High School Social Studies - Secondary Programs - Brevard Public ...

1 

High School Social Studies 

Curriculum Guide 2013 

A Common Purpose in Social Studies

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ASSOCIATE SUPERINTENDENT 

Cyndi Van Meter 

DIRECTOR OF HIGH SCHOOL 

PROGRAMS 

Robin L. Novelli

3 

Guide Content 

Guide Introduction 04 

World History 05 

United States History 67 

United States History EOC Packet 115 

Economics 135 

United States Government 171 

Psychology 202 

Sociology 239 

Appendix 266 

Writing Team 

Alan Clark 

Jeffrey Draves 

Gina Derenge 

Francine Drabik 

Karen Franco 

Kimberly Garton 

Kirk Murphy 

Brooke Owen-Thomas 

William Ringer 

Abby Saul 

Amy Williams 

T.J. Woodbury 

Edgewood Junior/Senior High School 

Viera High School 

Cocoa High School 

Space Coast Junior/Senior High School 

Melbourne High School 


West Shore Junior/Senior High School 

West Shore Junior/Senior High School 


Merritt Island High School 

Astronaut High School 

Melbourne High School 

Project Coordinator 

Christopher Spinale 

High School Social Studies Resource Teacher 

As the state of Florida transitions to Common Core State Standards, social studies curriculum 

teams from across Brevard County have worked to assist classroom teachers with this process. 

In this document you will find course descriptions, state standards, textbook and media 

resources, differentiated instruction techniques, assessment types, pacing suggestions, and lesson 

plan templates. While the standards and course descriptions are mandated and required by the 

Florida State Board of Education, other items contained in this guide, such as pacing and 

curriculum resources; are mere suggestions and not requirements. We welcome feedback from 

teachers utilizing this guide. Feel free to email any or all members of the curriculum writing 

team.

4 

Introduction to the 2013 Social Studies Curriculum Guide 

The Social Studies are moving in new directions. New instructional materials rely more heavily 

on technology than ever before. The influence of Common Core Literacy Standards places 

greater emphasis on reading and writing and a need to connect literacy to all Social Studies 

content. End of course exams elevates teacher and student accountability to new levels. All of 

these require a paradigm shift in how teachers approach teaching and how students approach 

learning. 

Technology, along with new instructional materials, opens the classroom to new worlds of the 

past, present, and future. Technology allows students to actively make choices to generate, 

obtain, manipulate, and display information. Students now play an active role in their own 

learning. 

Teachers must re-think the way they teach. They are no longer the dispenser of information but 

serve as a facilitator setting goals, providing guidance, and moving from student to student 

providing suggestions and support for student activities. Higher-order thinking activities are the 

preferred replaced to mere rote memorization. 

The Common Core Literacy Standards require that students systematically acquire knowledge 

through reading, writing, speaking, and listening. According to Lauren Davis, Senior Editor, Eye 

On Education, the Common Core State Standards highlight five shifts that should be happening 

in every classroom. Teachers should*: 

• Lead High-Level, Text-Based Discussions 

• Focus on Process, Not Just Content 

• Create Assignments for Real Audiences and with Real Purpose 

• Teach Argument, Not Persuasion 

• Increase Text Complexity 

End of Course Exams (EOC) make teachers and students more accountable for their teaching and 

learning. By 2014 - 2015 all courses are required to have a state- or district-generated end of 

course exam. These exams will assess student mastery of the Next Generation Sunshine State 

Standards and Common Core Literacy Standards. Questions will be based on the first three 

levels of Webb’s Depth of Knowledge. Selective response (multiple-choice) questions will 

require students to analyze political cartoons, documents, charts, and complex texts in order to 

answer questions. Teachers must prepare students for these assessments by teaching content 

aligned with standards and providing students with the skills necessary to be successful. 

This curriculum guide provides teachers with information and tools needed to achieve success 

with these new standards and testing paradigms. 

* 5 Things Every Teacher Should be Doing to Meet the Common Core State Standards by Lauren Davis, 

Senior Editor, Eye On Education www.eyeoneducation.com/bookstore/.../5ThingsCCSS_Davis.pdf

(World History Tab) 

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World History Table of Contents 

Course Description 07 

Pacing Guide 08 

First Nine Weeks 09 

- Unit Know-Understand-Do 

- Standards Checklist 

- Document Based Questions (DBQ) 

Second Nine Weeks 23 




Third Nine Weeks 38 




***LDC British Imperialism 45 

Fourth Nine Weeks 56 




Content Contacts: 

Kirk Murphy 

Brooke Owen-Thomas 

murphy.kirk@brevardschools.org 

owenthomas.brooke@brevardschools.org

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World History Course Description 

Course Number: 2109310 Course Number: 2109320 

Course Title: World History 

Course Title: World History Honors 

Course Abbr. Title: WORLD HIST 

Course Abbr. Title: WORLD HIST HON 

Number of Credits: Full credit (1) 

Course Length: Year 

Course Level: 2 

Graduation Requirements: World History (WH) 

General Notes: The grade 9-12 World History course consists of the following content area 

strands: World History, Geography, and Humanities. This course is a continued in-depth study of 

the history of civilizations and societies from the middle school course; it includes the history of 

civilizations and societies of North and South America. Students are exposed to historical 

periods leading to the beginning of the 21st Century. So that students can clearly see the 

relationship between cause and effect in historical events, students should have the opportunity 

to review those fundamental ideas and events from ancient and classical civilizations. 

Honors/Advanced courses offer a scaffold for learning opportunities so students develop 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, learning and becoming proficient in note-taking, participating in 

Socratic seminars/discussions, emphasizing free-response and document-based writing, 

contrasting opposing viewpoints, solving problems, contrasting analysis of high complexity texts 

(CIS), and/or close analysis of text and vocabulary. Students will develop and demonstrate their 

skills through participation in a capstone and/or extended research-based paper/project (e.g., 

history fair, participatory citizenship project, mock congressional hearing, Supreme Court 

simulations, projects for competitive evaluation, and/or investment portfolio contests or other 

teacher-directed projects).

8 

World History Pacing Guide 

Fourth Nine Weeks 

Unit Twelve: Cold War 

•Chapter 30 (10 Days) 

Unit Thirteen: New Nations and Regional 

Conflicts 

•Chapters 31, 32 (10 Days) 

Unit Fourteen: The World Today 


Review for EOC and Final Exams 

First Nine Weeks 

Unit One: Early Civilizations 


Unit Two: The Middle Ages 

•Chapters 7, 8, 9 (15 Days) 

Unit Three: Development of Islam, Africa 

and Asia 

•Chapters 10, 11, 12 (15 Days) 

Third Nine Weeks 

Unit Eight: Industrial Revolution 


Unit Nine: Nationalism and Imperialism 

•Chapters 22, 23, 24, 25 (15 Days) 

Unit Ten: World War I 


Unit Eleven: Rise of the Dictators and World 

War II 


Second Nine Weeks 

Unit Four: Renaissance and Reformation 

•Chapter 13 (10 Days) 

Unit Five: Exploration and Discovery 


Unit Six: Absolutism and Enlightenment 


Unit Seven: French Revolution, Napoleon, 19 th 

Century Revolutions 

•Chapter 18, 20 (15 Days) 

Review for Semester Exams 

A Common Purpose in World History

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World History – Content/Literacy Standards 

Unit 1: Early Civilizations 

Timeframe: 8 Days 

Course: World History Grade: 9 

Standards Addressed 

SS.912.W.1.1 LACC.910.RH 1.1 LACC.910.RH 2.5 

SS.912.W.1.3 LACC.910.RH 1.2 LACC.910.RH 3.7 

SS.912.W.1.4 LACC.910.RH 1.3 LACC.910.WHST 1.2 

SS.912.W.1.6 LACC.910.RH 2.4 LACC.910.WHST 3.7 

Essential Questions 

• What is culture and civilization 

• What were the key elements of early human civilizations and later empires 

• How were the elements diffused and adopted by various civilizations 

Understand 

Students will understand that . . . 

• time is measured, including the complexities of BC and AD and definition of century (eg. 

1600=17 th century). 

• the Neolithic revolution led to the development of civilizations that were distinct. 

• many of these developments were adopted and changed by later civilizations. 

• a cycle of civilizations exists and what common elements led to success/failure of 

civilizations. 

Know 

Students will know . . . 

• when and where agricultural developed. 

• how geography was key to their 

locations. 

• how civilizations arose in these areas. 

• how to define aspects of culture vs. 

civilization. 

• the distinguishing features of each of the 

following civilizations: 

- 4 river valleys : Mesopotamia, Nile, 

Indus, Haung He 

- Greeks 

- Hellenistic 

- Roman. 

• the reasons for growth of civilizations. 

• the diffusion of key elements (religion, 

etc.). 

• elements of good vs. bad governance. 

Do 

Students will be able to . . . 

• create complex timelines w/ 

appropriate dates and include key 

elements, leaders, and events. 

• map diffusion of key ideas and 

technology. 

• analyze possible cultural 

characteristics that led to the growth 

and collapse of various civilizations.

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Unit 1 Early Civilizations 

Essential Vocabulary 

• What was the Neolithic Revolution 

• Characteristics of culture 

• Components of civilizations 

• What is diffusion 

• Purpose of Hammurabi’s code 

• Elements of Judeo-Christian religious 

traditions 

• Elements of Hindu religious traditions 

• Elements of Buddhist religious 

traditions 

• Elements of various Chinese belief 

systems 

• Homer 

• Oligarchy v Republic 

• Alexander the Great and Hellenics 

culture 

• The Caesars 

• What and when was the Pax Romana 

• What is and purpose of a Dynasty 

• What is the Mandate of Heaven 

Potential Activities 

• One super timeline to show 

progression of events and key 

features of civilizations 

• Unit 1 of the teacher resource 

materials has numerous reading and 

activities to relate and integrate: 

- Epic of Gilgamesh 

- Homer 

- Values of Athens and Sparta 

• Maps of all time periods covered 

Alternative Assessment 

Students can create a newspaper page with 

various stories that can be student generated 

or teacher generated about specific or diverse 

cultures. 

Formative Assessment 

• Complete a quick-write that 

examines three key elements found 

in civilizations that made them 

successful and one that may have led 

to failure. Students should provide 

examples of each and use text for 

support. Context, use of vocabulary, 

and dates should be used. 

• Compare and contrast two of the 

four Ancient River Valley 

Civilizations. 

Notes: 

• Chapters 1 and 2 are not part of the regular SSNGS for Social Studies and 8 days is the 

current recommendation for coverage. Vocabulary can be posed in a question format to 

make “glossary” usage for support only. This is a good unit for the use of graphic 

organizers 

• Mesoamerica will be addressed later.

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Brevard Public Schools Social Studies Curriculum Guide 2013 

Subject: WORLD HIST 

Textbook: Prentice Hall: World History 

Review 

Unit 1: Early Civilizations (8 days) 

Quick Review 1, 2 

Give a pretest to each class to determine amount of time 

to devote to each area. “Toward Civilization” multiple 

choice self-test – students can take this test online with 

twenty questions for each section, or do “Know It/Show 

It Game” available on the Pearson website: 

www.SuccessNetPlus.com 

Instruction 

Assessment

12 


Unit 2: The Middle Ages - Chapters 7, 8, 9 

Timeframe: 15 days 



SS.912.W.1.6 SS.912.W.2.9 SS.912.W.2.14 SS.912.G.2.1 LACC.910.RH.3.7 



SS.912.W.2.5 SS.912.W.2.12 SS.912.W.2.18 SS.912.H.3.1 LACC.910.WHST.2.5 

SS.912.W.2.7 SS.912.W.2.13 SS.912.G.1.2 LACC.910.RH.2.4 LACC.910.WHST.3.9 


• What were the causes that lead to the development of a feudalistic society 

• How did the Catholic Church shape medieval society 

• How do the events of the 1300’s open the door to the modern age 

Understand 

Students will understand that… 

• the purpose of feudalism was to provide political and economic controls. 

• the church had a huge control over society and culture. 

• medieval society was changed by the Crusades and by the Plague. 

Know 

Students will know: 

• how feudalism and the manor economy 

emerged and shaped medieval life. 

• how the church played a vital role in 

medieval life. 

• the various elements that led to the growth 

of towns and commerce. 

• how monarchs in England and France 

expanded royal authority and laid the 

foundation for united-nation states. 

• how the Crusades changed life in Europe 

and beyond. 

• how the combination of plague, upheaval 

in the church, and war affected Europe in 

the 1300’s and 1400’s. 

• the elements that lead to the development 

and collapse of the Byzantine Empire. 

Do 

Students will be able to: 

• describe the achievements of key figures 

of the Middle Ages. 

• analyze how the church played a vital 

role in medieval life. 

• formulate an opinion on the development 

and changes of political power during 

the Middle Ages. 

• determine factors that led to the 

development of a “modern” economy. 

• identify key figures of the Crusades. 

• explain how the Crusades changed the 

political and economic development in 

Europe and beyond. 

• describe the causes and effects of the 

plague, upheaval in the church, and the 

war in Europe in the 1300s and 1400s. 

• explain the contributions of the 

Byzantine Empire and its key figures.

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Unit 2 Middle Ages and Byzantine Empire (15 days) 


• What is medieval and its synonyms 

• What is the significance of The Battle of 

Tours and Charles Martel 

• Who was Charlemagne 

• Holy Roman Empire 

• Who were the Vikings and what made them 

so important 

• Describe the feudal system. 

• What was the knight's role in society 

• What is the practice of chivalry 

• What was the role of canon law, interdicts 

and excommunication 

• What was the significance of William the 

Conqueror and Henry II in English 

history 

• What was the purpose of the Concordant 

of Worms 

• What is the guild 

• What is the significance of Magna Carta 

and the development of Parliament 

• What were the Crusades 

• Who was Pope Urban II 

• Who was Saladin 

• What was the Reconquista 

• What was the purpose of the Inquisition 

• What is a vernacular language 

• Who was Dante and what did he write 

• Describe the Gothic style 

• When and what was the Black Death 

• What was the purpose and cause of the 

Hundred Years War 

• Who was Joan of Arc and why was she a 

heroine to the French 

• Where is Constantinople and what was its 

importance 

• What was the significance of the Justinian 

Code 

• What is a Patriarch 

• What is the significance of the Great 

Schism in 1054 

• Who was Mehmet the Conqueror 

• Who/what was the Golden Horde 

• Who were Ivan the Great and Ivan the 

Terrible 

• Where is the Balkan Peninsula 

• Who were the Maygars and where were 

they from 


• Create feudal system in classroom having 

students fill various feudal roles in creating 

feudal contracts. (Teacher text page 34) 

• On a map (use medieval city map) have 

students plot possible trade routes across 

Europe. Then have them look at physical 

geography to see the pluses and minuses of 

their routes. 

• Read Magna Carta (on page 64). Highlight 

ideas that sound familiar and then develop 

ways the king could circumvent the 

document. 

• Write a letter home as Crusader seeing 

Constantinople or Jerusalem for first-time. 

• Black Death Simulation 

Alternative Assessments 

Students could write 

• DBQ's on the black plague, invention of 

the printing press, or the Crusades. 

• Have students write POV’s : 

Lord and vassal 

Crusader and Muslim 

Englishman and Frenchman 

European and Byzantine 

Formative Assessment-ideas 

• Evaluate positives and negatives of the 

feudal system using two column notes. 

• Provide an argument and support as to 

who was more powerful in the Middle 

Ages, kings or popes. 

• Compare and contrast elements of daily 

life in Europe and Byzantium. 

• Write a quick-write on life in the Middle 

Ages before and after the Black Plague. 

Tips for teaching 

• This unit is particularly good for 

introducing students to the ideas of point 

of view and the different perspectives of 

history.

14 




Essential 

Questions 

Content 

Next 

Generation 

Sunshine 

State 

Standards 

Unit 2: The Middle Ages (15 days) 

Chapters 7, 8, 9 

How did the Church play a vital role in medieval life 

How did the Crusades change life in Europe and beyond 

How did the combination of plague, upheaval in the 

Church and war affect Europe in the 1300s and 1400s 

What made the Byzantine Empire rich and successful for 

so long and why did it finally crumble 

How did geography and the migrations of different 

peoples influence the rise of Russia 

How did geography and ethnic diversity contribute to the 

turmoil of Eastern European history 

How can use of text help determine the meaning of 

words 

Age of Charlemagne 

Feudalism 

Medieval church and medieval trade 

Conflicts between monarchs and popes 

Crusades 

Black Death 

Hundred Years War 

Byzantine Empire 

SS.912.W.1.1: Use timelines to establish cause and effect 

relationships of historical events. 

SS.912.W.1.3: Interpret and evaluate primary and 

secondary sources. 

SS.912.W.1.4: Explain how historians use historical 

inquiry and other sciences to understand the past. 

SS.912.W.1.6: Evaluate the role of history in shaping 

identity and character. 

SS.912.W.2.2: Describe the impact of Constantine the 

Great's establishment of "New Rome" (Constantinople) 

and his recognition of Christianity as a legal religion. 

SS.912.W.2.4: Identify key figures associated with the 

Byzantine Empire. 

SS.912.W.2.5: Explain the contributions of the Byzantine 

Empire. 

SS.912.W.2.7: Analyze causes (Justinian's Plague, 

ongoing attacks from the "barbarians," the Crusades, and 

internal political turmoil) of the decline of the Byzantine 

Empire. 

SS.912.W.2.9: Analyze the impact of the collapse of the 

Western Roman Empire on Europe. 

Instruction 

Assessment

SS.912.W.2.10: Describe the orders of medieval social 

hierarchy, the changing role of the Church, the emergence 

of feudalism, and the development of private property as a 

distinguishing feature of Western Civilization. 

SS.912.W.2.11: Describe the rise and achievements of 

significant rulers in medieval Europe. 

SS.912.W.2.12: Recognize the importance of Christian 

monasteries and convents as centers of education, 

charitable and missionary activity, economic productivity, 

and political power. 

SS.912.W.2.13: Explain how Western civilization arose 

from a synthesis of classical Greco-Roman civilization, 

Judeo-Christian influence, and the cultures of northern 

European peoples promoting a cultural unity in Europe. 

SS.912.W.2.14: Describe the causes and effects of the 

Great Famine of 1315-1316, The Black Death, The Great 

Schism of 1378, and the Hundred Years War on Western 

Europe. 

SS.912.W.2.15: Determine the factors that contributed to 

the growth of a modern economy. 

SS.912.W.2.17: Identify key figures, artistic, and 

intellectual achievements of the medieval period in 

Western Europe. 

SS.912.W.2.18: Describe developments in medieval 

English legal and constitutional history and their 

importance to the rise of modern democratic institutions 

and procedures. 

SS.912.W.3.1: Discuss significant people and beliefs 

associated with Islam. 

SS.912.W.3.2: Compare the major beliefs and principles 

of Judaism, Christianity, and Islam. 

SS.912.W.3.7: Analyze the causes, key events, and effects 

of the European response to Islamic expansion beginning 

in the 7th century. 

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.4.3: Use geographic terms and tools to analyze 

the effects of migration both on the place of origin and 

destination, including border areas. 

15

16 

Common 

Core 

Standards 

SS.912.G.4.7: Use geographic terms and tools to explain 

cultural diffusion throughout places, regions, and the 

world. 

