http://www.gatt.org/

International
This site has to do with the World Trade Organization and other topics related to
Skill Benchmarks: SS.912.A.1.1: Describe the importance of
competition – the
tariffs and trade.
emergence of China
historiography, which includes how historical knowledge is

Labor problems and
obtained and transmitted, when interpreting events in history.
Suggested Activities:
Loss of jobs in the U.S.
Have students select one state and research the immigrant populations.
SS.912.A.1.2: Utilize a variety of primary and secondary
Students will determine the origin of the immigrant groups within the state and
sources to identify author, historical significance, audience, and use a map to label where they reside.
authenticity to understand a historical period.
Have students create an outline to identify the impact of the computer and
communication technology on society, home offices, and on entertainment.
SS.912.A.1.3: Utilize timelines to identify the time sequence of
Curriculum and Instruction: Division of Social Science s and Life Skills Pacing Guide Page
26 of 32
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: United States History
Course Code: 2100310
Fourth Nine Weeks
NGSSS-SS Benchmarks
Essential Content
historical data.
SS.912.A.1.4: Analyze how images, symbols, objects,
cartoons, graphs, charts, maps, and artwork may be used to
interpret the significance of time periods and events from the
past.
SS.912.A.1.5: Evaluate the validity, reliability, bias, and
authenticity of current events and Internet resources.
SS.912.A.1.6: Use case studies to explore social, political,
legal, and economic relationships in history.
SS.912.A.1.7: Describe various socio-cultural aspects of
American life including arts, artifacts, literature, education, and
publications.
SS.912.G.1.2: Use spatial perspective and appropriate
geographic terms and tools, including the Six Essential
Elements, as organizational schema to describe any given
place.
Instructional Tools
Have students create a bulletin board display of local anti-poverty programs,
including how many individuals are participating and which qualifications must be
met to be part of the program.
Have students research the current status of healthcare legislation. In small
groups, students will assemble their information in a news report. Each member
of the group will focus on one issue.
Have students research the current status of proposed Social Security reforms
and create a visual display to identify and explain reforms that are under
consideration.
Have students (in small group or through class discussion) identify a solution to
a current foreign policy problem.
Have students create a display, write a poem, or compose a song that reflects
the history and culture of a historical period in American history.
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.G.1.3: Employ applicable units of measurement and
scale to solve simple locational problems using maps and
globes.
ELL:
SS.912.G.2.1: Identify the physical characteristics and the
human characteristics that define and differentiate regions.
SPED:
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.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.1.3: Relate works in the arts to various cultures.
SS.912.H.1.5: Examine the artistic response to social issues
Curriculum and Instruction: Division of Social Science s and Life Skills Pacing Guide Page
Use visual depictions of historical events in order to increase ELL students’
mastery of related content.
Go the Division 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.
State and District Instructional Requirements:
Teachers should be aware that State and District policy requires that all teachers
K-12 provide instruction to students in the following content areas: AfricanAmerican History, Character Education, Hispanic Contributions to the United
States, Holocaust Education, and Women’s Contributions to the U.S. Detailed
lesson plans can be downloaded from the Division of Social Sciences and Life
Skills 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
27 of 32
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: United States History
Essential Content
Course Code: 2100310
Fourth Nine Weeks
NGSSS-SS Benchmarks
Instructional Tools
and new ideas in various cultures.
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
SS.912.H.3.1: Analyze the effects of transportation, trade,
recognized.
communication, science, and technology on the preservation
and diffusion of culture.
LA.1112.1.6.1: The student will use new vocabulary that is
introduced and taught directly.
LA.1112.1.6.2: The student will listen to, read, and discuss
familiar and conceptually challenging text.
LA.1112.1.6.3: The student will use context clues to determine
meanings of unfamiliar words.
LA.1112.2.2.2: The student will use information from the text to
answer questions or to state the main idea or provide relevant
details.
LA.1112.2.2.3: The student will organize information to show
understanding or relationships among facts, ideas, and events
(e.g., representing key points within text through charting,
mapping, paraphrasing, summarizing, comparing, contrasting,
outlining).
LA.1112.6.2.4: The student will understand the importance of
legal and ethical practices, including laws regarding libel,
slander, copyright, and plagiarism in the use of mass media
and digital sources, know the associated consequences, and
comply with the law.
LA.1112.6.3.1: The student will distinguish between
propaganda and ethical reasoning strategies in print and nonprint media.
MA.912.A.2.1: Create a graph to represent a real-world
situation.
MA.912.A.2.2: Interpret a graph representing a real-world
situation.