SS.912.H.1.3: Relate works in the arts to various cultures. 

SS.912.H.3.1: Analyze the effects of transportation, trade, 

communication, science, and technology on the 

preservation and diffusion of culture. 

LACC.910.RH.2.4: Determine the meaning of words and 

phrases as they are used in a text, including vocabulary 

describing political, social, or economic aspects of 

history/social science. 

LACC.910.RH.3.7: Integrate quantitative or technical 

analysis (e.g., charts, research data) with qualitative 

analysis in print or digital text. 

LACC.910.RH.3.8: Assess the extent to which the 

reasoning and evidence in a text support the author’s 

claims. 

LACC.910.RH.3.9: Compare and contrast treatments of 

the same topic in several primary and secondary sources. 

LACC.910.WHST.2.5: Develop and strengthen writing 

as needed by planning, revising, editing, rewriting, or 

trying a new approach, focusing on addressing what is 

most significant for a specific purpose and audience. 

LACC.910.WHST.3.9: Draw evidence from 

informational texts to support analysis, reflection, and 

research. 

DBQ Suggestions 

Unit 2: DBQ Project: The Black Death: How Different was the Christian and Muslim Response 

Mini Qs: 

What is the Primary Reason to Study the Byzantines 

How did the Crusades influence the history of the world 

What was the influence of the invention of the printing press

17 


Unit 3: Development of Islam, Africa and Asia - Chapters 10, 11, 12 Timeframe: 15 days 



SS.912.W.2.19 SS.912.W.3.6 SS.912.G.2.1 LACC.910.RH.3.9 

SS.912.W.2.20 SS.912.W.3.9 SS.912.G.4.7 LACC.910.WHST.1.2 

SS.912.W.2.21 SS.912.W.3.10 SS.912.G.4.9 LACC.910.WHST.2.5 

SS.912.W.2.22 SS.912.W.3.11 SS.912.H.3.1 

SS.912.W.3.1 SS.912.W.3.12 LACC.910.RH.2.4 

SS.912.W.3.2 SS.912.W.3.13 LACC.910.RH.3.7 

SS.912.W.3.3 SS.912.W.3.14 LACC.910.RH.3.8 


• What factors caused the rapid spread of Islam 

• What factors contributed to the wealth and development of African societies 

• What were the achievements of the Tang and Song dynasties of China 

Understand 


• Muslim beliefs and achievements changed the society and culture of affected areas. 

• the development of African societies was dependent on natural resources and trade. 

• the Tang and Song dynasties of China made major achievements in technology and art. 

• the Mongols created the largest unified empire in history. 

Know 


• the general concepts of Islam. 

• the changes to Islam after Muhammad. 

• the development of Islam outside of 

Arabia. 

• the various elements that helped the 

development of early African cultures. 

• how to compare and contrast African 

regions 

• the various achievements of early 

Chinese dynasties. 

• the importance of the Mongol invasions 

to cultural development. 

• the influence of China on areas in East 

and Southeast Asia. 

Do 


• compare and contrast Islam with 

Christianity and Judaism. 

• explain the development, expansion, 

and achievements of Islam (including 

Mughal). 

• trace the growth of the various sub- 

Saharan kingdoms. 

• identify key characteristics of 

kingdoms in West and East Africa. 

• analyze the affects of Chinese dynastic 

rule in China and surrounding areas. 

• describe the development of culture in 

East and Southeast Asia.

18 

Unit 3: Islam, Africa, Southeast Asia. 

Chapters 10, 11 and 12 (15 days) 


• Who was Mohammed and when and where 

did he live 

• What is the purpose of a Mosque 

• What is a sect, and what distinguishes 

Sunni from Shiite Muslims 

• Where is Mecca and what is its 

significance 

• What is the Koran 

• What is a theocracy 

• What is the Caliphate 

• Who were Huran al Rashed and Ibn 

Khaldun 

• Who were the Muhgals 

• What is a Sultan and where was the 

Mughal Sultanate 

• Who were the Ottomans 

• Who was Suleyman and what was his role 

in the Ottoman Empire 

• Who were the Safavids 

• Who were the Bantus 

• What is a commodity and which ones are 

found in Africa 

• What was Ghana and where was it 

• What was Mali and where was it 

• Who was Mansa Musa and why was he 

significant 

• What was the Songhai and where was it 

• What is Swahili 

• What is a lineage 

• Who were the Tang and the Song 

• Who was Genghis Khan and what was his 

significance in history 

• Who was Marco Polo and what was his 

significance to the diffusion of culture 

• What were the characteristics of the Ming 

Dynasty 

• Describe feudal Japan 

• Who were the samurai and what was their 

role in Japan 

• What was the Shogun and what was a 

significant Shogunate in feudal Japan 


• Have students create news teams and pick a 

chapter to create a news broadcast. 

• Have students pick a person of interest 

from the chapter and create a journal for 

that person. (i.e. Mansa Musa or Marco 

Polo). 

• Have students create a chart of the 

civilizations of North Africa. 

• In test prep book, documents are available 

with questions on pages 34 to 40 and 46 to 

53. 


• DBQ's are available from the DBQ project 

on Mansa Musa (WH Minis, volume 2). 

• Students can create visual timelines on a 

poster of significant events. 

• There are any compare and contrast 

opportunities. These can be done as a chart, 

Venn Diagram, or essay: 

Shiite v. Sunni 

Ottoman v. Safavid 

Islam V. Christianity & Judaism (FSSS) 


• Have students write quiz questions or 

bellringers for the next day to turn in at the 

end of class. 

• Have students generate crosswords. 

Notes 

Chapter 11: can be taught relatively quickly as a whole unit. 

Chapter 12: focus on sections 1 through 4

19 




Essential 

Questions 

Content 

Next 

Generation 

Sunshine 

State 

Standards 

Unit 3: Development of Islam (15 days) 


What messages, or teachings, did Muhammad spread 

through Islam 

What achievements did Muslims make in economics, art, 

literature, and science 

What were the main characteristics of the Ottoman and 

Safavid empires 

How did geography and natural resources affect the 

development of early societies throughout Africa 

What influence did religion and trade have on the 

development of African societies 

Describe the achievements of the Tang and Song 

dynasties. 

What were the effects of the Mongol invasion on the rise 

of the Ming dynasty on China 

How were Southeast Asia, Japan and Korea affected by 

the cultures of China 

Muhammad 

Islam 

Ottoman Empire 

Safivid Empires 

Ghana, Mali and Songhai Empires of Africa 

Tang, Song and Ming dynasties of China 

Japanese feudalism 

SS.912.W.2.8: Describe the rise of the Ottoman Turks, 

the conquest of Constantinople in 1453, and the 

subsequent growth of the Ottoman empire under the 

sultanate including Mehmet the Conquerer and Suleyman 

the Magnificent. 

SS.912.W.2.19: Describe the impact of Japan's 

physiography on its economic and political development. 

SS.912.W.2.20: Summarize the major cultural, economic, 

political, and religious developments in medieval Japan. 

SS.912.W.2.21: Compare Japanese feudalism with 

Western European feudalism during the Middle Ages. 

SS.912.W.2.22: Describe Japan's cultural and economic 

relationship to China and Korea. 





SS.912.W.3.3: Determine the causes, effects, and extent 

Instruction 

Assessment

20 

Common 

Core 

Standards 

of Islamic military expansion through Central Asia, North 

Africa, and the Iberian Peninsula. 

SS.912.W.3.4: Describe the expansion of Islam into India 

and the relationship between Muslims and Hindus. 

SS.912.W.3.5: Describe the achievements, contributions, 

and key figures associated with the Islamic Golden Age. 

SS.912.W.3.6: Describe key economic, political, and 

social developments in Islamic history. 

SS.912.W.3.9: Trace the growth of major sub-Saharan 

African kingdoms and empires. 

SS.912.W.3.10: Identify key significant economic, 

political, and social characteristics of Ghana. 

SS.912.W.3.12: Identify key figures and significant 

economic, political, and social characteristics associated 

with Songhai. 

SS.912.W.3.13: Compare economic, political, and social 

developments in East, West, and South Africa. 

SS.912.W.3.14: Examine the internal and external factors 

that led to the fall of the empires of Ghana, Mali, and 

Songhai. 





world. 

SS.912.G.4.9: Use political maps to describe the change 

in boundaries and governments within continents over 

time. 













claims. 



LACC.910.WHST.1.2: Write informative/explanatory 

texts, including the narration of historical events, 

scientific procedures/ experiments, or technical processes.

21 






DBQ Project: 

The Mongols: How Barbaric were the ‘Barbarians’

22 


Unit 4: The Renaissance and Reformation - Ch. 13 






SS.912.W.4.3 SS.912.W.4.8 SS.912.H.3.1 LACC.910.WHST.2.5 

SS.912.W.4.4 SS.912.W.4.9 LACC.910.RH.2.4 LACC.910.WHST.3.9 

SS.912.W.4.5 SS.912.W.4.10 LACC.910.RH.3.7 


• What were the ideals of the Renaissance, and how did Italian artists and writers reflect 

these ideals 

• How did the Reformation bring about two different religious paths in Europe 

• How did discoveries in science lead to a new way of thinking for Europeans 

Understand 


• the Renaissance is a convergence of events, ideas and people. 

• the Reformation led to major changes in religion and culture. 

• the major theories and individuals of the Scientific Revolution helped change the 

understanding of citizens of the world. 

Know 


• the causes for the rise of Italian citystates. 

• the contributions of major artists, writers 

and thinkers to the Renaissance. 

• the criticisms of the Catholic Church that 

led to the Reformation. 

• the reforms and effects of the 

Reformation. 

• the Catholic Church’s response to 

problems created by the Reformation. 

• how ideas from the Middle Ages helped 

to develop the Scientific Revolution. 

• the major individuals of the Scientific 

Revolution and their theories. 

Do 


• identify the major individuals of the 

Renaissance and their contributions. 

• recognize the influences of the 

Renaissance on architecture, art and 

literature. 

• compare and contrast the Italian 

Renaissance and the Northern 

Renaissance. 

• identify the criticisms of the Catholic 

Church. 

• summarize the reforms and effects of 

the Reformation. 

• analyze the Catholic Church’s 

response to the Reformation. 

• describe the theories of the Scientific 

Revolution. 

• indentify the contributions of major 

figures of the Scientific Revolution.

23 

Unit 4: Renaissance, Reformation and Scientific Revolution 

Chapter 13 (14 days) 


• What is humanism 

• What is the Renaissance 

• Where is Florence and what is its 

significance to the Renaissance 

• Who was Leonardo da Vinci and what 

were two of his major works 

• Who was Michelangelo and what were 

two of his major works 

• What is a patron and who was Cosmo 

de Medici 

• Who was Niccolo Machiavelli and 

what did he write 

• Who was Johan Gutenberg 

• Where's Flanders 

• Who was Eramus and what did he 

write 

• Who was Sir Thomas More and why is 

he significant 

• What is the concept of Utopia 

• Who was Shakespeare 

• Who was Martin Luther and what was 

his role in the Reformation 

• What are indulgences 

• Who was John Calvin and what is 

Predestination 

• Who was Henry VIII and what was his 

role in the Reformation 

• What is the Act Of Supremacy 

• Who was Elizabeth I 

• What was the Council of Trent and its 

purpose 

• Who was Ignatius Loyola 

• Who was Nicholas Copernicus and 

what is the heliocentric theory 

• Who was Galileo 

• For each of the following define who 

they are and why their theories are 

significant: Sir Francis Bacon, René 

Descartes, Isaac Newton 


• Have students attempt to draw a picture on 

paper taped underneath their desks while 

lying on their backs on the floor. 

• Map the movement of the Renaissance. 

• Compare the Italian Renaissance with the 

Northern Renaissance. 

• Chart comparisons of the Protestant sects 

from the Reformation. 

• Create trading cards of great artists or 

scientists from the Scientific Revolution. 

• Read sections of the Prince and debate 

whether it is better to be loved or feared. 


• DBQ on the printing press, (WH Minis, 

volume 2) 

• Write an essay that evaluates the role the 

Renaissance had on the Reformation and 

on the Scientific Revolution. 

• Have students create PowerPoints about a 

specific artist or figure of the Reformation 

or scientist. 


• Give students sticky notes to put into their 

notebooks on which they must summarize 

everything that they learn during the 

lesson only on the sticky note. 

Notes: 

There are a lot of excellent materials in the “All in One” teacher’s guide for this chapter.

24 




Essential 

Questions 

Content 

Next 

Generation 

Sunshine 

State 

Standards 

Unit 4: Renaissance and Reformation (10 days) 

Chapter 13 

What were the ideals of the Renaissance, and how did 

Italian artists and writers reflect these ideals 

How did the Reformation bring about two different 

religious paths in Europe 

How did discoveries in science lead to a new way of 

thinking for Europeans 

How do you use information from the text to generate 

arguments for writing a persuasive essay 

Renaissance 

Reformation 

Scientific Revolution 

SS.912.W.2.8: Describe the rise of the Ottoman Turks, 

the conquest of Constantinople in 1453, and the 

subsequent growth of the Ottoman empire under the 

sultanate including Mehmet the Conquerer and Suleyman 

the Magnificent. 

SS.912.W.2.19: Describe the impact of Japan’s 

physiography on its economic and political development. 

SS.912.W.2.20: Summarize the major cultural, economic, 

political, and religious developments in medieval Japan. 

SS.912.W.2.21: Compare Japanese feudalism with 

Western European feudalism during the Middle Ages. 

SS.912.W.2.22: Describe Japan’s cultural and economic 

relationship to China and Korea. 





SS.912.W.3.3: Determine the causes, effects, and extent 

of Islamic military expansion through Central Asia, North 

Africa, and the Iberian Peninsula. 

SS.912.W.3.4: Describe the expansion of Islam into India 

and the relationship between Muslims and Hindus. 

SS.912.W.3.5: Describe the achievements, contributions, 

and key figures associated with the Islamic Golden Age. 

SS.912.W.3.6: Describe key economic, political, and 

social developments in Islamic history. 



SS.912.W.3.10: Identify key significant economic, 

political, and social characteristics of Ghana. 

Instruction 

Assessment

25 

SS.912.W.3.12: Identify key figures and significant 

economic, political, and social characteristics associated 

with Songhai. 

SS.912.W.3.13: Compare economic, political, and social 

developments in East, West, and South Africa. 

SS.912.W.3.14: Examine the internal and external factors 

that led to the fall of the empires of Ghana, Mali, and 

Songhai. 



Common 

Core 

Standards 



world. 



time. 













claims. 









research. 


Unit 4: DBQ Project: What was the most important consequence of the printing press

26 


Unit 5: Exploration and Discovery - Chapters 14-15 




SS.912.W.3.19 SS.912.G.1.1 LACC.910.RH.3.8 

SS.912.W.4.11 SS.912.G.4.7 LACC.910.RH.3.9 

SS.912.W.4.13 SS.912.H.3.1 LACC.910.WHST.1.2 

SS.912.W.4.14 LACC.910.RH.2.4 LACC.910.WHST.2.5 

SS.912.W.4.15 

LACC.910.RH.3.7 


• What effects did European exploration have on the people of Africa, Asia and the 

Americas 

• What were the causes and effects of the Age of Exploration (Discovery) 

• How did the Atlantic slave trade shape the lives and economies of Africans and 

Europeans 

Understand 


• exploration was caused by many factors. 

• the African slave trade was a result of exploration and colonization. 

• exploration and colonization was approached in various ways by different European 

countries. 

• the Columbian Exchange had a major impact on all areas of the world. 

Know 


• the various reasons for Exploration. 

• the major explorers and their routes. 

• how the African slave trade developed 

and grew. 

• the impact of conquest/colonization on 

native populations. 

• the various political and economic 

systems used by European countries in 

areas they settled. 

• how the Columbian Exchange 

impacted the world as a whole. 

Do 


• summarize the causes of exploration 

and discovery. 

• identify the major voyages, 

individuals and sponsor countries. 

• design and use maps to understand 

the routes of the major explorers. 

• examine the various economic and 

political systems developed by the 

various European countries. 

• explain the origins of slavery and 

other forms of forced labor used by 

Europeans.

27 

Unit 5: Exploration and Discovery - Chapters 14-15 



• Who was Vasco da Gama and how did 

he expand world geography 

• Who was Ferdinand Magellan and 

how did he expand world geography 

• Who was Christopher Columbus 

• Who were Ferdinand and Isabella of 

Spain 

• What was the Dutch East India 

Company and what were some of its 

characteristics 

• What is a Conquistador 

• Who were Hernan Cortez and 

Montezuma I 

• Who was Francisco Pissarro 

• What was a Viceroy and what was their 

role in South America 

• What is Encomienda 

• Who were the Creoles 

• Who were the Assanti people 

• What was the Middle Passage 

• What was the Triangle Trade 

• What was the Columbian Exchange 

and its significant results in history 

• Explain capitalism and its role in 

exploration 

• What is an Entrepreneur 

• What was Mercantilism 

• What is a price revolution 


• Give students a world map and have them trace 

the voyages of major explorers from all 

exploring nations, including Spain, England, 

Italy, and Portugal. 

• Have students create a chart listing the major 

effects of the Columbian exchange. 

• On a Facebook template, have students be 

explorers and “friend” other explorers. 

• On a world map, have students color-code 

countries/companies that had major influence 

over geographic regions. 

• Practice writing thesis statements about the 

most important events during the age of 

exploration. 

• In “All In One” pages 84 through 87 Shogun 

closes Japan. 


• Have students write an essay that lists and 

evaluates the changes on each continent from 

1400 to 1500 due to exploration. 

• Compare and contrast exercise : “Pick 2” areas 

below and compare and contrast exploration 

and colonization in each: 

- Spain 

- Portugal 

- France 

- England 


• Bellringer: place various images from the 

Age of Exploration on the board and have 

students write a caption for each and a 

brief paragraph on what it would have 

been like to be there. Consider asking 

students to think about the sights, sounds, 

smells, and emotions that would be 

invoked by the events. 

NOTE: A good opportunity for POV! 

Notes: Before starting the section on South America, review pages 20 and 21 on early cultures in 

Mesoamerica.

28 




Essential 

Questions 

Content 

Next 

Generation 

Sunshine 

State 

Standards 

Unit 5: Exploration and Discovery (10 days) 

Chapters 14, 15 

What effects did European exploration have on the people 

of Africa 

How did European nations build empires in South and 

Southeast Asia 

How did European struggles for power shape the North 

American continent 

How did the Atlantic slave trade shape the lives and 

economies of Africans and Europeans 

Age of Exploration 

Slave trade 

Spanish conquistadors 

Columbian Exchange 

Slave trade 



SS.912.W.3.19: Determine the impact of significant Meso 

and South American rulers such as Pacal the Great, 

Moctezuma I, and Huayna Capac. 

SS.912.W.4.11: Summarize the causes that led to the Age 

of Exploration, and identify major voyages and sponsors. 

SS.912.W.4.13: Examine the various economic and 

political systems of Portugal, Spain, the Netherlands, 

France, and England in the Americas. 

SS.912.W.4.14: Recognize the practice of slavery and 

other forms of forced labor experienced during the 13 th 

through 17 th centuries in East Africa, West Africa, 

Europe, Southwest Asia, and the Americas. 

SS.912.W.4.15: Explain the origins, developments, and 

impact of the trans-Atlantic slave trade between West 

Africa and the Americas. 

SS.912.G.1.1: Design maps using a variety of 

technologies based on descriptive data to explain physical 

and cultural attributes of major world regions. 



world. 

SS.912H.3.1: Analyze the effects of transportation, trade, 



Instruction 

Assessment

29 

Common 

Core 

Standards 










claims. 





scientific procedures/ experiments, or technical processes. 






Unit 5: 

DBQ Project: What Drove the Sugar Trade

30 


Unit 6: Absolutism and Enlightenment - Chapters 16-17 




SS.912.W.5.1 SS.912.G.4.9 LACC.910.RH.3.9 



SS.912.W.5.4 

LACC.910.RH.3.8 


• How does the monarch’s use of power differ from state to state 

• How do the states of Austria and Prussia develop in central Europe 

• What effects did the Enlightenment have on government and society 

Understand 


• there were differences in the power of the monarchs among the major states of Europe. 

• a constitutional monarchy developed in England. 

• the development of Austria and Prussia changed the balance of power in Europe. 

• the Enlightenment was sparked by the Scientific Revolution. 

• the Enlightenment had a major impact on the culture of Europe. 

Know 


• how power was developed and limited 

in various European states. 

• how and why England developed as a 

constitutional monarchy. 

• the development and creation of Austria 

and Prussia. 

• the causes and impacts of the 

Enlightenment. 

• major Enlightenment figures and their 

major concepts/ideas. 

Do 


• compare and contrast the development 

of power in Spain, France, Russia, and 

England. 

• explain how France became the 

leading power of Europe. 

• discuss the development of Parliament 

in England and how the power of the 

English monarch was limited. 

• compare and contrast the development 

of Austria and Prussia. 

• examine the development of Russia by 

Peter the Great and Catherine the 

Great. 

• identify causes of the Enlightenment. 

• summarize the ideas of major 

Enlightenment figures. 

• evaluate the impact of Enlightenment 

ideals.

31 

Unit 6: Absolutism and Enlightenment - Chapters 16-17 



• What was the Habsburg Empire and 

where was it 

• What is divine right 

• What/when was the Spanish Armada and 

what is its significance in history 

• Who were the Huguenots and what was the 

Edict Of Nantes 

• Who was Cardinal Richelieu and what 

was his role in the monarchy of France 

• Who was Louis XIV and what was his 

nickname 

• What and where is Versailles 

• What was the role of the balance of power 

in Europe 

• Who was Oliver Cromwell and what was 

his role in England 

• Explain the Glorious Revolution and the 

development of the English Bill of Rights 

• What is limited government and/or a 

constitutional monarchy 

• Explain the Thirty Years War a.k.a. the 

Wars of Religion. 

• What was the significance of The Peace of 

Westphalia 

• Who was Peter the Great and what was 

his role in Russia 

• Who was Catherine the Great and what 

was her role in Russia 

• What are natural laws 

• Who was Adam Smith 

• What was Laissez-faire 

• Who were the following and what were 

their philosophical beliefs 

- Thomas Hobbes 

- John Locke 

- Baron Montesquieu 

- Voltaire 

- Jean Jacques Rousseau 

• What is a social contract 

• What is an Enlightened Despot Name 

two. 


• Have students pick an absolute ruler and 

construct a resume for him/her. 

• On a map of Europe, map the results of the 

treaty of Westphalia. 

• Read appropriate parts of Locke's treatise 

on government and have students write 

down their thoughts on the natural rights of 

teens and their parents. 

• If you have History Alive for 8th grade, 

there is a philosopher’s press conference 

that is a good topic regarding if men can be 

trusted to govern themselves. 

• Have students compare the English Bill of 

Rights with the US Bill of Rights. 


• Have students create a pamphlet that 

details, one of the enlightenment 

philosophers and his philosophies. A 

number of topics can be included in this. 

• Have students write to compare and 

contrast government under absolute rulers 

versus the enlightened despots. 

• Compare and contrast the development of 

the power of the monarch in given 

countries. 

- England 

- France 

- Spain 

ABC brainstorming 


Note: Chapter 17/section 3 only needs a light review as it is taught in both 7th and 8th grade.

32 




Unit 6: Absolutism and Enlightenment (10 days) 

Chapters 16 and 17 

Essential How does each European monarch’s use of power differ 

Questions How does vocabulary show relationships between ideas 

and events 

Content Philip II of Spain 

Spanish Armada 

Louis XIV of France 

Tudors of England 

Thirty Years War 

Hapsburg Austria 

Frederick of Prussia 

Next 

Generation 

Sunshine 

State 

Standards 

Common 

Core 

Standards 


Peter and Catherine the Great of Russia 

SS.912.W.5.1: Compare the causes and effects of the 

development of constitutional monarchy in England with 

those of the development of absolute monarchy in France, 

Spain, and Russia. 


in boundaries/governments within continents over time. 










claims. 










Instruction 

Assessment 

Unit 6: Mini DBQ: 

Exploration or reformation; which was a more important consequence of 

the Printing Press

33 


Unit 7: French Revolution, Napoleon, and 19 th Century Revolutions - Chapters 18 & 20 



(NOTE: Ch. 19 and 21 will be combined for Unit 8 “The Industrial Revolution”) 


SS.912.W.5.5 SS.912.G.4.9 LACC.910.RH.3.9 





• What events occurred during the French Revolution 

• Explain Napoleon’s rise to power and eventual defeat. 

• Who were the major figures and what were the causes and effects of the 19 th century revolutions 

in Europe and Latin America 

Understand 


• the French Revolution was caused by a combination of cultural, economic, and political 

events. 

• the French Revolution led to the creation of several different governments based on 

Enlightenment concepts. 

• the rise and fall of Napoleon Bonaparte had a massive effect on Europe throughout the 

19 th century. 

• the revolutions in Europe and Latin America in the 19 th and early 20 th century led to 

political and cultural reforms. 

Know 


• the causes, events, and effects of the 

French Revolution. 

• the political and social reforms 

developed in each stage of the French 

Revolution. 

• the importance of Napoleon and the 

Napoleonic Wars on the development of 

Europe. 

• the political reforms and reform 

movements of the 19 th and early 20 th 

centuries. 

• the causes and effects of the Latin 

American independence movements. 

Do 


• summarize the causes, events, and effects 

of the French Revolution. 

• compare and contrast the French and 

American Revolutions. 

• explain the importance of Napoleon to the 

development of 19 th century Europe. 

• describe the 19 th and early 20 th century 

political reforms and reform movements in 

Europe and Latin America. 

• identify the major figures of the 19 th and 

early 20 th century political reforms and 

reform movements in Europe and Latin 

America.

34 

Unit 7: French Revolution, Napoleon, and 19 th Century Revolutions - Chapters 18 & 20 



• What are the Estates and who belonged in 

each 

• Who were bourgeoisie 

• Who were Louis XVI and Marie 

Antoinette and what were some of 

their weaknesses 

• What was the role of the Estates General 

• What was the purpose of The Tennis 

Court Oath 

• What were the Bastille and its relevance to 

the French revolution 

• What was the significance of the 

Declaration of the Rights of Man and of 

The Citizen 

• Define and date the following stages of the 

French Revolutin: 

- National Assembly. 

- National Convention. 

- The Directory. 

• Who was Robespierre and what was the 

Committee of Public Safety 

• What was The Reign of Terror 

• What is nationalism 

• Who was Napoleon how did he come to 

power 

• What was the Napoleonic Code and how 

did it organize French society 

• What was the purpose and goals of the 

Congress of Vienna 

• What are an ideology and a description of 

the conservative and liberal 

• Who was Clemens von Metternich and 

what was his view of government 

• What is autonomy and name three 

nationalities seeking it 

• Who were the following Revolutionaries 

and what nations did they lead to 

independence 

- Toussaint L’Overture 

- Simon Bolivar 

- José de San Martin. 

- Father Miguel Hidalgo 

- Father José Morales 


• All-In-One Resources unit 4, page 82 

Voices of the Revolution simulation. 

• Map of the French revolution on page 32. 

• Chart, compare, and contrast the French 

and American revolutions, using primary 

sources such as the Declaration of 

Independence and the declarations of rights 

of men. 

• Students can create a chart and map the 

“who, what, where, why, and when” of the 

South American revolutions map on page 

71 of All-In-One Resources. 


• Students can construct an essay on 

numerous topics including how 

nationalism led to the destabilization of 

Europe and South America. 

• Students can also write from the 

perspective of journalists during the French 

revolution are under the reign of Napoleon. 

• Compare and contrast the French 

Revolution and the American Revolution. 


Have students watch the news or current events 

and try to find one world event that relates to a 

topic discussed during the chapter. 

Notes: A film for this period (that fits this curriculum) is A Tale of Two Cities.

35 




Unit 7: French Revolution, Napoleon and 19 th Century Revolutions (15 days) 


Essential What effects did Enlightenment philosophers have on 

Questions government and society 

What events occurred during the French Revolution 

Explain Napoleon’s rise to power and eventual defeat. 

What were the causes and effects of the revolutions in 

Europe in 1830 and 1848 

What were the key revolutionaries that led the movements 

for independence in Latin America, and what were their 

accomplishments 

Analyze and evaluate information from text features. 

Content Enlightenment philosophers 

Enlightened rulers 

American Revolution 

French Revolution 

Napoleon 

Latin American revolutions 

Congress of Vienna 

Next 

Generation 

Sunshine 

State 

Standards 

SS.912.W.5.2: Identify major causes of the 

Enlightenment. 

SS.912.W.5.3: Summarize the major ideas of 

Enlightenment philosophers. 

SS.912.W.5.4: Evaluate the impact of Enlightenment 

ideals on the development of economic, political, and 

religious structures in the Western world. 

SS.912.W.5.5: Analyze the extent to which the 

Enlightenment impacted the American and French 

Revolutions. 

SS.912.W.5.6: Summarize the important causes, events, 

and effects of the French Revolution including the rise 

and rule of Napoleon. 

SS.912.W.5.7: Describe the causes and effects of 19 th 

Latin American and Caribbean independence movements 

led by people including Bolivar, de San Martin, and L’ 

Ouverture. 

SS.912.W.6.4: Describe the 19 th and early 20 th century 

social and political reforms and reform movements and 

their effects in Africa, Asia, Europe, the United States, the 

Caribbean, and Latin America. 

SS.912.G.4.9: Use political maps to describe change in 

boundaries and governments within continents over time. 

Instruction 

Assessment

36 

Common 

Core 

Standards 










claims. 






LACC.910.WHST.2.6: Use technology, including the 

Internet, to produce, publish, and update individual or 

shared writing products, taking advantage of technology’s 

capacity to link to other information and to display 

information flexibly and dynamically. 

LACC.910.WHST.3.8: 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. 


Unit 7: Mini DBQ: 

Enlightenment Philosophies – What was Their Main Idea The Reign of 

Terror: Was it justified

37 


Unit 8: Industrial Revolution - Chapters 19 & 21 




SS.912.W.6.1 SS.912.H.1.3 LACC.910.RH.3.8 

SS.912.W.6.2 SS.912.H.3.1 LACC.910.RH.3.9 




• What events brought about the Industrial Revolution 

• Why did the Industrial Revolution begin in Britain 

• How did the Industrial Revolution lead to the development of new ideas on economics 

and society 

• What were the social and cultural effects of the Industrial Revolution 

• What artistic movements emerged in reaction to the Industrial Revolution 

Understand 


• the Industrial Revolution was created and formed through a series of economic, social, 

and technological changes and innovations. 

• various economic systems were further developed or created in response to the Industrial 

Revolution. 

Know 


• the major innovations, discoveries and 

people that helped develop the 

Industrial Revolution. 

• why the Industrial Revolution started in 

Britain. 

• the various social and economic effects 

of the Industrial Revolution. 

• the development of socialism and 

communism and the further 

development of capitalism. 

• the major reform movements that 

develop in this period and the effects of 

these movements. 

• the cultural and artistic reaction to the 


Do 


• explain why the Industrial Revolution 

begins in Britain. 

• summarize the social and economic 

effects of the Industrial Revolution. 

• describe the major figures and 

innovations that developed in the 

time period. 

• compare and contrast capitalism, 

socialism, and communism. 

• describe the reform movements that 

developed and their effects. 

• identify the artistic movements that 

developed and the major artists for 

each movement.

38 

Unit 8: Industrial Revolution - Chapters 19 & 21 



• When and what was the Industrial 

Revolution 

• What were the Enclosure Acts and 

what were their effects on England 

• Who was James Watt What did he 

invent and how was it significant to the 

Industrial Revolution 

• Where are Liverpool and Manchester 

• What is Urbanization 

• What was the role of labor unions 

• What is a tenement 

• Who was Thomas Malthus Explain 

his theories 

• What is socialism 

• Who was Karl Marx What are 

communism, the proletariat, and the 

bourgeoisie 

• Who was Henry Bessemer Explain 

how his process was significant to the 


• Who is Michael Faraday What is a 

dynamo 

• What is the assembly-line and how did 

it change production 

• What is a monopoly Give an example. 

• Define the following persons and give 

their contribution to science: 

o Louis Pasteur 

o Joseph Lister 

o John Dalton. 

o Charles Darwin 

• What are the three major art 

movements Define & give an example 

of an artist and an art work for each: 

• Romanticism 

• Realism 

• Impressionism 


• Use the urban game. 

• Students can generate a chart showing the 

economic to social to political effects of the 


• Create charts of inventors/innovators 

linking them to their product and how they 

changed society. 

• In “All-In-One,” complete viewpoints on 

page 9. 

• Use political cartoons from the time (can be 

a good source of information regarding 

business). 


• Students can write an essay based on the 

chart (Potential Activities) created for 

economic, social, and political effects of 

the Industrial Revolution. 

• Students can also generate PowerPoint 

photo essays on any of the European 

countries from before the Industrial 

Revolution to after the Industrial 

Revolution. 

• Compare and contrast Realism & 

Romanticism. 

• Students can create a PowerPoint on an 

artistic movement or a particular artist. 


• Have students create a flowchart across the 

top of their notebooks showing causes and 

effects across the unit. 

• Have students create a timeline and 

discussion of major inventions and 

inventors. 

Notes: An advanced DBQ is the Manchester DBQ from AP Euro 2002 exam, which also includes a 

rubric and sample essays.

39 




Essential 

Questions 

Content 

Next 

Generation 

Sunshine 

State 

Standards 

Common 

Core 

Standards 

Unit 8: Industrial Revolution (10 days) 


What effects did Enlightenment philosophers have on 

government and society 

What events occurred during the French Revolution 

Explain Napoleon’s rise to power and eventual defeat. 

What were the causes and effects of the revolutions in 

Europe in 1830 and 1848 

What were the key revolutionaries that led the movements 

for independence in Latin America, and what were their 

accomplishments 

Analyze and evaluate information from text features. 

Industrialization 

Communism 

SS.912.W.6.1: Describe the agricultural and technological 

innovations that led to industrialization in Great Britain 

and its subsequent spread to continental Europe, the 

United States, and Japan. 

SS.912.W.6.2: Summarize the social and economic 


SS.912.W.6.3: Compare the philosophies of capitalism, 

socialism, and communism as described by Adam Smith, 

Robert Owen, and Karl Marx. 









LACC.910.RH.2.4: Determine the meaning of words 

and phrases as they are used in a text, including 

vocabulary describing political, social, or economic 

aspects of history/social science. 






claims. 



Instruction 

Assessment

40 







research. 

Unit 8: DBQ Project: Female Mill Workers in England and Japan – How Similar Were their 

Experiences

41 


Unit 9: Nationalism and Imperialism - Chapters 22 to 25 


Course: World History Grades: 9 


SS.912.W.1.6 SS.912.W.7.1 LACC.910.RH.3.9 

SS.912.W.6.2 SS.912.G.4.1 LACC.910.WHST.1.2 



SS.912.W.6.6 

LACC.910.RH.3.7 

SS.912.W.6.7 

LACC.910.RH.3.8 


• What were the effects of the unification of Germany and Italy 

• What were the social and economic reforms made by Western democracies 

• How did Britain claim control over huge areas of African and Asia 

• How did Western powers use diplomacy and war to gain power in Africa, the Middle 

East, East Asia, Southeast Asia, the Pacific and Latin America 

• How did Japan become a modern industrial power 

• How did industrialized powers divide up Southeast Asia 

Understand 


• the unification of Italy & Germany had a profound effect on Europe. 

• the origins of WW I begin in 19 th century. 

• this is a period of political, social, and economic reform. 

• New Imperialism was practiced by all the major Western powers and throughout the globe. 

• Imperialism was caused by social, political, and economic factors. 

Know 


• the causes and effects of the unification of 

Germany and Italy. 

• many of the factors that lead to WW I have 

their start in the 19 th century. 

• why the Russian industrial movement was 

behind the rest of Europe. 

• the causes and effects of the important 

reform movements of this period. 

• the causes for and the effects of 

Imperialism. 

• how the people of areas throughout the 

globe reacted to Imperialism. 

Do 

Students will be able to. . . 

• summarize the causes and effects of 

German and Italian unification. 

• use maps to describe changes in 

boundaries and governments. 

• organize information to show 

understanding of events. 

• describe the reform movements that 

developed and their effects. 

• explain why and how the Zionist 

movement developed. 

• analyze the causes and effects of 

Imperialism. 

• identify major events and figures that 

related to Imperialism.

42 

Unit 9: Nationalism and Imperialism Chapters 22 to 25 



• Who was Otto von Bismarck 

• What is a Kaiser 

• Where are Prussia and Austria 

• Who was Giuseppe Garibaldi 

• What is an anarchist 

• What was the dual monarchy 

• What was Bloody Sunday (1905) and 

what were its causes and results 

• Who was Queen Victoria and give one 

characteristic of the Victorian Age 

• What is suffrage Give one example of 

expansion of suffrage. 

• Where is the Suez Canal and explain its 

importance 

• What was the Dreyfus Affair 

• What is Zionism and explain its rise 

• What is Manifest Destiny 

• What is imperialism 

• What is a sphere of influence 

• What was the purpose of the Berlin 

Conference 

• What was the Boer War Who fought 

in it and over what 

• What is genocide 

• Who were the Sepoys and what was 

their relationship to the British 

• What was the Opium War and what 

caused it 

• What was the Taiping Rebellion and 

what caused it 

• What is an Open Door Policy and its 

role in Asia 

• What was the Meiji Restoration and 

how did it change Japan 

• Where is French Indochina 

• What is the Monroe Doctrine 

• Where is the Panama Canal and what 

were the results of its completion 


• Do an Online search: Net Investigations: 

“Imperialism Changes the World.” 

• Materials, including maps and political 

cartoons, are available in “all in one” 

teacher resources. 

• Suggest mapping Berlin conference results 

and use political cartoons from various 

sources, including the national archives for 

imperialism. 

• Map activity in which students color code 

the area/states/regions controlled by the 

European powers and the United States. 


Test Prep book: DBQ on industrialization in the 

Global Age, pages 72 to 79 


Generate “bellringers” based on structured 

questions found in the Teacher Edition, 

Wraparound text. 