Curriculum and Instruction: Division of Social Science s and Life Skills Pacing Guide Page
28 of 32
Common Core State StandardS for enGLISH LanGUaGe artS & LIteraCy In HIStory/SoCIaL StUdIeS, SCIenCe, and teCHnICaL SUbjeCtS
Reading Standards for Literacy in History/Social Studies 6–12
RH
The standards below begin at grade 6; standards for K–5 reading in history/social studies, science, and technical subjects are integrated into the K–5 Reading
standards. The CCR anchor standards and high school standards in literacy work in tandem to define college and career readiness expectations—the former
providing broad standards, the latter providing additional specificity.
Grades 6–8 students:
Grades 11–12 students:
Grades 9–10 students:
Key Ideas and details
1.
Cite specific textual evidence to support analysis
of primary and secondary sources.
1.
Cite specific textual evidence to support analysis
of primary and secondary sources, attending
to such features as the date and origin of the
information.
1.
Cite specific textual evidence to support analysis
of primary and secondary sources, connecting
insights gained from specific details to an
understanding of the text as a whole.
2.
Determine the central ideas or information of a
primary or secondary source; provide an accurate
summary of the source distinct from prior
knowledge or opinions.
2.
Determine the central ideas or information of a
primary or secondary source; provide an accurate
summary of how key events or ideas develop over
the course of the text.
2.
Determine the central ideas or information of a
primary or secondary source; provide an accurate
summary that makes clear the relationships among
the key details and ideas.
3.
Identify key steps in a text’s description of a
process related to history/social studies (e.g., how
a bill becomes law, how interest rates are raised
or lowered).
3.
Analyze in detail a series of events described in
a text; determine whether earlier events caused
later ones or simply preceded them.
3.
Evaluate various explanations for actions or events
and determine which explanation best accords
with textual evidence, acknowledging where the
text leaves matters uncertain.
Craft and Structure
4.
Determine the meaning of words and phrases
as they are used in a text, including vocabulary
specific to domains related to history/social
studies.
4.
Determine the meaning of words and phrases
as they are used in a text, including vocabulary
describing political, social, or economic aspects of
history/social studies.
4.
Determine the meaning of words and phrases as
they are used in a text, including analyzing how an
author uses and refines the meaning of a key term
over the course of a text (e.g., how Madison defines
faction in Federalist No. 10).
5.
Describe how a text presents information (e.g.,
sequentially, comparatively, causally).
5.
Analyze how a text uses structure to emphasize
key points or advance an explanation or analysis.
5.
Analyze in detail how a complex primary source
is structured, including how key sentences,
paragraphs, and larger portions of the text
contribute to the whole.
6.
Identify aspects of a text that reveal an author’s
point of view or purpose (e.g., loaded language,
inclusion or avoidance of particular facts).
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.
6.
Evaluate authors’ differing points of view on the
same historical event or issue by assessing the
authors’ claims, reasoning, and evidence.
Integration of Knowledge and Ideas
7.
Integrate visual information (e.g., in charts,
graphs, photographs, videos, or maps) with other
information in print and digital texts.
7.
Integrate quantitative or technical analysis (e.g.,
charts, research data) with qualitative analysis in
print or digital text.
7.
Integrate and evaluate multiple sources of
information presented in diverse formats and media
(e.g., visually, quantitatively, as well as in words) in
order to address a question or solve a problem.
8.
Distinguish among fact, opinion, and reasoned
judgment in a text.
8.
Assess the extent to which the reasoning and
evidence in a text support the author’s claims.
8.
Evaluate an author’s premises, claims, and evidence
by corroborating or challenging them with other
information.
9.
Analyze the relationship between a primary and
secondary source on the same topic.
9.
Compare and contrast treatments of the same
topic in several primary and secondary sources.
9.
Integrate information from diverse sources,
both primary and secondary, into a coherent
understanding of an idea or event, noting
discrepancies among sources.
10.
By the end of grade 12, read and comprehend
history/social studies texts in the grades 11–CCR text
complexity band independently and proficiently.
Range of Reading and Level of Text Complexity
10.
By the end of grade 8, read and comprehend
history/social studies texts in the grades 6–8 text
complexity band independently and proficiently.
10.
By the end of grade 10, read and comprehend
history/social studies texts in the grades 9–10 text
complexity band independently and proficiently.
Common Core State StandardS for enGLISH LanGUaGe artS & LIteraCy In HIStory/SoCIaL StUdIeS, SCIenCe, and teCHnICaL SUbjeCtS
Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6–12
WHST
The standards below begin at grade 6; standards for K–5 writing in history/social studies, science, and technical subjects are integrated into the K–5 Writing
standards. The CCR anchor standards and high school standards in literacy work in tandem to define college and career readiness expectations—the former
providing broad standards, the latter providing additional specificity.
Grades 6–8 students:
Grades 9–10 students:
Grades 11–12 students:
Text Types and Purposes
1.