Notes: Teacher needs to look critically at the sections to determine student needs. Suggested brief coverage 

of chapter 23 section 1, elements of section 2, 3 and 4 and the same with chapter 25, section 3.

43 




Essential 

Questions 

Content 

Next 

Generation 

Sunshine 

State 

Standards 

Unit 9: Nationalism and Imperialism (15 days) 

Chapters 22, 23, 24, 25 

What were the effects of unification of Germany and 

Italy 

What were the social and economic reforms made by 

western democracies 

How did imperialist European powers claim control over 

most of African 

How did European nations extend their power into 

Muslim regions of the world 

How did Western powers use diplomacy and war to gain 

power in China 

How did Japan become a modern industrial power 

How did industrialized powers divide up Southeast Asia 

How did the British colonies of Canada, Australia and 

New Zealand win self-rule 

How did Latin American nations struggle for stability 

Unification of Germany and Italy 

Hapsburg dynasty 

Collapse of Ottoman Empire 

Russian Tsars 

Reforms 

US Territorial Expansion 

Imperialism 

Partition of Africa 

British India 

Opium War 

Boxer Rebellion 

SS.912.W.1.6: Describe the agricultural and technological 

innovations that led to industrialization in Great Britain 

and its subsequent spread to continental Europe, the 

United States, and Japan. 

SS.912.W.6.2: Summarize the social and economic 






SS.912.W.6.5: Summarize the causes, key events, and 

effects of the unification of Italy and Germany. 

SS.912.W.6.6: Analyze the causes and effects of 

imperialism. 

SS.912.W.6.7: Identify major events in China during the 

Instruction 

Assessment

44 

Common 

Core 

Standards 

19 th and early 20 th centuries related to imperialism. 

SS.912.W.7.1: Analyze the causes of World War I 

including the formation of European alliances and the 

roles of imperialism, nationalism, and militarism. 

SS.912.G.4.1: Interpret population growth and other 

demographic data for any given place. 



time. 










claims. 












research. 


Unit 9: DBQ Project: 

Mini DBQ: 

Test Prep: 

How did colonialism affect Kenya 

What was the driving force behind Imperialism 

Industrialization in the global age.

45 

Template Task/Synthesis Task 19 

British Imperialism 

Essential Question: 

Task 19/Synthesis: 

What are the motives for British Imperialism 

After reading “White Man’s Burden,” Rudyard Kipling (World 

History Prentiss Hall, page 564) and at least three (3) other 

provided primary and secondary sources, write an expository essay 

that explains the motives for British Imperialism. What 

conclusions or implications can you draw from the documents 

about the motives of the British during the period of Imperialism 

Cite your sources, pointing out key elements from each source. 

L2: Draw a political cartoon that illustrates the flaws in British 

Imperialism. Include the cartoon as one of your cited 

sources for your expository essay. 

L3: Consider the various historical points of view and research 

native responses to British Imperialism to include in your 

essay. Cite these additional sources and submit them with 

your writing. 

Supplemental Sources: 

“White Man’s Burden” Rudyard Kipling, World History Pearson 

(2013), page 564 

Lin Zixu “Letter of Advice to Queen Victoria” (1839) 

http://academic.brooklyn.cuny.edu/core9/phalsall/texts/comlin.html 

The Lion’s Share 

http://punch.photoshelter.com/image/I0000wVul.gCaLis. See 

infographic on the Suez Canal to accompany the cartoon, World 

History Pearson (2013), page 579 

Cecil Rhodes-History of Western Society, “Individuals in 

Society”: Opening Quote. 

Rhodes Colossus: World History Pearson (2013), page572 

http://punch.photoshelter.com/image/I0000fwLiVoLHxic

46 

Great Britain’s Motives for Imperialism 

LDC Activity 1 

After reading supporting documents, students write a paragraph that explains Great Britain’s 

motives for imperialism. 

Prior to beginning activity review the following terms and concepts with students in order to help 

facilitate understanding of texts: 

1) What is Imperialism 

2) What is meant by White Man’s Burden 

3) What is Opium 

4) Who are Barbarians in reference to Chinese point of view 

5) What is meant by good conscience 

6) What does the phrase, “the lion’s share” refer to 

7) What is a Rhodes Scholar 

8) What does epitomize mean 

9) What is a monopoly 

Students should create a two column chart for notes as they work through the materials. 

Documents 

Represented or Implied motives for British Imperialism 


(Additional support and technology component can be found online.) 

Net investigations title: Imperialism Changes the World 

In an Internet search: “Net Investigation Imperialism Changes the World” 

Click on website 

Teacher can decide what activities students should complete. The whole activity can take up to 

3-4 days. However, this investigation can be tailored to the time constraints of the teacher and 

teacher purpose. The purpose in this context is to help students understand the concept of 

Imperialism and historical events that occurred in Europe, Africa and Asia. Though not specific 

to Great Britain in all activities it does help further student understanding of Britain role in 

imperialism and native responses.

47 


On a map of the world: any black line master will work 

Have students find regions imperialized by Great Britain and color them in the same color in 

order for students to appreciate the full extent of British influence over the globe. 


Review or Pre-teach the steps to the analysis of editorial cartoons to aid in completion of the 

chart for Activity 1. 

B= background knowledge 

A=Argument 

S=Symbolism 

I=Indicators 

C=Caricature 

Acronym BASIC 

Or have students use: 

***Cartoon analysis forms are available at the National Archives’ Website 

http://www.archives.gov/education/lessons/worksheets/cartoon_analysis_worksheet.pdf 

***McKay, Hill, Buckler: A History of Western Society. Bedford 2011 page 798 

Cecil Rhodes: Individuals in Society 

Cecil Rhodes (1853-1902) epitomized the dynamism and ruthlessness of the new 

imperialism. He built a monopoly, claimed vast lands in Africa, and established the famous 

Rhodes Scholarship to develop colonial (and American) leaders who would love and strengthen 

the British Empire. But to Africans, he left a bitter legacy. 

***activity continued on next two pages.

48 


Unit 10: WW I + Chapters 26 and 27 




SS.912.W.6.4 SS.912.W.7.3 LACC.910.RH.3.8 

SS.912.W.6.6 SS.912.W.7.5 LACC.910.RH.3.9 



SS.912.W.7.2 

LACC.910.RH.3.7 


• What were the causes and significant effects of WW I 

• How did warfare change and develop 

• What factors influenced the peace treaties that ended World War I 

• How did revolution change Russia 

• How did nationalism contribute to changes in Latin America, Africa, the Middle East, 

India, China and Japan 

Understand 


• the causes of WW I were many and varied. 

• WW I was fought differently than any other war before. 

• WW I had a profound effect on areas throughout the world. 

• treaties that ended the war were unfair and helped lead to WW II. 

• that revolts within Russia led to the development of new forms of government. 

• the events of WW I led to the development of reform movements based mainly on the 

concept of nationalism. 

Know 


• the causes, major figures and major 

events of WW I. 

• the new weapons and style of warfare 

that developed. 

• the various effects of WW I and the 

Treaty of Versailles. 

• why and how Russia develops an 

authoritarian form of government. 

• the major reform movements that 

continue or develop after WW I. 

Do 


• analyze the causes of WW I. 

• describe how and why WW I was 

different than any other war before. 

• summarize the significant effects of 

WW I, throughout the world. 

• use political maps to describe changes 

in boundaries and governments. 

• describe the major events and figures 

of the Russian Revolution(s). 

• analyze major events and reform 

movements in areas throughout the 

globe. 

• identify major events in China.

49 

Unit 10: WW I + Chapters 26 and 27 




• What are Alliances 

• What is Militarism 

• What were the Triple Alliance and Triple 

Entente 

• Who were the Central Powers. 

• Who was Archduke Franz Ferdinand and 

what was his significance to World War I 

• What was the Schlieffen Plan and what 

were the consequences of its failure 

• What is Total War 

• What is trench warfare and where were the 

fronts 

• What is propaganda Give examples 

• What were the Zimmerman telegram and 

its significance 

• Define Wilson’s Fourteen Points and give 

3 important issues he wanted to solve 

• What is an Armistice 

• What was the 1918 Flu Pandemic 

• What was the The Versailles Treaty and its 

important elements 

• What are the League of Nations and its 

goals 

• Who was Lenin and what was his role in 

the Russian Revolution 

• Who was Nicholas II 

• Who were the Bolsheviks 

• Who was Joseph Stalin What was his role 

in post-revolution Russia 

• Who was Ataturk Why was he 

important 

• What is apartheid and where was it 

practiced 

• What was the Balfour Declaration 

• Who was Gandhi and what is civil 

disobedience 

• Who were Mao Zedong and Jiang Jieshi, 

what, where the parties and their goals 

• Who was Hirohito 

• Online: Discovery Learning World War I 

and its aftermath. 

• Timeline of events from World War I. 

• Read poems from World War I. Example: 

in Flanders Field have students construct 

their own poems. 

• Have students construct their own quick 

study guides such as the ones in the back of 

the chapters for World War I or chapter 27. 

• World War One Simulation 


• Two DBQ's for World War I are in the 

World History binder. 

- Causes of World War I 

- And a mini DBQ Treaty of Versailles 


Have students compress notes to a sticky size at 

the end of each day with one important thing 

that they have learned. 

Notes 

Chapter 27 sections 1 and 2 can be compressed for content. 

Chapter 28 Sections 1 & 2 fit in well with this unit.

50 




Essential 

Questions 

Content 

Next 

Generation 

Sunshine 

State 

Standards 

Unit 10: World War I (15 days) 


How and where was World War I fought 

How did the Allies win World War I 

What factors influenced the peace treaties that ended 

World War I, and how did people react to the treaties 

How did two revolutions bring about Communist control 

of Russia 

How did Latin Americans struggle for change in the early 

1900s 

How did nationalism contribute to changes in Africa and 

the Middle East 

How did Gandhi and the Congress party work for 

independence in India 

How did China cope with foreign invasion in the early 

1900s 

How did Japan change in the early 20 th Century 

Organize information to show understanding of events. 

World War I 

Russian Revolution 

Latin American reform 

Middle East and African 

Reforms 

Gandhi 

China and spheres of influence 





SS.912.W.6.6: Analyze the causes and effects of 

imperialism. 

SS.912.W.6.7: Identify major events in China during the 

19 th and early 20 th centuries related to imperialism. 

SS.912.W.7.1: Analyze the causes of World War I 

including the formation of European alliances and the 

roles of imperialism, nationalism, and militarism. 

SS.912.W.7.2: Describe the changing nature of warfare 

during World War I. 

SS.912.W.7.3: Summarize significant effects of World 

War I. 

SS.912.W.7.5: Describe the rise of authoritarian 

governments in the Soviet Union, Italy, Germany, and 

Spain, and analyze the policies and main ideas of 

Instruction 

Assessment

51 

Common 

Core 

Standards 

Vladimir Lenin, Joseph Stalin, Benito Mussolini, Adolf 

Hitler, and Francisco Franco. 



time. 










claims. 











Unit 10: DBQ Project: What were the Underlying Causes of World War I

52 


Unit 11: Rise of the Dictators and WW II - Chapters 28 & 29 Timeframe: 10 days 



SS.912.W.7.3 SS.912.W.7.8 SS.912.H.3.1 LACC.910.WHST.1.2 


SS.912.W.7.5 SS.912.W.7.10 LACC.910.RH.3.7 MA.912.A.2.2 

SS.912.W.7.6 SS.912.W.7.11 LACC.910.RH.3.8 

SS.912W.7.7 SS.912.H.1.3 LACC.910.RH.3.9 


• What allowed for the development of totalitarian governments in the period following 

WW I 

• What were the causes, major figures, and key events of WW II 

• What were the effects of WW II 

Understand 


• a variety of issues allowed for the development of totalitarian governments. 

• WW II was caused by a series of events and problems. 

• the Holocaust was an attempted genocide of several groups, especially Jews. 

• WW II was a total war. 

• in the aftermath of WW II, there were new and unsolved problems that led to the Cold 

War. 

Know 


• unsolved problems from WW I and how 

newly developed problems helped cause 

WW II. 

• how and where totalitarian governments 

developed and the major figures in each 

area. 

• the major aspects of fascism and 

communism (Stalinism). 

• the major figures and events that led to 

WW II. 

• the causes and effects of the Holocaust. 

• what allowed the Allies to defeat the Axis 

Powers. 

• how the US forced Japan to surrender. 

• the effects of WW II. 

Do 


• describe the causes and effects of the 

Great Depression. 

• describe the rise of authoritarian 

governments in Italy, Russia and 

Germany. 

• analyze the restriction of rights and use of 

mass terror by various states. 

• trace the causes and key events of WW II. 

• explain the causes, events, and effects of 

the Holocaust. 

• identify the wartime strategy and post-war 

plans of the Allies. 

• summarize the causes and effects of the 

decision to use the atomic bomb. 

• describe the effects of WW II.

53 

Unit 11: Rise of the Dictators and WW II Chapters 28 & 29 



• What were the Great Depression and its cause 

• What is Fascism 

• Who were Benito Mussolini and the Black 

shirts 

• Define Totalitarianism and give examples of 

how Stalin used it to control the USSR. 

• Who was Adolf Hitler and explain his rise to 

power 

• What was Mein Kampf 

• What were the Nuremberg Laws and how did 

they affect people in Germany 

• What was the Munich Conference and what is 

the policy of appeasement 

• Who were the Axis powers 

• Who were the Allied powers 

• What were the Nazi - Soviet Pact and its 

purpose 

• What is Blitzkrieg 

• Who was Winston Churchill 

• What were the Holocaust and its consequences 

• What were the Lend Lease Act and its 

consequences 

• What/when/results of the following battles or 

events 

- Dunkirk. 

- Battle of Britain 

- Pearl Harbor 

- Battle of Midway 

- Stalingrad. 

- D-Day. 

- Bhutan Death March. 

- Hiroshima and Nagasaki 

• Who were the following military 

leaders/countries fought for/characteristics 

- Edwin Rommel. 

- Bernard Montgomery. 

- Dwight Eisenhower. 

- Douglas MacArthur. 

- Yamamoto 

• What were the Yalta Conference, Manhattan 

Project, Marshall Plan, United Nations, 

NATO, and Warsaw Pact and their purposes 


• Generate timeline of World War II events. 

• Have students create posters of totalitarian 

leaders, using words to describe their 

government and their personalities where 

the words form shapes representative of 

that person, i.e. Hitler's mustache. 

• Have students create propaganda posters 

from the point of view of an Allied or Axis 

Power country. 

• In “all-in-one” teacher resources there are 

numerous maps available for Europe, North 

Africa and the war in the Pacific. 


• Students can create a “foldable” of their 

favorite topic from World War II (event, 

person, weapon, etc.). 


• Bellringer: At the beginning of each class 

provide a quote of the day that reflects 

World War II for discussion in class. 

Notes : Chapter 28 sections 1 and 2 can be compressed into graphic organizers See note taking and 

wraparound edition. 

Keep in mind that the first 2 sections of Ch 28 can be combined into Unit 10.

54 




Unit 11: Rise of the Dictators and World War II (10 days) 


Essential How and why did fascism rise in Italy 

Questions How did Stalin transform the Soviet Union into a 

totalitarian state 

How did Hitler and the Nazi party establish and maintain 

a totalitarian government in 

Germany 

What regions were attacked and occupied by the Axis 

powers 

How did the Allies defeat the Axis powers 

What were the effects of World War II 

How did you organize information to show relationships 

among events 

Content Jazz Age 

Harlem Renaissance 

Einstein 

Freud 

Great Depression 

Mussolini, Stalin and Hitler 

Appeasement 

Spanish Civil War 

Blitz 

Japanese attack and defeat 

Next 

Generation 

Sunshine 

State 

Standards 

United Nations 

SS.912.W.7.3: Summarize significant effects of World 

War I. 

SS.912.W.7.4: Describe the causes and effects of the 

German economic crisis of the 1920s and the global 

depression of the 1930s, and analyze how governments 

responded to the Great Depression. 

SS.912.W.7.5: Describe the rise of authoritarian 

governments in the Soviet Union, Italy, Germany, and 

Spain, and analyze the policies and main ideas of 

Vladimir Lenin, Joseph Stalin, Benito Mussolini, Adolf 

Hitler, and Francisco Franco. 

SS.912.W.7.6: Analyze the restriction of individual rights 

and the use of mass terror against populations in the 

Soviet Union, Nazi Germany, and occupied territories. 

SS.912.W.7.7: Trace the causes and key events related to 

World War II. 

SS.912.W.7.8: Explain the causes, events, and effects of 

the Holocaust (1933-1945) including its roots in the long 

Instruction 

Assessment

55 

Common 

Core 

Standards 

tradition of anti-Semitism, 19 th century ideas about race 

and nation, and Nazi dehumanization of the Jews and 

other victims. 

SS.912.W.7.9: Identify the wartime strategy and post-war 

plans of the Allied leaders. 

SS.912.W.7.10: Summarize the causes and effects of 

President Truman’s decision to drop the atomic bombs on 

Japan. 

SS.912.W.7.11: Describe the effects of World War II. 














claims. 










MA.912.A.2.2: Interpret a graph representing a real world 

situation. 


Unit 11: How Did the Versailles Treaty Help Cause World War II

56 


Unit 12: The Cold War - Chapter 30 




SS.912.W.8.1 SS.912.W.9.2 LACC.910.RH.3.8 

SS.912.W.8.2 SS.912.W.9.3 LACC.910.RH.3.9 

SS.912.W.8.3 SS.912.W.9.4 LACC.910.WHST.1.2 




• What were the causes and effects of the Cold War 

• How and why did nationalism become a major post-war factor 

• What led to the fall of the Soviet Union 

Understand 


• the Cold War was a conflict over cultural and political ideology that led to a technological 

and arms race between the United States and Soviet Union. 

• Communism spread from the Soviet Union to other areas of the world. 

• the wars in East and Southeast Asia were caused by nationalist movements. 

• the fall of the Soviet Union was a combination of political, social, and economic events. 

Know 


• the basic characteristics of the Cold 

War, including the development of the 

arms race. 

• the causes and effects of the “Proxy 

Wars.” 

• major changes that occured after WW 

II. 

• the influence of the Soviet Union over 

China and other areas. 

• the reason for the fall of the Soviet 

Union. 

Do 


• identify the US and Soviet aligned 

states in Europe. 

• describe the major characteristics of 

the Cold War. 


the arms race and the Proxy Wars. 

• describe the causes and effects of 

change in the post WW II period. 

• summarize key developments in postwar 

China and describe the causes and 

effects of the 20 th century nationalist 

conflicts. 

• identify the major factors, events, and 

people that led to the fall of the Soviet 

Union.

57 

Unit 12: The Cold War Chapter 30 



• What was the Cold War 

• Define Superpower. Provide examples 

• What was the Berlin Wall and why was 

erected 

• Who were Nikita Khrushchev and his 

manner of leadership 

• What was the Iron Curtain and what is 

its connection to this time period 

• What are Containment and Domino 

theory 

• What is the red scare 

• What is a proxy war Include 

examples. 

• Describe the Cuban Missile Crisis. 

• What were the Great Leap Forward 

and the Cultural Revolution and what 

were the goals of each 

• What were the Korean War (38th 

parallel-demilitarized zone) and its 

significance 

• Who were Ho Chi Minh and the 

Vietcong 

• What were the Tet Offensive its 

significance 

• Describe a Guerrilla War. 

• Who were Pol Pot and the Khmer 

Rouge 

• What is Glasnost 

• Who were Mikael Gorbachev and his 

role in the Cold War 

• Who was Ronald Reagan and what 

was his role in the Cold War 

• Who was Lech Walesa and what was 

his role in the ending of the Cold War 


• Get lyrics to “We Didn't Start the Fire” and 

have students work in groups to make a 

photo album to go with the words. 

• On a map, compare the USSR and presentday 

Russia. 

• Mini DBQ. The Soviet Union. What 

should textbooks emphasize 


• Have students complete the critical 

thinking exercises on page 824 in the text. 

• Compare and contrast the US and Soviet 

Union as Superpowers. 

• Have students research other civilizations 

they think meet the definition of 

Superpower and have them support their 

opinions with facts. 


• Have students write in their notebooks how 

the Cold War still affects their lives and 

the world today. Have them look for 

current events and share with the class. 

Notes:

58 




Essential 

Questions 

Content 

Next 

Generation 

Sunshine 

State 

Standards 

Unit 12: Cold War (10 days) 

Chapter 30 

What were the military and political consequences of the 

Cold War 

How did the United States, Western Europe and Japan 

achieve economic prosperity during the Cold War Years 

What did the Communist victory mean for China and the 

rest of East Asia 

What were the causes and effects of war in Southeast 

Asia 

What were the causes and effects of the Cold War 

Berlin Wall 

Arms race 

Cold war 

NATO 

Cuban Missile Crisis 

Suburbia 

Segregation 

China’s Cultural Revolution 

Korean War 

Vietnam War 

Fall of Soviet Union 

SS.912.W.8.1: Identify the United States and Soviet 

aligned states of Europe, and contrast their political and 

economic characteristics. 

SS.912.W.8.2: Describe characteristics of the early Cold 

War. 

SS.912.W.8.3: Summarize key developments in post-war 

China. 

SS.912.W.8.4: Summarize the causes and effects of the 

arms race and proxy wars in Africa, Asia, Latin America, 

and the Middle East. 

SS.912.W.8.5: Identify the factors that led to the decline 

and fall of communism in the Soviet Union and Eastern 

Europe. 

SS.912.W.8.10: Explain the impact of religious 

fundamentalism in the last half of the 20 th century, and 

identify related events and forces in the Middle East over 

the last several decades. 

SS.912.W.9.2: Describe the causes and effects of post- 

World War II economic and demographic changes. 

SS.912.W.9.3: Explain cultural, historical, and economic 

factors and governmental policies that created the 

Instruction 

Assessment

59 

Common 

Core 

Standards 

opportunities for ethnic cleansing or genocide in 

Cambodia, the Balkans, Rwanda, and Darfur, and describe 

various governmental and non-governmental responses to 

them. 

SS.912.W.9.4: Describe the causes and effects of 

twentieth century nationalist conflicts. 










claims. 












research. 


Unit 12: Mini DBQ: The Soviet Union: What Should Textbooks Emphasize

60 


Unit 13: New Nations & Regional Conflicts – Ch 31-32 









• What were the causes and effects of the post-war independence movements 

• What has been the impact of post-war religious fundamentalism 

• How was the modern state of Israel created and what has led to conflict between Israel 

and the Arab-Muslim world 

Understand 


• the various post-war independence movements have greatly affected the world as a 

whole. 

• the newly independent countries and regions have faced many challenges. 

• religion has played a major role in the development of the Middle East. 

Know 


• the countries, leaders, and goals of the 

areas involved in post-war 

independence movements. 

• both democratic and communist 

movements had successes and failures 

in the post-war period. 

• the impact of religious fundamentalist 

movements in the post-war period. 

• the factors that allowed for attempted 

genocide/ethnic cleansing and the world 

response to these events. 

• the formation of the modern state of 

Israel has led to conflict in the Middle 

East. 

Do 


• compare the various post-war 

independence movements including 

goals, leaders, and success or failure. 

• analyze the success and failure of 

post-war democratic movements. 


the arms race and proxy wars within 

post-war Africa. 

• explain the impact of religious 

fundamentalism in the last half of the 

20 th century. 

• explain the factors that created 

opportunities for genocide and the 

responses to them. 

• explain the cause and effects of 

conflict in the Middle East over the 

last several decades.

61 

Unit 13: New Nations & Regional Conflicts Ch 31-32 



• Partition - Pakistan/India/Bangladesh, 

why did they split 

• Who were Indira Gandhi and Nehru 

Include their roles in Indian 

independence. 

• Where are the Philippines and who was 

Ferdinand Marcos 

• What is a coup d'état Give an 

example. 

• What is a Dictator and who is Mobutu 

Sese Seko 

• What are Islamists Where are they 

found in Africa 

• What is secular versus theocratic 

• Where are Israel and Iran Give 

characteristics for both. 

• Who were Anwar Sadat and Yitzhak 

Rabin 

• Who were Mohammed Mosaddeq, 

Shah Reza Palavi and the Ayatollah 

Khomeini 

• What is ethnic cleansing Provide an 

example. 

• Who was Slobodan Milosevic 

• Where are Chechnya and Kosovo 

• Who are Nelson Mandela and 

Desmond Tutu Why are they 

important South African history 

• Who were the Tutsis and Hutus 

Include what happened in Rwanda. 

• Who is Yasser Arafat (leader of who) 

and what is the Intifada 

• Where is Jerusalem and give two 

reasons for conflict there 

• Who was Saddam Hussein 

• What is an insurgent 


• Maps of the newly developed/created areas. 

(Outline maps pgs 34-35 in All in One) 

• Viewpoints (POV) Exercises 

- Pakistan p. 29 

- Israel p. 50 

- Apartheid p. 51 

• Primary Sources 

- Egypt’s Liberation p. 33 

- A Family in Sarajevo p. 48 

- Sowing “Seeds of Peace” p. 49 


• Essays and writings on various topics. 

- Ethnic Cleansing/Genocide 

- Changes in Africa 

- South Africa and the end of 

Apartheid 

- Reasons for conflict in Jerusalem 


Quick-write – page 851 in text 

--write a short sentence that states a fact about a 

Middle Eastern country. 

--write a second sentence stating a similar or 

different fact about another Middle Eastern 

country. 

--revise sentence by joining the two sentences to 

create a compare/contrast statement. 

Notes: The last 4 chapters include areas of history that most students (and teachers) know little about. This 

may require additional planning time.

62 




Unit 13: New Nations and Regional Conflicts (10 days) 


Essential How did nationalist demands for independence affect South 

Questions Asia and the world 

What challenges did Southeast Asian nations face after winning 

independence 

What challenges did new African nations face 

What were some of the similarities and differences in the 

nations of the Middle East 

What are some causes of conflict in the Middle East 

How do you organize information to show relationships among 

events 

Content Partition of India 

Philippines democracy 

African freedom 

Next 

Generation 

Sunshine 

State 

Standards 


Middle East 

SS.912.W.8.4: Summarize the causes and effects of the arms 

race and proxy wars in Africa, Asia, Latin America, and the 

Middle East. 

SS.912.W.8.6: Explain the 20 th century background for the 

establishment of the modern state of Israel in 1948 and the 

ongoing military and political conflicts between Israel and the 

Arab-Muslim world. 

SS.912.W.8.7: Compare post-war independence movements in 

African, Asian, and Caribbean countries. 

SS.912.W.8.8: Describe the rise/goals of nationalist leaders in 

the post-war era and the impact of their rule on their societies. 

SS.912.W.8.9: Analyze the successes and failures of 

democratic reform movements in Africa, Asia, the Caribbean, 

and Latin America. 


fundamentalism in the last half of the 20 th century, and identify 

related events and forces in the Middle East over the last 

several decades. 

SS.912.W.9.3: Explain cultural, historical, and economic 

factors and governmental policies that created opportunities for 

ethnic cleansing/genocide in Cambodia, the Balkans, Rwanda, 

and Darfur, and describe various governmental/nongovernmental 

responses to them. 

SS.912W.9.4: Describe the causes and effects of twentieth 

century nationalist conflicts. 

SS.912.G.4.9: Use political maps to describe changes in 

boundaries and governments within continents over time. 

Unit 13: Mini DBQ: What Made Gandhi’s Nonviolent Movement Work 

Instruction 

Assessment

63 


Unit 14: The World Today Chapters 33-34 




SS.912.W.8.3 SS.912.W.9.5 LACC.910.RH 2.4 LACC.910.WHST.2.6 

SS.912.W.8.9 SS.912.W.9.6 LACC.910.RH 3.7 LACC.910.WHST.3.8 

SS.912.W.8.10 SS.912.W.9.7 LACC.910.RH 3.8 

SS.912.W.9.1 SS.912.G.2.2 LACC.910.RH 3.9 



• What challenges have Africa, India, China, and Latin America faced as they have attempted 

to develop healthy economies and strong governments 

• What is globalization and how has the world’s economies, governments and societies been 

affected by the process 

• How do poverty, disease, and environmental challenges affect all nations, including threats 

to national and global security 

Understand 

Students will understand . . . 

• the world has not developed at the same rate and each continent faces unique challenges. 

• issues of development can lead to destabilization, regional conflicts and international 

security issues. 

• weak government structure interferes with human rights and development. 

• globalization has led to shifts in world economies and societies in the late 20 th century. 

th 

Know 


• where are the world’s undeveloped and 

developed nations and how challenges of 

these nations are similar and unique 

• the obstacles to development such as disease, 

poverty, population, and bad governance. 

• how the end of the cold war changed the map 

of the world and the interrelationship between 

countries. 

• how globalization has led to changes in trade, 

local economies, and societies including the 

growth of supranational organizations and 

multinational corporations. 

• challenges of the 20 th century led to increased 

concerns for human rights and environmental 

issues. 

• globalization has led to increased problems 

regarding world, national, and regional 

security. 

• the rapid growth of technology has led to 

unprecedented opportunities. 

Do 


• indentify developed/undeveloped continents. 

• discuss problems faced by various 

developing nations and identify major 

hurdles to development. 

• explain population growth’s role in 

development and possible solutions. 

• determine the role that supranational 

organizations such as the E.U. and U.N play 

in the post Cold War world. 

• explain what globalization is and give 

examples of effects on world, regional, and 

local economies. 

• discuss the role of development and 

globalization in environmental issues. 

• list various human rights issues and where 

these issues exist. 

• discuss the role of terrorism and its threat to 

various regions of the world. 

• evaluate how the changes in technology and 

science present challenges for the future.

64 

Unit 14: The World Today Chapters 33-34 Timeframe: 10 days 

Vocabulary 

• What is development and include a list of 

developed and undeveloped continents 

• What is the Green Revolution and 

include its role in feeding the world 

• What is desertification and where the 

world is affected by it 

• What is sustainable development and 

include examples 

• What is agribusiness and how has it 

changed how the world eats 

• What/Where is Tiananmen Square and 

what is its significance 

• Explain China’s One Child policy and 

reasons for its implementation 

• Where are Kolkata and Mumbai and list 

Alternative major challenges Assessment for both 

• Who were the Sandinistas and Contras 

and where were they Include their goals. 

• Alternate What are Assessment the European Union and its 

purpose What is the Euro 

• Who is Vladimir Putin 

• What is globalization and what are 

multinational organizations Provide 

examples of both 

• What are the WTO and its purpose 

• What is a refugee and what are some 20 th 

century issues leading to various refugee 

crises Provide examples 

• What are human Rights and provide 

example 

• What is a fundamentalist 

• What is terrorism Provide an example 

• Where is Afghanistan and who are the 

Taliban and al-Qaeda 

• What is biotechnology and genetic 

engineering 


• On a world map, have students 

identify continents as developed or 

developing. They can list issues 

mentioned by the text inside countries 

facing challenges. 

• Students can list modern technologies 

and how those technologies have 

affected globalization. Examine the 

role of the container in globalization. 

• Research human rights and write a 

speech to the appropriate organization, 

addressing student concerns. 

• Discuss possible future issues with the 

rapidly changing world of genetics. 

Alternate Assessment 

• Students can conduct a case study of 

development in a nation undergoing 

rapid change, such as China or India. 

• Mini DBQ-Chinas One Child Policy 


• Students can bring in current events that 

are related to an issue presented in the 

unit for discussion and possible solutions 

or predictions.

65 




Essential 

Questions 

Content 

Next 

Generation 

Sunshine 

State 

Standards 

Unit 14: The World Today (10 days) 


What challenges have African nations faced in their effort 

to develop their economies 

How do China and India compare in building strong 

economies and democratic governments 

What challenges have Latin American nations faced in 

recent decades in their struggle for democracy and 

prosperity 

How is globalization affecting economies and societies 

around the world 

How do poverty, disease, and environmental challenges 

affect people around the world today 

What kinds of threats to national and global security do 

nations face today 

How have advances in science and technology shaped the 

modern world 

How can context clues help build vocabulary 

China’s modernization 

India’s economy 

Latin American Democracy 

SS.912.W.8.3: Summarize key developments in post-war 

China. 

SS.912.W.8.9: Analyze the successes and failures of 

democratic reform movements in Africa, Asia, the 



fundamentalism in the last half of the 20 th century, and 

identify related events and forces in the Middle East over 

the last several decades. 

SS.912.W.9.1: Identify major scientific figures and 

breakthroughs of the 20 th century, and assess their impact 

on contemporary life. 

SS.912.W.9.2: Describe the causes and effects of post- 

World War II economic and demographic changes. 

SS.912.W.9.4: Describe the causes and effects of 

twentieth century nationalist conflicts. 

SS.912.W.9.5: Assess the social and economic impact of 

pandemics on a global scale, particularly within the 

developing and under-developed world. 

SS.912.W.9.6: Analyze the rise of regional trade blocs 

such as the European Union and NAFTA, and predict the 

impact of increased globalization in the 20 th and 21 st 

Instruction 

Assessment

66 

Common 

Core 

Standards 

centuries. 

SS.912.W.9.7: Describe the impact of and global 

response to international terrorism. 

SS.912.G.2.2: Describe the factors and processes that 

contribute to the differences between developing and 

developed regions of the world. 












claims. 









shared writing products, taking advantage of technology’s 

capacity to link to other information and to display 

information flexibly and dynamically. 

LACC.910.WHST.3.8: 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. 

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 


Unit 14: Mini DBQ: China’s One-Child Policy: Was it a Good Idea

(Unites States History Tab) 

67

68 

United States History Table of Contents 




-Standards Checklist 

-Know-Understand-Do 




Third Nine Weeks 92 



-LDC Civil Rights: MLK v Malcolm X 102 

Fourth Nine Weeks 106 



EOC Packet 115 

-Introduction 

-EOC Break Down 

-Benchmarks 

-Pre-Assessment 


Francine Drabik 

Kimberly Garton 

drabik.francine@brevardschools.org 

garton.kimberly@brevardschools.org

69 

United States History Course Description 


Course Title: United States History 

Course Title: United States History Honors 

Course Abbreviated Title: US HIST 

Course Abbreviated Title: US HIST HON 

Number of Credits: Full credit (1) 

Course Length: Year 


Graduation Requirements: American History (AH) 

General Notes: 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 the 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. 

Special Notes: Additional content that may be contained in the NAEP Grade 12 United States 

History assessment includes material from all time periods on the following topics: 

• Change and Continuity in American Democracy: Ideas, Institutions, Events, Key 

Figures, and Controversies 

• The Gathering and Interactions of Peoples, Cultures, and Ideas 

• Economic and Technological Changes and Their Relationship to Society, Ideas, 

and the Environment 

• The Changing Role of America in the World 

The NAEP frameworks for United States History may be accessed athttp://www.nagb.org/publications/frameworks/history_06.pdf 

Honors/Advanced courses offer a scaffold for learning opportunities for students to develop 

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 



(CIS), etc. Students will develop and demonstrate their skills through participation in a capstone 

and/or extended research-based paper/project (e.g., history fair, participatory citizenship project, 

mock congressional hearing, Supreme Court simulations, projects for competitive evaluation, 

investment portfolio contests or other teacher-directed projects).

70 

United States History Pacing Guide 

Fourth Nine Weeks 

Unit Seven: Politics and Economics of the 

1970s 

•Chapter 19 

Unit Eight: Passage to a New Century 

•Chapters 20, 21, 22 

(17 days) 


Unit One: Bridge to the 20 th Century 

•Chapters 1, 2, 3, 4 

Unit Two: Modern America Emerges 

•Chapters 5, 6, 7 (Chapter 7 may carry 

over to second nine weeks) 

(50 days) 

Review for EOC 

Third Nine Weeks 

Unit Five: The Cold War and 1950s 

•Chapters 13 & 14 

Unit Six: Living with Great Turmoil 

•Chapters 15, 16, 17, and 18 

(50 days) 


Unit Three: The 1920s and the Great 

Depression 

•Chapters 8, 9, 10 

Unit Four: World War II 

•Chapter 11 & 12 

(32 days) 

Review for Semester Exams 

A Common Purpose for United States History

71 

United States History 

First Semester 

Introduction Procedures & Pre Assessment (3 days/1.5 block) 

Unit 1: Bridge to the 20 th Century (30 days/15 block) 

• Chapter 1 (sections 4&5): Civil War and Reconstruction 

• Chapter 2: Settling the West 

• Chapter 3: Industrialization 

• Chapter 4: Urban America 

Unit 2: Modern America Emerges (25 days/12.5 block) 

• Chapter 5: Becoming a World Power 

• Chapter 6: The Progressive Movement 

• Chapter 7: World War I and Its Aftermath 

Unit 3: The 1920s and the Great Depression (20 days/10 block) 

• Chapter 8: The Jazz Age 

• Chapter 9: The Great Depression Begins 

• Chapter 10: Roosevelt and the New Deal 

Unit 4: World War II and Its Aftermath (10 days/5 block) 

• Chapter 11: A World in Flames 

• Chapter 12: America and World War II 

Review for Semester Exams (2 days/1 block) 

Second Semester 

Unit 5: Cold War and the 1950s (15 days/7.5 block) 

• Chapter 13: The Cold War Begins 

• Chapter 14: Postwar America 

Unit 6: Living with Great Turmoil (35 days/17.5 block) 

• Chapter 15: The New Frontier and the Great Society 

• Chapter 16: The Civil Rights Movement 

• Chapter 17: The Vietnam War 

• Chapter 18: The Politics of Protest 

Unit 7: Politics and Economics of the 1970s (5 days/2.5 block) 

• Chapter 19: Politics and Economics 

Unit 8: Passage to a New Century (7 days/3.5 block) 

• Chapter 20: The Resurgence of Conservatism 

• Chapter 21: A Time of Change 

• Chapter 22: America’s Challenges for a New Century 

Review for EOC (5 days/2.5 block) 

***This pacing guide is a recommendation based on predicted EOC dates.

72 

United States History – Content/Literacy Standards 

Course: U.S. History Unit 1: Chapters 1(only sections 4+5) -4 Grades: 10 + 11 


*SS.912.A.1.1 SS.912.A.1.6 *SS.912.A.3.1 W.CCR.1 R.CCR.3 

SS.912.A.1.2 *SS.912.A.2.1 *SS.912.A.3.2 W.CCR.3 R.CCR.4 

SS.912.A.1.3 SS.912.A.2.4 SS.912.A.3.7 R.CCR.1 

SS.912.A.1.4 SS.912.A.2.7 SS.912.A.3.13 R.CCR.2 


• How did the United States government handle early conflicts in the nation’s early 

history 

• How did Reconstruction, Industrialization, and Immigration affect the United States 

(esp. minorities) 

Understand 


• that early U.S. conflicts and advancements led to much political, social, and economic 

strife. 