Write arguments focused on discipline-specific
content.
a. Introduce claim(s) about a topic or issue,
acknowledge and distinguish the claim(s) from
alternate or opposing claims, and organize the
reasons and evidence logically.
b. Support claim(s) with logical reasoning and
relevant, accurate data and evidence that
demonstrate an understanding of the topic or
text, using credible sources.
c. Use words, phrases, and clauses to create
cohesion and clarify the relationships among
claim(s), counterclaims, reasons, and evidence.
d. Establish and maintain a formal style.
e. Provide a concluding statement or section
that follows from and supports the argument
presented.
1.
Write arguments focused on discipline-specific
content.
a. Introduce precise claim(s), distinguish the
claim(s) from alternate or opposing claims,
and create an organization that establishes
clear relationships among the claim(s),
counterclaims, reasons, and evidence.
b. Develop claim(s) and counterclaims fairly,
supplying data and evidence for each while
pointing out the strengths and limitations
of both claim(s) and counterclaims in a
discipline-appropriate form and in a manner
that anticipates the audience’s knowledge
level and concerns.
c. Use words, phrases, and clauses to link the
major sections of the text, create cohesion,
and clarify the relationships between claim(s)
and reasons, between reasons and evidence,
and between claim(s) and counterclaims.
d. Establish and maintain a formal style and
objective tone while attending to the norms
and conventions of the discipline in which they
are writing.
e. Provide a concluding statement or section
that follows from or supports the argument
presented.
1.
Write arguments focused on discipline-specific
content.
a. Introduce precise, knowledgeable claim(s),
establish the significance of the claim(s),
distinguish the claim(s) from alternate or
opposing claims, and create an organization
that logically sequences the claim(s),
counterclaims, reasons, and evidence.
b. Develop claim(s) and counterclaims fairly and
thoroughly, supplying the most relevant data
and evidence for each while pointing out the
strengths and limitations of both claim(s) and
counterclaims in a discipline-appropriate form
that anticipates the audience’s knowledge
level, concerns, values, and possible biases.
c. Use words, phrases, and clauses as well as
varied syntax to link the major sections of
the text, create cohesion, and clarify the
relationships between claim(s) and reasons,
between reasons and evidence, and between
claim(s) and counterclaims.
d. Establish and maintain a formal style and
objective tone while attending to the norms
and conventions of the discipline in which they
are writing.
e. Provide a concluding statement or section
that follows from or supports the argument
presented.
Common Core State StandardS for enGLISH LanGUaGe artS & LIteraCy In HIStory/SoCIaL StUdIeS, SCIenCe, and teCHnICaL SUbjeCtS
Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6–12
Grades 6–8 students:
Grades 9–10 students:
WHST
Grades 11–12 students:
Text Types and Purposes (continued)
2.
Write informative/explanatory texts, including
the narration of historical events, scientific
procedures/ experiments, or technical processes.
a. Introduce a topic clearly, previewing what
is to follow; organize ideas, concepts, and
information into broader categories as
appropriate to achieving purpose; include
formatting (e.g., headings), graphics (e.g.,
charts, tables), and multimedia when useful to
aiding comprehension.
b. Develop the topic with relevant, well-chosen
facts, definitions, concrete details, quotations,
or other information and examples.
c. Use appropriate and varied transitions to
create cohesion and clarify the relationships
among ideas and concepts.
d. Use precise language and domain-specific
vocabulary to inform about or explain the
topic.
e. Establish and maintain a formal style and
objective tone.
f. Provide a concluding statement or section that
follows from and supports the information or
explanation presented.
2.
Write informative/explanatory texts, including
the narration of historical events, scientific
procedures/ experiments, or technical processes.
a. Introduce a topic and organize ideas,
concepts, and information to make important
connections and distinctions; include
formatting (e.g., headings), graphics (e.g.,
figures, tables), and multimedia when useful to
aiding comprehension.
b. Develop the topic with well-chosen, relevant,
and sufficient facts, extended definitions,
concrete details, quotations, or other
information and examples appropriate to the
audience’s knowledge of the topic.
c. Use varied transitions and sentence structures
to link the major sections of the text, create
cohesion, and clarify the relationships among
ideas and concepts.
d. Use precise language and domain-specific
vocabulary to manage the complexity of
the topic and convey a style appropriate to
the discipline and context as well as to the
expertise of likely readers.
e. Establish and maintain a formal style and
objective tone while attending to the norms
and conventions of the discipline in which they
are writing.
f. Provide a concluding statement or section
that follows from and supports the information
or explanation presented (e.g., articulating
implications or the significance of the topic).
2.