Know 


• the Causes, turning points, and 

consequences of the Civil War and 

Reconstruction. 

• the 13 th , 14 th , and 15 th Amendments. 

• how Black Codes led to Jim Crow 

laws/segregation. 

• the struggles of settlers, Native 

Americans, and Hispanic Americans 

during westward expansion. 

• government incentives such as the 

Homestead Act encouraged settlement 

of the West. 

• the new advances in technology, new 

inventions, and how these changed 

social, economical, and cultural 

lifestyle in the US. 

• how railroads changed the nation. 

• how industrialization led to the growth 

of corrupt business/governmental 

practices and the formation of unions. 

• the relationship between immigration 

and urbanization. 

Do 


• explain how Reconstruction led to 

segregation. 

• describe how the outcome of the 

Civil War encouraged settlement of 

the Great Plains. 

• evaluate the relationship between the 

Civil War, railroads, cattle, and 

urbanization. 

• analyze how life changed for Native 

Americans and Hispanics as a result 

of Western migration. 

• analyze the onset of industrialization 

and the role of entrepreneurs during 

this period. 

• identify the positives and negatives 

of laissez-faire economics. 

• compare and contrast the first and 

second Industrial Revolutions. 

• critique union tactics during the 


• analyze why immigrants were so 

important to the growth of the US.

73 

United States – Content/Literacy Standards 

Course: United States History Unit 1: Ch. 1-4 Grades 10+11 


*See EOC Section of this guide for a list of 

State recommended vocabulary 

Benchmark SS.912.A.2.1 



Potential Activities (TE=Online) 

~Lincoln’s Second Inaugural Address and 

the Thirteenth Amendment to the 

Constitution- Lesson 5, Day 2 (p. 37 TE) 

~Primary Source Activity on Custer and 

Chief Joseph/Homework Activity- Lesson 3, 

Day 2 (p. 51 TE) 

~Age of Advertising Simulation Activity- 

Lesson 3, Day 2 (p. 63 TE) 

~The Rise of Violence and Intimidation 

Against Southern Blacks Lesson Video + 

Worksheet- Lesson5, Day 1 (p. 85 TE) 



~Have students create a power point 

presentation (can be on a chapter or the 

entire unit at the end) 

~Have students compare and contrast 

people with opposing views throughout 

the text (differentiate by allowing 

students to choose between creating a 

thinking map, a short report, or a song) 

*take it to the next level by finding 

speeches from the two opposing figures 

about the same topic for students to 

analyze and cite. 

~Plessy v. Ferguson 1896 Activity- Lesson 

5, Day 1 (p. 87 TE) 



~Writing activities available in the 

Lesson Reviews (last question) 

~Quick-writes that involve answering a 

Lesson’s “Guiding Question” or 

“Progress Check” Questions 

~Have students use the text in order to 

create thinking maps (individual or with 

a partner). 

Tips/Suggestions: 

~Use the vocabulary lists to create a word wall (preferably student-made). 

~Since the EOC covers the Civil War and Reconstruction, do not neglect these “review” 

chapters. 

~Introduce how to analyze various primary and secondary documents/visual. Model how 

to approach each type. 

~Make sure students know the 50 States on a map.

74 


Subject: US HIST 

Textbook: United States History and Geography: Modern Times 

Essential 

Questions 

Content 

Next 

Generation 

Sunshine 

State 

Standards 

Unit 1: Bridge to the 20 th Century (30 days) 

Chapters 1 (only sections 4 & 5), 2, 3, 4 

What characteristics define a society 

How do people form governments 

What were the cultural, economic, and political 

differences that led to the Civil War 

How effective were the various plans for Reconstruction 

Why would people take on the challenges of life in the 

West 

How did the United States become an industrialized 

society after the Civil War 

How did immigration impact the U.S. in the late 1800s 

How is urban life different from rural life 

Manifest Destiny 

Westward expansion and its effect on slavery 

The Union Dissolves 

The Civil War: Causes, Turning Points, Consequences 

Reconstruction 

Growth & Culture of the West 

Struggles of settlers and Native Americans 

Industrialization and railroads 

Rise of big business 

Unions 

Immigration and urbanization 

Social Reform 

Gilded Age 

The rise of segregation 

*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.1.6: Use case studies to explore social, political, 

legal, and economic relationships in history. 

Instruction 

Assessment

SS.912.A.1.7: Describe various socio-cultural aspects of 

American life including arts, artifacts, literature, 

education, and publications. 

*SS.912.A.2.1: Review causes and consequences of the 

Civil War. 

SS.912.A.2.3: Describe the issues that divided 

Republicans during the early Reconstruction era. 

SS.912.A.2.4: Distinguish the freedoms guaranteed to 

African Americans and other groups with the 13th, 14th, 

and 15th Amendments to the Constitution. 

SS.912.A.2.5: Assess how Jim Crow Laws influenced life 

for African Americans and other racial/ethnic minority 

groups. 

SS.912.A.2.6: Compare the effects of the Black Codes 

and the Nadir on freed people, and analyze the 

sharecropping system and debt peonage as practiced in the 

United States. 

SS.912.A.2.7: Review the Native American experience. 

*SS.912.A.3.1: Analyze the economic challenges to 

American farmers and farmers' responses to these 

challenges in the mid to late 1800s. 

*SS.912.A.3.2: Examine the social, political, and 

economic causes, course, and consequences of the second 

Industrial Revolution that began in the late 19th century. 

SS.912.A.3.3: Compare the first and second Industrial 

Revolutions in the United States. 

SS.912.A.3.4: Determine how the development of steel, 

oil, transportation, communication, and business practices 

affected the United States economy. 

SS.912.A.3.5: Identify significant inventors of the 

Industrial Revolution including African Americans and 

women. 

SS.912.A.3.6: Analyze changes that occurred as the 

United States shifted from agrarian to an industrial 

society. 

SS.912.A.3.7: Compare the experience of European 

immigrants in the east to that of Asian immigrants in the 

west (the Chinese Exclusion Act, Gentlemen's Agreement 

with Japan). 

SS.912.A.3.8: Examine the importance of social change 

and reform in the late 19th and early 20th centuries (class 

system, migration from farms to cities, Social Gospel 

movement, role of settlement houses and churches in 

providing services to the poor). 

SS.912.A.3.9: Examine causes, course, and consequences 

of the labor movement in the late 19th and early 20th 

75

76 

Common 

Core 

Standards 

centuries. 

SS.912.A.3.10: Review different economic and 

philosophic ideologies. 

SS.912.A.3.11: Analyze the impact of political machines 

in United States cities in the late 19th and early 20th 

centuries. 

SS.912.A.3.12: Compare how different nongovernmental 

organizations and progressives worked to shape public 

policy, restore economic opportunities, and correct 

injustices in American life. 

SS.912.A.3.13: Examine key events and peoples in 

Florida history as they relate to United States history. 




place. 




the push/pull factors contributing to human migration 

within and among places. 




SS.912.H.1.1: Relate works in the arts (architecture, 

dance, music, theatre, and visual arts) of varying styles 

and genre according to periods when they were created. 

SS.912.H.1.5: Examine artistic response to social issues 

and new ideas in various cultures. 





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). 

LACC.1112.RH.3.7: 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. 

LACC.1112.RH.3.8: Evaluate an author’s premises, 

claims, and evidence by corroborating or challenging 

them with other information. 

LACC.1112.RH.3.9: Integrate information from diverse 

sources, both primary and secondary, into a coherent

understanding of an idea or event, noting discrepancies 

among sources. 







research. 

*Standards tested directly on the EOC exam 

77

78 


Course: United States History Unit 2 (Ch. 5-7) Grades: 10 + 11 


SS.912.A.1.2 SS.912.A.3.12 *SS.912.A.5.5 LA.CCW.CCR.4 

SS.912.A.1.3 *SS.912.A.4.5 LA.CCR.CCR.6 

SS.912.A.1.4 SS.912.A.4.6 LA.CCR.CCR.7 

*SS.912.A.4.1 SS.912.A.4.9 LA.CCW.CCR.2 


• What were the motives for U.S. imperialism and how did it lead to a stronger U.S. 

influence throughout the world 

• How did the progressives attempt to correct political and social injustices caused by late 

19 th century changes 

• How did WWI affect both domestic and foreign policy 

Understand 


• the U.S. desire for new markets and world superiority led to domestic and foreign 

policy changes. 

• corruption, urbanization, and industrialization all contributed to widespread social, 

political, and economic reform. 

Know 


• the thirst for new markets, militarism, 

and nationalism led to imperialism. 

• causes, course, and consequences of the 

Spanish-American War. 

• the successes and failures of the foreign 

policy decisions made by Roosevelt, 

Taft, and Wilson. 

• the role of middle-class women in 

progressive reforms (at a local level). 

• how progressives worked to reform 

public policy, restore economics 

opportunities, and correct injustices. 

• the direct and indirect causes of WWI 

o Militarism, nationalism, 

imperialism, alliances 

o Assassination of Archduke 

Ferdinand 

o Lusitania/Zimmermann note 

• the individual (minorities), 

governmental, and industrial responses 

to mobilize for WWI 

• the controversy surrounding the Treaty 

of Versailles 

Do 


• connect imperialistic acquisitions to 

imperial motives. 

• identify Florida’s role in the Spanish- 

American War. 

• compare and contrast the imperial 

policies of Roosevelt, Taft, and 

Wilson. 

• analyze how successful progressive 

reforms were at solving society’s 

problems. 

• interpret the quote “make the world 

safe for democracy” and connect it to 

the causes for U.S. involvement in 

WWI. 

• compare and contrast the WWI home 

front experiences of minorities 

(German Americans, African 

Americans, Hispanic Americans, 

women…etc.). 

• describe the different perspectives 

concerning the components of the 

Treaty of Versailles.

79 


Course: United States History Unit 2 (ch. 5-7) Grades 10+11 


*See EOC section of this guide for a list 

of State recommended vocabulary 


Benchmark SS.912.A. 4.5 

Settlement Houses 

Social Gospel Movement 

Initiative, referendum, recall 

Muckrakers 

Upton Sinclair/The Jungle 

Jane Addams & Florence Kelley 

Federal Reserve Act 

Clayton Anti-Trust Act 

Square Deal 

19 th amendment 


~ “Who Sank the Maine” Simulation 

Activity Worksheet- Lesson 2, Day 1 (p. 

97 TE) 

~ DBQ “Should the United States Have 

Annexed the Philippines” DBQ Project 

Binder, Volume 2 

~IGO “Presidential Diplomacy” 

Interactive Graphic Organizer- Lesson 3, 

Day 2 (p.103 TE) 

~ “NAACP” Primary Source Activity- 


~ “WWI Alliances” simulation activity- 

Lesson1, Day 1 (p.129 TE) 

~ “Congressional Record, March 4, 1917, 

Wars Memoirs of Robert Lansing” 

worksheet (Students have to take a 

position) - Lesson 1, Day1 (p.129 TE) 


~Create a timeline of the top ten events 

surrounding the unit (1872-1920) and 

write a half page summary of why these 

events were chosen. 

~Students create test questions for any 

section using the critical thinking 

question starters. 

~DBQ “Progressivism: Where Will You 

Put Your Million Dollars” DBQ 

Project Binder, Volume 2 


~Match primary and secondary sources 

(teacher generated) to one of the motives 

of imperialism as a class review. 

~Use a think, pair, share and have 

students discuss three causes of WWI. 


~Before beginning this unit, have students label various world maps that would help them 

identify the locations discussed in this time period

80 




Essential 

Questions 

Content 

Unit 2: Modern America Emerges (25 days) 


What caused the United States to exert itself as a world 

power 

How was the Spanish-American War different from 

earlier U.S. wars 

How did the ideas of Roosevelt, Taft, and Wilson affect 

U.S. foreign policy 

How did progressives hope to make government more 

efficient and responsive to citizens 

What role did the progressives play in the fight for 

women’s rights and suffrage 

How much should a president’s personal beliefs shape 

national policy 

What events motivated the United States to join World 

War I 

How did World War I impact America 

Imperialism 

American expansion into the Pacific 

Diplomacy in Latin America 

The Spanish American War: Causes, Turning Points, 

Consequences 

Diplomacy in Asia 

Roosevelt Corollary 

Taft’s Dollar Diplomacy 

Wilson’s Moral Diplomacy 

Rise of Progressivism 

Reforming government and social problems 

Women’s Suffrage 

The presidential impact of Teddy Roosevelt, Taft, and 

Wilson 

Progressivism Legacy and Limits 

World War I: Causes, Turning Points, Consequences 

Instruction 

Assessment

81 

Next 

Generation 

Sunshine 

State 

Standards 




history. 




period. 









*SS.912.A.4.1: Analyze the major factors that drove 

United States imperialism. 

SS.912.A.4.2: Explain the motives of the United States 

acquisition of the territories. 

SS.912.A.4.3: Examine causes, course, and consequences 

of the Spanish American War. 

SS.912.A.4.4: Analyze the economic, military, and 

security motivations of the United States to complete the 

Panama Canal as well as major obstacles involved in its 

construction 

*SS.912.A.4.5: Examine causes, course, and 

consequences of United States involvement in World War 

I. 

SS.912.A.4.6: Examine how the United States 

government prepared the nation for war with war 

measures (Selective Service Act, War Industries Board, 

war bonds, Espionage Act, Sedition Act, Committee of 

Public Information). 

SS.912.A.4.7: Examine the impact of airplanes, 

battleships, new weaponry and chemical warfare in 

creating new war strategies (trench warfare, convoys). 

SS.912.A.4.8: Compare the experiences Americans 

(African Americans, Hispanics, Asians, women, 

conscientious objectors) had while serving in Europe. 

SS.912.A.4.9: Compare how the war impacted German 

Americans, Asian Americans, African Americans, 

Hispanic Americans, Jewish Americans, Native 

Americans, women and dissenters in the United States 

SS.912.A.4.10: Examine the provisions of the Treaty of 

Versailles and the failure of the United States to support

82 

Common 

Core 

Standards 

the League of Nations. 



SS.912.A.5.1: Discuss the economic outcomes of 

demobilization. 

SS.912.A.5.2: Explain the causes of the public reaction 

(Sacco and Vanzetti, labor, racial unrest) associated with 

the Red Scare. 

*SS.912.A.5.5: Describe efforts by the United States and 

other world powers to avoid future wars. 




place. 


and scale to solve simple location problems using maps 

and globes. 














sources, both primary and secondary, into a coherent 










*Standards tested directly on the EOC exam

83 






SS.912.A.1.7 *SS.912.A.5.10 LA.CCW.CCR.5 

*SS.912.A.5.3 *SS.912.A.5.11 LA.CCW.CCR.7 


• How was social and economic life different in the early twentieth century from that of 

the late nineteenth century 

• What were the causes and effects of the Great Depression and New Deal in the U.S. 

Understand 


• that the economic boom during the Roaring Twenties changed consumerism, business, 

manufacturing, and advertising. 

• that the Great Depression and the New Deal dramatically altered American social 

fabric, economic practices, and the role of government. 

Know 


• how the United States changed its 

economic and foreign policy after 

WWI. 

• the social and cultural changes of the 

1920s. 

• varying points of view related to the 

desire to expand and restrict civil 

rights for women and other minorities. 

• the underlying conditions that led to 

the collapse of the U.S. economy. 

• how the New Deal addressed the 

problems of the Great Depression. 

• how both the Great Depression and 

the New Deal affected the lives of 

Americans. 

• the impact of this time period on 

Florida’s tourism and land 

development. 

Do 


• identify examples of how the 

United States made efforts to 

achieve a more permanent peace 

following WWI. 

• compare and contrast the 

viewpoints of Booker T. 

Washington, W.E.B. Dubois, and 

Marcus Garvey. 

• describe the role of business, 

government, and consumers in 

causing the Great Depression. 

• analyze the successes and failures 

of the New Deal programs. 

• evaluate the experiences of the 

Great Depression and New Deal on 

multiple groups (i.e. farmers, poor 

families, wealthy, minorities). 

• explain the relationship between 

land speculation and the boom in 

Florida’s economy.

84 


Course: United States History Unit 3 (Ch. 8-10) Grades 10+11 









~ “Impact of the Automobile” Activity 

worksheet- Lesson 3, Day 1 (p. 151 TE) 

~ “Sacco and Vanzetti” activity – Lesson 

3, Day 1 (p. 153) 

~ “Harlem Renaissance” Activity- 


~ “Stock Market Crash” simulation 

activity and the IWBA Activity beneath 

it- Lesson 1, Day 1 (p.165 TE) 

~ Lesson Video and Worksheet “Life 

during the Great Depression”- Lesson 2, 

Day 1 (p. 167 TE) 

~ “Effects of the New Deal” 

Activity/Cartoon worksheet- Lesson 1, 

Day 1 (p. 180 TE) 

~DBQ “What Caused the Dust Bowl” – 

DBQ Project Binder, Volume 2 


~Have students do further research to 

create a biographical sketch of 

important individuals from the Harlem 

Renaissance both in Florida and 

nationally. 

~DBQ “Prohibition: Why Did American 

Change Its Mind” – DBQ Project 


~Place students in groups and have 

them create a skit/news report that 

identifies important concepts of the 

Great Depression/New Deal. 

+Stock market crash 

+Dust Bowl 

+Hoovervilles 

+Fireside Chats 


~Have students use either a Thinking 

Map or T-Chart to list ten New Deal 

programs and what problem each 

addressed. 

~Have students write an Exit Slip with 

two concepts from the lesson they 

understand and two things they still find 

confusing. 


~This unit is a great opportunity to bring in more primary and secondary sources such as 

songs, speeches, pictures/cartoons…etc.

85 


Subject: US HIST Textbook: United States History and Geography: Modern Times 

Unit 3: The 1920s and the Great Depression (20 days) 


Essential How was social and economic life different in the early 

Questions twentieth century from that of the late nineteenth century 

How has the cultural identity of the United States changed 

over time 

What were the causes and effects of the Great Depression 

in the U.S. and the world 

Is government responsible for the economic well-being of 

its citizens and can the government fix the economy 

How were people’s lives changed by the New Deal 

Content The politics of the 1920s 

The rise of new industries 

New consumer society 

Nativism and immigration policies 

Clash of Cultures 

Art & Literature of the 1920s 

African Americans and 1920s Politics 

Causes, Course, and Consequences of the Great 

Depression 

Art & Entertainment in the 1930s 

Relief, Reform, and Recovery programs of the New Deal 

Launching the Second New Deal 

Next 

Generation 

Sunshine 

State 

Standards 

Court-Packing and the end of the New Deal 




history. 




period. 










*SS.912.A.5.3: Examine the impact of United States 

foreign economic policy during the 1920s. 

Instruction 

Assessment

86 

Common 

Core 

Standards 

SS.912.A.5.4: Evaluate how the economic boom during 

the Roaring Twenties changed consumers, businesses, 

manufacturing, and marketing practices. 

SS.912.A.5.6: Analyze the influence that Hollywood, the 

Harlem Renaissance, the Fundamentalist movement, and 

prohibition had in changing American society in the 

1920s. 

SS.912.A.5.7: Examine the freedom movements that 

advocated civil rights for African Americans, Latinos, 

Asians, and women. 

SS.912.A.5.8: Compare the views of Booker T. 

Washington, W.E.B. DuBois, and Marcus Garvey relating 

to the African American experience. 

SS.912.A.5.9: Explain why support for the Ku Klux Klan 

varied in the 1920s with respect to issues such as antiimmigration, 

anti-African American, anti-Catholic, anti- 

Jewish, anti-women, and anti-union ideas. 

*SS.912.A.5.10: Analyze support for and resistance to 

civil rights for women, African Americans, Native 

Americans, and other minorities. 


consequences of the Great Depression and the New Deal. 

SS.912.A.5.12: Examine key events and people in Florida 

history as they relate to United States history. 









and genre according to the periods in which they were 

created. 












sources of information presented in diverse formats and












research. 





87

88 


Course: United States History Unit 4 (Ch. 11+12) Grades: 10+11 



SS.912.A.1.3 SS.912.A.6.4 LA.CCW.CCR.7 

SS.912.A.1.4 SS.912.A.6.5 LA.CCW.CCR.9 

*SS.912.A.6.1 SS.912.A.6.9 

Essential Question 

• What were the causes, course, and consequences of WWII 

Understand 


• that lingering political and economic issues leftover from WWI played a large role in 

causing WWII. 

• that during WWII the U.S. went through much economic and social change. 

Know 


• the social, political, and economic 

causes of WWII. 

• the significance of Pearl Harbor and 

the declaration of war against Japan. 

• the roles played by individuals, 

specifically women and minority 

groups, in the home front and overseas 

activities. 

• how the government mobilized the 

economy, financed the war, and later 

stabilized the wartime economy. 

• the military strategies of the Allied 

forces in Europe, North Africa, and 

the Pacific. 

• the events of the Holocaust and the 

atrocities committed against Europe’s 

Jews. 

• the reasons for the formation of the 

United Nations. 

• what military strategies were available 

at the end of WWII and why the 

atomic bomb was used. 

Do 


• identify specific policies and events 

that moved the U.S. from 

isolationist/neutral to engaged in 

WWII. 

• describe why the Battle of Midway 

was a turning point in the war. 

• explain how new battle strategies 

changed the outcome of the war. 

• evaluate the significance of D-Day. 

• compare and contrast at least two 

minority groups’ progress in WWII. 

• describe the relationship between the 

United Nations and Mary McLeod 

Bethune. 

• critique the various viewpoints 

surrounding the decision to use 

nuclear weapons at the end of WWII.

89 


Course: United States History Unit 4 (Ch.11+12) Grades 10+11 






~Have students answer the Progress Check 

Questions and the Lesson Review Questions 

for a portion of or all of Ch. 11 as you 

discuss WWII (SE) 

~DBQ “Why Did the Japanese Bomb Pearl 

Harbor” DBQ Project Binder, Volume 2 

~ “Island-Hopping Across the Pacific” 

Activity- Lesson 2, Day 1 (p. 217 TE) 

~ “Omaha Beach” Activity Worksheet- 


~ “The War Ends” Video Activity and 

Worksheet- Lesson 4, Day 1 (p. 225 TE) 


~Have students create their own WWII 

propaganda posters (after several 

examples from the time period are 

shown). 

~ Carousel Activity: In groups, students 

can write down the top events or 

happenings of WWII on a piece of 

poster paper (display paper for each 

group on your walls and spread them 

out). Give students 5 minutes for their 

original posters and then have them 

rotate to the next poster every 2 minutes 

in order to add missing events from the 

other groups’ posters. Discuss the 

outcome of the activity. You could also 

break them into groups by section, by 

chapter, or by dates (beginning, middle, 

and end of the war). 


~As a class, create a Cause/Effect chart 

reviewing WWII. 

~Reciprocal Teaching: Choose 6 Main 

Ideas or Vocabulary Words from the 

WWII, have students turn to a partner, 

have them split the words in half (each 

student has 3 Main Ideas or Vocab. 

Words), each student has to “teach” their 

3 concepts to their partner. (7 minutes to 

prepare/7 minutes to teach) 


~Do a geography review of the map of Europe. Show how Europe changed by the war’s end. 

~Use Primary Sources from this time period such as political cartoons, quotes, and 

photographs as Bell Work. Create a few analytical questions that go along with your 

“Primary Source of the Day.” You could also use documents from DBQs instead of creating 

them yourself. You could have them do a document a day and do the essay when they are 

finished with the entire DBQ.

90 




Essential 

Questions 

Content 

Next 

Generation 

Sunshine 

State 

Standards 

Unit 4: World War II (10 days) 

Chapters 11 & 12 

What were the causes, course, and consequences of World 

War II 

In what ways could World War II have been prevented 

What were the reasons behind the Nazi’s persecution of 

the Jews and the problems facing Jewish refugees 

What kinds of sacrifices does war require 

How did American war strategies in the European and 

Pacific theaters differ 

How did World War II affect minority groups on the 

home front 

World War II beginnings, turning points, and 

consequences 

Japan’s attack on Pearl Harbor 

The Holocaust 

American military, social and economic life during WWII 

The War in the Pacific 

The War in Europe 

Dropping the Atomic Bomb 




history. 




period. 










consequences of World War II on the United States and 

the world. 

SS.912.A.6.2: Describe the United States response in the 

early years of World War II (Neutrality Acts, Cash and 

Carry, Lend Lease Act). 

SS.912.A.6.3: Analyze the impact of the Holocaust during 

Instruction 

Assessment

91 

Common 

Core 

Standards 

World War II on Jews as well as other groups. 

SS.912.A.6.4: Examine efforts to expand or contract 

rights for various populations during World War II. 

SS.912.A.6.5: Explain the impact of World War II on 

domestic government policy. 

SS.912.A.6.6: Analyze the use of atomic weapons during 

World War II and the aftermath of the bombings. 

SS.912.A.6.7: Describe the attempts to promote 

international justice through the Nuremberg Trials. 

SS.912.A.6.9: Describe the rationale for the formation of 

the United Nations, including the contribution of Mary 

McLeod Bethune. 






place. 


and scale to solve simple location problems using maps 

and globes. 






















92 


Course: United States History Unit 5 (Ch. 13+14) Grades: 10 + 11 


*Analay SS.912.A.1.2 SS.912.A.6.12 LA.CCW.CCR.6 


SS.912.A.1.7 *SS.912.A.7.1 LA.CCR.CCR.2 

*SS.912.A.6.10 SS.912.A.7.2 LA.CCR.CCR.8 


• How did the Cold War shape postwar international relations and create tension within 

American society 

Understand 


• that competition for stronger world influence and ideological differences led to drastic 

foreign policy changes and high levels of hysteria during the Cold War. 

• an economic boom during the 1950s led to increases in consumerism and changes in 

American business, the workforce, technology, and families. 

Know 


• the social, political, and economic 

causes of the early years of the Cold 

War. 

• how different U.S. presidents handled 

Cold War challenges both 

domestically and abroad. 

• why the U.S. economy experienced 

an economic boom during the 1950s. 

• the groups and regions of the nation 

that experienced higher levels of 

poverty than the rest of the country 

during the 1950s. 

• how the role of women and families 

changed in the 1950s. 

• the long-term effects of postwar 

prosperity. 

Do 


• explain the term “iron curtain” and 

how it is related to Truman’s foreign 

policy of containment. 

• identify key events that led to 

increased tensions between the Soviet 

Union and US. 

• analyze the justifications of McCarthy 

and home front organizations such as 

Loyalty Boards and HUAC. 

• evaluate Eisenhower’s decisions in the 

Korean War and the Space Race. 

• identify social, political, and economic 

factors that contributed to post WWII 

prosperity. 

• explain the impact of demobilization 

on the economy. 

• analyze the economic results of innercity 

urban decline during the postwar 

years. 

• list examples of new American 

prosperity in the 1950s. 

• compare and contrast the role of 

women and family structure before 

and after WWII.

93 


Course: United States History Unit 5 (Ch. 13+14) Grades 10+11 








~ “Universal Declaration of Human Rights” 


~ “Berlin After WWII” Geography and 

History Activity- Lesson 1, Day 1 (p.235 

TE) 

~ “Truman vs. MacArthur” cartoon 

worksheet (p.239 TE) 

~ “The Cold War and U.S. Society” 

Homework Activity- Lesson 3, Day 1 (p. 241 

TE) 

~ “The Cold War” Political Cartoons 

Activity- Lesson 3, Day 1 (p.241 TE) 

~ “Postwar Boom and Inflation” Activity- 

Lesson1, Day 1 (p.253 TE) 

~ “Prosperity in Suburbia” and “Analyzing 

Primary Sources” Activities- Lesson 3, Day 

1 (p. 259 TE) 

~ “Social Challenges of the 1950s” Video 

and Worksheet Activity- Lesson 3, Day 1 (p. 

260 TE) 


~Have students create their own Critical 

Thinking Questions using the higher 

order question starters. 

~Have students use the textbook and 

outside research to create a poster on 

one of the major cultural topics of the 

1950s and then do a classroom gallery 

walk. 


~ During the lesson periodically have 

students hold up colored index cards to 

show understanding (i.e. green for 

complete understanding; yellow for 

partial; red for no understanding) 

~Jeopardy-style review game of material 


~Make sure to review the end of WWII since students will have just had a long holiday 

break 

~Fantastic unit for visuals and outside sources

94 




Essential 

Questions 

Content 

Next 

Generation 

Sunshine 

State 

Standards 

Unit 5: The Cold War and the 1950s (15 days) 

Chapters 13 & 14 

How did the Cold War shape postwar international 

relations 

How did Cold War tensions affect American society 

How did prosperity in the 1950s change the way people 

lived 

Building a New World 

Korean War 

New Red Scare 

Nuclear brinkmanship 

The Truman Administration 

The Eisenhower Administration 

The Affluent Society 

Poverty Amid Prosperity 

SS.912.A.1.1: Describe the importance of historiography, 

which includes how historical knowledge is obtained and 

transmitted, when interpreting events in history. 




period. 







SS.912.A.1.5: Evaluate the validity, reliability, bias, and 

authenticity of current events and Internet resources. 







consequences of the early years of the Cold War (Truman 

Doctrine, Marshall Plan, NATO, Warsaw Pact). 

SS.912.A.6.11: Examine the controversy surrounding the 

proliferation of nuclear technology in the United States 

and the world. 

SS.912.A.6.12: Examine causes, course, and 

consequences of the Korean War. 

Instruction 

Assessment

95 

Common 

Core 

Standards 

SS.912.A.6.13: Analyze significant foreign policy events 

during the Truman, Eisenhower, Kennedy, Johnson, and 

Nixon administrations. 

*SS.912.A.7.1: Identify causes for Post-World War II 

prosperity and its effects on American society. 

SS.912.A.7.2: Compare the relative prosperity between 

different ethnic groups and social classes in the post- 

World War II period. 

SS.912.A.7.3: Examine the changing status of women in 

the United States from post-World War II to present. 

SS.912.A.7.17: Examine key events and key people in 





place. 









created. 



and new ideas in various cultures 


















as needed by planning, revising, editing, rewriting, or

96 



LACC.1112.WHST.3.8: 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. 


97 




*Analay SS.912.A.1.2 *SS.912.A.7.4 SS.912.A.7.9 SS.912.A.7.13 R.CCR.2 

SS.912.A.1.4 SS.912.A.7.5 SS.912.A.7.10 W.CCR.1 R.CCR.4 

SS.912.A.1.6 *SS.912.A.7.6 *SS.912.A.7.11 W.CCR.2 R.CCR.8 

SS.912.A.6.13 *SS.912.A.7.8 *SS.912.A.7.12 W.CCR.3 


How did the presidents of the 1960s tackle the various political, social, and economic problems 

both domestic and abroad 

Understand 


• that the Cold War continued to be a main concern during this era and that many U.S. 

presidents struggled with policies abroad while tackling war protests at home. 

• that the Civil Rights Movement gained momentum after WWII, which led to many 

protests and new federal legislation supporting minority rights. 

Know 


• how major foreign policy events of the, 

Kennedy and Johnson, administrations 

changed the U.S. socially and 

politically. 

• the importance of the Warren Court 

rulings and how they changed U.S. 

politics and society. 

• the different parts of Kennedy’s “New 

Frontier” plan and how his programs to 

combat communism were different from 

previous presidents. 

• the reasons for nonviolent protests in 

fighting racism and the outcome of each 

major protest. 

• how the U.S. increased its influence in 

the Vietnam War during the Kennedy 

and Johnson administrations. 

• the legislation that was passed 

concerning the discrimination of 

African Americans, Women, and 

Latinos. 

Do 


• identify the influence of the media on 

public opinion concerning presidential 

foreign policy during this era. 

• evaluate the impact that the Warren 

Court had on social change during this 

time period. 

• critique how the Kennedy 

Administration handled the Bay of Pigs 

invasion, the construction of the Berlin 

Wall, and the Cuban Missile Crisis. 

• compare and contrast the changing 

methods of civil rights protests from the 

earliest days through the 1960s. 

• sequence the events of the Vietnam 

War in the proper chronological order. 

• compare and contrast the struggles of 

disadvantaged minority groups during 

the 1950s-70s and evaluate the success 

of their fight for equality (African 

Americans, Women, Hispanics, and 

Native Americans).

98 


Course: United States History Unit 6 (Ch. 15-18) Grades 10+11 






Benchmark SS.912.A.7.8 (not all) 


~Have students compare/contrast a 

MLK speech and a Malcolm X speech. 

Have them “mark the text” in order to 

locate possible differences and 

similarities. 

~Hold a classroom debate on which 

students must take a side on whether or 

not Johnson was a successful or 

unsuccessful president. Students must 

back up their arguments with evidence 

from the text or other outside articles. 

~As a class, listen to and discuss 

Vietnam era music both supportive and 

antiwar. 


~ “JFK on the Cuban Missile Crisis” Primary 

Source Activity- Lesson 2, Day 1 (p. 273 

TE) 

~DBQ “The Geography of the Cold War: 

What Was Containment” DBQ Project 


~ “The Other America” Primary Source 


~ “Civil Rights Leaders” Simulation 

Activity- Lesson 2, Day 2 AND Lesson 3, 

Day 2 (pp. 287 + 289 TE) 

~ “Newspaper Editorial” Vietnam 

Homework Assignment- Lesson 1, Day 1 (p. 

297 TE) 

~ “The Vietnam War” Political Cartoon 


~ “Analyzing Primary Sources” Homework 


~ “Students and the Counterculture” Video 

and Worksheet- Lesson 1, Day 1 (p. 311 TE) 

~ “The Equal Rights Amendment” Activity- 

Lesson2, Day 2 (p. 313 TE) 

~DBQ “What Made Cesar Chavez an 

Effective Leader” DBQ Project Binder, 

Volume 2 


~ Classroom Review: After discussing all 

of the presidents that were involved in 

the Vietnam War, have the class fill out a 

Thinking Map or a multi-faceted Venn 

Diagram that compares and contrasts 

each man’s involvement in the war. 

~Have students answer an Exit Slip 

question that focuses on the Civil 

Rights/Equal Rights Eras. 


~Since this Unit includes many chapters and a lot of information, try to hit on the main 

ideas, themes, people, and events of the era. 

~Using the textbook may get monotonous, so be sure to pull in outside sources (documents, 

educational articles, political cartoons, speeches, videos, and old TV footage).

99 




Essential 

Questions 

Content 

Next 

Generation 

Sunshine 

State 

Standards 

Unit 6: Living with Great Turmoil (35 days) 

Chapters 15, 16, 17, 18 

How did President Kenney and Johnson change American 

society 

How did the Warren Court’s decisions impact American 

life 

Why did the Civil Rights Movement make gains in 

postwar America 

What were the causes, course, and consequences of the 

Vietnam War 

Why were the 1960s a decade of turmoil 

How has society changed for students, women, and 

Latinos 

Kennedy and the New Frontier 

Warren Court reforms 

JFK & the Cold War 

The Great Society 

The Civil Rights Movement (origins, people, events, 

successes, failures) 

The Vietnam War 

The Antiwar Movement 

The Feminist Movement 

Latinos Migrate & Organize 







period. 














Instruction 

Assessment

SS.912.A.6.13: Analyze significant foreign policy events 



*SS.912.A.7.4: Evaluate the success of 1960s era 

presidents' foreign and domestic policies. 

SS.912.A.7.5: Compare nonviolent and violent 

approaches utilized by groups (African Americans, 

women, Native Americans, Hispanics) to achieve civil 

rights. 

*SS.912.A.7.6: Assess key figures and organizations in 

shaping the Civil Rights Movement and Black Power 

Movement. 

SS.912.A.7.7: Assess the building of coalitions between 

African Americans, whites, and other groups in achieving 

integration and equal rights. 

*SS.912.A.7.8: Analyze significant Supreme Court 

decisions relating to integration, busing, affirmative 

action, the rights of the accused, and reproductive rights. 

SS.912.A.7.9: Examine the similarities of social 

movements (Native Americans, Hispanics, women, antiwar 

protesters) of the 1960s and 1970s. 

SS.912.A.7.10: Analyze the significance of Vietnam and 

Watergate on the government and people of the United 

States. 

*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. 

*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. 

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. 






place. 







100

101 



created. 




Common 

Core 

Standards 






























102 

Template Task/Analysis Task 21 

U.S. History Lesson 

“Civil Rights: MLK v. Malcolm X” 


Task 21/Analysis: 

How were the opinions and rhetoric of Dr. Martin Luther King Jr. 

and Malcolm X different/similar in respect to achieving full equal 

rights for African Americans 

After reading/listening to the four speeches of MLK and 

Malcolm X listed below, write an essay that addresses the essential 

question and analyzes how both Civil Rights leaders approached 

integration similarly and differently, providing examples from the 

speeches to clarify and support your analysis. What conclusions or 

implications can you draw 

L2: In your essay, address how each man’s background 

influenced his opinions. 

L3: Identify any gaps or unanswered questions in the sources. 


“Top 100 Speeches by Decade (1961-1970)” 

www.AmericanRhetoric.com/top100speechesbydecade.html 

(video/audio available on Youtube as well) 

MLK Speeches- 

“I Have a Dream” 

“I’ve Been to the Mountaintop” 

Malcolm X Speeches- 

“The Ballot or the Bullet” 

“Message to the Grassroots”

103 


Intro to Civil Rights Era 

After reading Chapter 16 “Civil Rights” on pp.377-395 (United States History and 

Geography: Modern Times), have students create a timeline of major civil rights events starting 

with 1954 and ending with 1968 using the text. (15 events) 

Students should also use the internet to research other major civil rights events that 

happened in Florida during these years and add them to the timeline. 

Differentiation: jigsaw the reading of the chapter; students may work in pairs on the timeline 


Dr. Martin Luther King and Malcolm X Biographies/Bio Videos 

MLK: http://www.biography.com/people/martin-luther-king-jr-9365086 

Malcolm X: http://www.biography.com/people/malcolm-x-9396195 

While reading the MLK and Malcolm X biographies and watching the short 5 minute videos on 

each man, students should fill out the chart below and discuss it with a partner. 