Write informative/explanatory texts, including
the narration of historical events, scientific
procedures/ experiments, or technical processes.
a. Introduce a topic and organize complex ideas,
concepts, and information so that each new
element builds on that which precedes it to
create a unified whole; include formatting
(e.g., headings), graphics (e.g., figures,
tables), and multimedia when useful to aiding
comprehension.
b. Develop the topic thoroughly by selecting the
most significant and relevant facts, extended
definitions, concrete details, quotations, or
other information and examples appropriate to
the audience’s knowledge of the topic.
c. Use varied transitions and sentence structures
to link the major sections of the text, create
cohesion, and clarify the relationships among
complex ideas and concepts.
d. Use precise language, domain-specific
vocabulary and techniques such as metaphor,
simile, and analogy to manage the complexity
of the topic; convey a knowledgeable stance
in a style that responds to the discipline and
context as well as to the expertise of likely
readers.
e. Provide a concluding statement or section
that follows from and supports the information
or explanation provided (e.g., articulating
implications or the significance of the topic).
3.
(See note; not applicable as a separate
requirement)
3.
(See note; not applicable as a separate
requirement)
3.
(See note; not applicable as a separate
requirement)
Note:
Students’ narrative skills continue to grow in these grades. The Standards require that students be able to incorporate narrative elements effectively into
arguments and informative/explanatory texts. In history/social studies, students must be able to incorporate narrative accounts into their analyses of
individuals or events of historical import. In science and technical subjects, students must be able to write precise enough descriptions of the step-by-step
procedures they use in their investigations or technical work that others can replicate them and (possibly) reach the same results.
Common Core State StandardS for enGLISH LanGUaGe artS & LIteraCy In HIStory/SoCIaL StUdIeS, SCIenCe, and teCHnICaL SUbjeCtS
Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6–12
Grades 6–8 students:
Grades 9–10 students:
WHST
Grades 11–12 students:
Production and distribution of Writing
4.
Produce clear and coherent writing in which
the development, organization, and style are
appropriate to task, purpose, and audience.
4.
Produce clear and coherent writing in which
the development, organization, and style are
appropriate to task, purpose, and audience.
4.
Produce clear and coherent writing in which
the development, organization, and style are
appropriate to task, purpose, and audience.
5.
With some guidance and support from peers and
adults, develop and strengthen writing as needed
by planning, revising, editing, rewriting, or trying a
new approach, focusing on how well purpose and
audience have been addressed.
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.
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.
6.
Use technology, including the Internet, to produce
and publish writing and present the relationships
between information and ideas clearly and
efficiently.
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.
6.
Use technology, including the Internet, to produce,
publish, and update individual or shared writing
products in response to ongoing feedback,
including new arguments or information.
Research to Build and Present Knowledge
7.
Conduct short research projects to answer a
question (including a self-generated question),
drawing on several sources and generating
additional related, focused questions that allow for
multiple avenues of exploration.
7.
Conduct short as well as more sustained research
projects to answer a question (including a selfgenerated question) or solve a problem; narrow or
broaden the inquiry when appropriate; synthesize
multiple sources on the subject, demonstrating
understanding of the subject under investigation.
7.
Conduct short as well as more sustained research
projects to answer a question (including a selfgenerated question) or solve a problem; narrow or
broaden the inquiry when appropriate; synthesize
multiple sources on the subject, demonstrating
understanding of the subject under investigation.
8.
Gather relevant information from multiple print
and digital sources, using search terms effectively;
assess the credibility and accuracy of each source;
and quote or paraphrase the data and conclusions
of others while avoiding plagiarism and following
a standard format for citation.
8.
Gather relevant information from multiple
authoritative print and digital sources, using
advanced searches effectively; assess the
usefulness of each source in answering the
research question; integrate information into the
text selectively to maintain the flow of ideas,
avoiding plagiarism and following a standard
format for citation.
8.
Gather relevant information from multiple
authoritative print and digital sources, using
advanced searches effectively; assess the
strengths and limitations of each source in terms
of the specific task, purpose, and audience;
integrate information into the text selectively to
maintain the flow of ideas, avoiding plagiarism and
overreliance on any one source and following a
standard format for citation.
9.
Draw evidence from informational texts to support
analysis reflection, and research.
9.
Draw evidence from informational texts to support
analysis, reflection, and research.
9.
Draw evidence from informational texts to support
analysis, reflection, and research.
10.
Write routinely over extended time frames (time
for reflection and revision) and shorter time
frames (a single sitting or a day or two) for a
range of discipline-specific tasks, purposes, and
audiences.
10.
Write routinely over extended time frames (time
for reflection and revision) and shorter time
frames (a single sitting or a day or two) for a
range of discipline-specific tasks, purposes, and
audiences.
Range of Writing
10.
Write routinely over extended time frames (time
for reflection and revision) and shorter time
frames (a single sitting or a day or two) for a
range of discipline-specific tasks, purposes, and
audiences.