Achievement 

M.L.King, Jr. 

Most Influential 

Childhood 

Experience 

Biggest Personal 

Achievement 

Most Important 

Civil Rights 

Malcolm X

104 


Video Debates: MLK v. Malcolm X 

(youtube video debate) 

Teacher Resource: Perspectives on Resistance “Malcolm X and Dr. Martin Luther King Jr.” 

After students watch the short compilation of footage from both men, have students answer the 

following questions: 

1. Write a few adjectives that would describe your first impressions of each man’s 

character. 

2. How does each man hope to achieve their goals 

3. Do you see any major similarities or differences between these men just from watching 

the video Explain. 

After students answer the above questions, have class discussion on the results. 


Article Analysis: “The Unfinished Dialogue of Dr. Martin Luther King and 

Malcolm X” by Clayborne Carson 

http://www.stanford.edu/group/king/liberation_curriculum/pdfs/unfinisheddialogue.pdf 

Teacher should first discuss the source (author, time, content, etc.) with the class. Based on the 

students’ background knowledge, have them predict possible conversations between MLK and 

Malcolm X had they lived. 

Jigsaw: Pair the students up and give them one page of the article to read and to note at least 3 

main ideas. 

Have students share their findings with the class. 

(Suggestion: The article is 5 pages. Break-up the first 4 pages for the jigsaw activity and read 

the last page together and discuss it as a class to wrap up the activity.)

105 


Article Analysis/Marking the Text: “Malcolm and Martin, closer than we ever thought” By 

John Blake, CNN 

http://www.cnn.com/2010/LIVING/05/19/Malcolmx.king/index.html 

Students should read the article individually. Give the students the following instructions ahead 

of time: 

K= what you already Know 

X= new information/things you don’t know 

After students have read the article separately and have marked their text, pair students up in 

order for them to answer the following questions: 

1. What is the main idea of the article 

2. How is this info similar or different from previous sources we have analyzed in class 


Quote Activity 

Quote Hand Out from Stanford University: 

http://www.stanford.edu/group/King/liberation_curriculum/pdfs/kingandxquotes.pdf 

The teacher must first mix up the quotes on the above hand out or cut them out. 

Break students into small groups and provide them with the quotes by King and X. Have them 

guess the identity of the author based on previous knowledge. (You can also do a matching game 

with the class instead) 

After revealing the appropriate authors as a class, discuss how and why we have these fixed 

images of Martin Luther King, Jr. and Malcolm X 

Possible/Optional Wrap-Up Activity 

(after students have done their task 21 essay): 

Discuss 2 or more of the following resources as a class. 

Letter from Malcolm X to MLK: 

http://www.thekingcenter.org/archive/document/letter-malcolm-x-mlk 

Malcolm X assassination article: 

http://www.nytimes.com/learning/general/onthisday/big/0221.html#article 

Letter from MLK about Malcolm X’s death: 

http://www.thekingcenter.org/archive/document/statement-mlk-regarding-death-malcolm-x 

MLK assassination articles: 

http://graphics8.nytimes.com/packages/pdf/topics/MLK/shooting.pdf

106 


Course: United States History Unit 7 (Ch. 19) Grades: 10 + 11 


*Analay SS.912.A.1.2 *SS.912.A.7.8 LA.CCW.CCR.7 LA.CCR.CCR.7 

SS.912.A.1.4 SS.912.7.10 LA.CCW.CCR.9 LA.CCR.CCR.8 




What were the successes and failures of the Nixon, Ford, and Carter administrations 

Understand 


• that the Cold War continued to be a main concern during this era and that many U.S. 

presidents struggled with policies abroad while tackling war protests at home. 

• that despite foreign policy success in the Nixon administration, the Watergate scandal 

changed American perception of the government. 

• that the Ford and Carter administrations found moments of success while struggling 

through a poor economy and unstable foreign affairs. 

Know 


• how major foreign policy events of the 

Nixon, Ford, and Carter administrations 

changed the U.S. socially and 

politically. 

• the impact of Supreme Court decisions 

related to affirmative action, busing, and 

reproductive rights. 

• how Nixon’s policies in Vietnam 

differed from previous presidents. 

• that the Watergate scandal resulted in a 

loss of trust in the government by the 

American people. 

• the changing role of America in the 

global economy. 

• Nixon, Ford, and Carters’ achievements 

and downfalls as presidents. 

Do 

• connect foreign policy events to their 

affect domestically (i.e. involvement in 

the Middle East → Oil crisis). 

• evaluate the success of women and 

African Americans fight for equality in 

the 1970s compared to the 

1950s/1960s. 

• summarize the end of the Vietnam 

War. 

• explain how the failures of Nixon and 

Carter changed America’s view of the 

U.S. government. 

• identify steps the U.S. took in the 

1970s to promote environmentalism. 

• analyze the impact of economic 

changes of the 1970s on American 

society. 

• critique the presidencies of Nixon, 

Ford, and Carter.

107 


Course: United States History Unit 7 (Ch. 19) Grades 10+11 






~ “Hands-On Chapter Project” (p.323 TE) 

~ “The Nixon Administration” Video and 

Worksheet- Lesson 1, Day 1 (p.325 TE) 

~Homework Essay “Watergate Scandal”- 

Lesson 2, Day 1 (p.329 TE) 

~ “Stagflation” Worksheet 

~ “Ford and Carter” Video 

Activity/Worksheet- Lesson 3, Day 1 (p. 331 

TE) 

~ “New Approaches to Civil Rights” Video 

and Worksheet 

~ “Americans with Disabilities Act” 

Worksheet 

~ “Environmentalism” Activity- Lesson 5, 

Day 1 

(p. 337 TE) 

~ Homework “Research” Activity/Essay 

(p.337 TE) 


~Have students look at a graph of 

President Nixon’s approval rating 

throughout his presidency and label 

events that were going on for each 

rating. 

~ Have students create questions about 

the 1970s and then interview someone 

they know. 


~Use the thumbs up, thumbs down 

activity to access what students 

understand. 

~Have students do a quick write on how 

the Watergate scandal changed 

America’s views on government. 


~While these last chapters in the book present the content by president, make sure students are 

connecting themes.

108 




Unit 7: Politics and Economics of the 1970s (5 days) 

Chapter 19 

Essential How did the Nixon administration affect people’s 

Questions attitudes toward government 

What were the successes and failures of the Ford and 

Carter administrations 

What was the state of the economy in the 1970s and how 

did it affect the presidencies 

What were the environmental concerns of the 1970s and 

how did the government respond to those concerns 

Content The Nixon administration 

The Ford & Carter years 

Next 

Generation 

Sunshine 

State 

Standards 

Environmentalism 







period. 














*SS.912.A.6.13: Analyze significant foreign policy events 



*SS.912.A.7.8: Analyze significant Supreme Court 

decisions relating to integration, busing, affirmative 

action, the rights of the accused, and reproductive rights. 

SS.912.A.7.10: Analyze the significance of Vietnam and 

Watergate on government and people of the United States. 

*SS.912.A.7.11: Analyze the foreign policy of the United 


Instruction 

Assessment

109 

Common 

Core 

Standards 


SS.912.A.7.12: Analyze political, economic, and social 



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). 




































shared writing products in response to ongoing feedback, 

including new arguments or information. 


110 


Course: United States History Unit 8: Chapters 20, 21, 22 Grades: 10 + 11 


SS.912.A.7.11 SS.912.A.17 LA.CCR.4 

SS.912.A.7.12 LA.CCW.CCR.7 LA.CCR.6 

SS.912.A.7.16 LA.CCW.CCR.7 LA.CCR.8 

SS.912.A.7.15 

LA.CCW.CCR.9 


• How did the U.S. Presidents of the late 20 th Century and early 21 st Century deal with challenges 

in Africa, Asia, the Caribbean, Latin America, and the Middle East 

• How did global and domestic events shape the political, economic, and social concerns of the 

American people 

Understand 


• that the resurgence of Conservatism changed foreign and domestic policies. 

• that the global economy, new technological advances, immigration, and terrorism led to 

continued challenges for the United States at home and abroad. 

Know 


• the differences in the political 

philosophies of liberalism and 

conservatism. 

• the reasons why Reagan encouraged 

tax cuts and deregulation. 

• the political and economic reasons for 

the collapse of the Soviet Union. 

• the major domestic initiatives of the 

Clinton administration. 

• the key points of contention in the 

debate over illegal immigration and 

changes in immigration law. 

• how the computer revolution and the 

Internet revolutionized 

communication. 

• the controversy of the 2000 

presidential election. 

• how the September 11 th attacks led to 

several new precautions at home and 

conflicts abroad. 

• the cause, course, and effects of the 

Iraq War. 

• the historic importance of the 2008 

presidential election. 

Do 


• evaluate how the resurgence of 

conservatism changed U.S. foreign and 

domestic policies. 

• compare and contrast the presidencies of 

Bush Sr. and Jr.. 

• critique the reasons why the U.S. was 

involved in major conflicts in Africa, 

Asia, the Caribbean, Latin America, and 

the Middle East. 

• evaluate how changes in technology and 

communication have altered the economy 

on a global scale. 

• analyze the domestic issues that have both 

united and divided social, cultural, ethnic, 

religious, economic and political groups in 

the U.S. during this time period. 

• compare and contrast the war in 

Afghanistan and the war in Iraq. 

• identify the economic factors that created 

the financial crises of 2009 and 2010. 

• describe how terrorism changed the U.S. 


• compare and contrast both the foreign and 

domestic challenges that Obama has had 

to confront with that of previous 

presidents.

111 


Course: United States History Unit 8: Ch. 20-22 Grades 10+11 


*See EOC Section of this guide for a list of 

State recommended vocabulary 




~ Assign students a chapter summary in 

which they have to use as many 

vocabulary words from the word 

wall/chapter as possible. 

~Have students create a 2-page report on 

recent happenings of the Obama 

Administration in order to find 

information that is not in the textbook. 

(You can also do this with recent terrorist 

attacks.) 


~ “The New Conservatism”- Lesson 1, Day 1 

(p.345 TE) 

~Economics of History Activity and Worksheet- 

Lesson 1, Day 2 (p.345 TE) 

~ “Foreign Policy Events of Reagan” Timeline 

Homework Activity- Lesson 2, Day 2 (p.349 TE) 

~ “Prosperity and Income Distribution” Economics 

of History Activity- Lesson 3, Day 1 (p.349 TE) 

~ “The End of the Cold War” Activity and 

Worksheet- Lesson 4, Day 1 (p.353 TE) 

~ “The Clinton Years” Video and Worksheet 


~ “A New Wave of Immigration” Video and 

Worksheet Activity- Lesson 2, Day 2 (p.367 TE) 

~ “Analyzing Primary Sources” Activity- Lesson 2, 

Day2 (p.367 TE) 

~ “Technology and Globalization” Video and 


~ “Focusing on Afghanistan and Iraq” Video and 


~ “Debate War and Civil Liberties” Simulation 

Debate Activity- Lesson 3, Day 1 (p.383 TE) 

~ “The Obama Presidency” Activity- Lesson 4, Day 

1 (p.385 TE) 

~ “Economics and History” Activity- Lesson 4, Day 

1 (p.385 TE) 


~ Class Review: Display various major events that 

happened during the time period and have the class 

match them up to the correct president as a short 

review (you can do this with the whole class or you 

could have them do the assessment individually as 

an exit slip) 

~Use a four corners activity where you present 

statements about content in the chapter and students 

go to appropriate part of the room if they strongly 

agree, agree, disagree, or strongly disagree. Discuss 

their opinions. This can also be done with multiple 

choice questions. 


**If you are short on teaching time or don’t feel as comfortable with such recent content, try 

the short but very informative videos from www.hippocampus.org

112 




Essential 

Questions 

Content 

Next 

Generation 

Sunshine 

State 

Standards 

Unit 8: Passage to a New Century (7 days) 


How did the resurgence of conservative ideas change 

society 

How do liberals and conservatives view government 

How have improvements in science and technology 

helped change society 

How have immigration, technology, and global trade 

changed the world 

How is American culture shaped by a set of common 

values and practices 

How have disputes over ideas, values, and politics 

resulted in change 

The Reagan Years 

Economic and social life in the 1980s 

End of the Cold War 

The Clinton Years 

New Wave of Immigration 

Technology and Globalization 

Election of 2000 

September 11, 2001 & War on Terrorism 

Domestic challenges of the 21 st century 

The Obama Presidency 







period. 














Instruction 

Assessment

113 

Common 

Core 

Standards 

SS.912.A.7.11: Analyze the foreign policy of the United 



SS.912.A.7.12: Analyze political, economic, and social 



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). 

SS.912.A.7.15: Analyze the effects of foreign and 

domestic terrorism on the American people. 

SS.912.A.7.16: Examine changes in immigration policy 

and attitudes toward immigration since 1950. 
































trying a new approach, focusing on addressing what is






114

(United States History End of Course Packet Tab) 

115

116 

Introduction for End of Course Exam 

This section of the curriculum guide was written to provide US History teachers with the 

information and tools needed to help them prepare students to be successful on the end of course 

exam (E.O.C). Because of this state mandate, it is extremely important to follow the preceding 

pacing guide. In doing so, teachers will cover the necessary Next Generation Sunshine State 

Standards tested on the E.O.C. and have time to review “big idea” themes prior to the 

administration of the test. 

A pre-test has been provided. When it is given, it will help teachers determine where 

their students are on the subject continuum and enable teachers to gage how they deliver 

instruction. The pre-test questions are written in the format that the state will use in writing the 

EOC. It should be noted that the EOC questions are written using Webb’s Depth of Knowledge 

(DOK)*. The EOC uses the first three levels of the DOK, with an emphasis placed on levels 2 

and 3 (analysis level questioning). Teachers are encouraged to use the DOK when creating 

formative and summative assessments. Through its use, students will be exposed regularly to the 

high-level, complex questioning that is found on the EOC. 

Common Core literacy standards emphasize the role reading and writing play in the 

delivery of the US history content. Teachers should continue using primary sources in all unit 

lessons and assessments, as well as using increasingly purposeful writing opportunities. 

Through this practice, students will be able to hone their analysis skills when addressing specific 

content questions or sources, which are an integral part of the EOC. 

Additionally, understanding key content related and academic vocabulary is essential for 

success on the EOC. Content and academic vocabularies have been provided. The content 

vocabulary contains terms, by Next Generation State Standard benchmark, which are likely to 

appear on the EOC. The academic vocabulary contains task terms that are likely to appear in the 

stem of the EOC questions. By focusing on these terms throughout the course, students gain key 

understanding in content and what the exam requires. 

*Webb’s Depth of Knowledge Levels chart provided in appendix

117 

Top 10 Ways to Help Prepare Students 

for the U.S. History EOC 

1. Follow the pacing guide and cover all material addressed in the Next Generation 

Sunshine State Standards. 

2. Use primary sources and analysis level questioning in all unit lessons and assessments. 

3. Increase opportunities for students to practice writing to address specific content 

questions or sources. 

4. Use high-level complex questions on all chapter tests. 

5. Give students a pre-test, mid-term tests, and final practice tests (summative assessments). 

6. Utilize formative assessments throughout each unit. 

7. Leave time at the end to review content with students, focusing on big picture themes and 

chronology. 

8. Work with students to help them understand test-taking strategies (i.e. breaking down the 

question, process of elimination…etc.). 

9. Focus on both content related vocabulary and academic vocabulary. 

10. Expose students to supplemental resources beyond the textbook (especially Florida 

History).

EOC Breakdown 

118

119 


Standard: Civil War and Reconstruction 

Understand the causes, course, and consequences of the Civil War and Reconstruction and its 

effects on the American people. 

Benchmark: Review causes and consequences of the Civil War 

Also Assesses: SS.912.A.2.2 – SS.912.A.2.7 

Terms 

African-American Migration 

Anaconda Plan 

Black Codes 

Carpetbaggers 

Compromise of 1850 

Dawes Act 

Debt Peonage 

Dred Scott Decision 

Emancipation Proclamation 

Fifteenth Amendment 

Fourteenth Amendment 

Freeport Doctrine 

Gettysburg 

Gettysburg Address 

Jim Crow Laws 

Kansas-Nebraska Act 

Ku Klux Klan 

Ostend Manifesto 

Radical Republicans 

Reservation System 

Sharecropping 

State’s Rights 

Thirteenth Amendment 

Vicksburg 

Westward Expansion 

Nadir 


Standard: Industrial Revolution 

Analyze the transformation of the American economy and the changing social and political 

conditions in response to the Industrial Revolution. 

Benchmark: Analyze the economic challenges to American farmers and farmers’ responses to 

these challenges in the mid to late 1800s. 

Also Accesses: SS.912.A.3.6 

Terms 


Agricultural Surplus 

Business Monopolies 

Cross of Gold 

Farmers Alliance 

Government regulation of 

food and drugs 

Grange 

Granger Laws 

Homestead Act (1862) 

Industrialization 

Interstate Commerce Act (1887) 

Populism 

Urbanization

120 


Standard: Industrial Revolution 

Analyze the transformation of the American economy and the changing social and political 

conditions in response to the Industrial Revolution. 

Benchmark: Examine the social, political, and economic causes, course, and consequences of 

the Second Industrial Revolution that began in the late 19th century 

Also Accesses: SS.912.A.3.3 – SS.912.A.3.13 

Terms 

African-American Inventors 

American Federation of Labor 

Bessemer Process 

Child Labor 

Chinese Exclusion Act 

Everglades 

Florida East Coast Railroad 

Florida Gold Coast 

Gentlemen’s Agreement 

Government Regulation 

Great Migration 

Haymarket Riot (1886) 

Henry Flagler 

Homestead Strike (1892) 

Ida Tarbell 

Immigration 

Innovation 

Knights of Labor 

Labor Unions 

Market Economy 

Muckrakers 

National Women Suffrage 

Association 

Planned Economy 

Political Machines 

Pullman Strike (1894) 

Railroads 

Settlement Houses 

Sherman Antitrust Act (1890) 

Sherman Silver Purchase Act 

(1894) 

Social Darwinism 

Social Gospel Movement 

Suffrage Movement 

Transportation 

Urbanization 

Urban Centers 

Women Inventors 


Standard: World Affairs through WWI 

Demonstrate an understanding of the changing role of the United States in world affairs through 

the end of World War I. 

Benchmark: Analyze the major factors that drove United States imperialism. 

Also Accesses: SS.912.A.4.2 – SS.912.A.4.4; SS.912.A.4.11 

Terms 

Big Stick Policy 

Philippines 

Treaty of Portsmouth (1905) 

Expansionism 

Platt Amendment 

Yellow Fever 

Imperialism 

Roosevelt Corollary 

Yellow Press 

Open Door Policy Spanish-American War The Influence of Sea Power 

Panama Canal 

Teller Amendment 

Alfred T. Mahan

121 


Standard: World Affairs through WWI 

Demonstrate an understanding of the changing role of the United States in world affairs through 

the end of World War I. 

Benchmark: Examine causes, course, and consequences of United States involvement in World 

War I. 

Also Accesses: SS.912.A.4.6 – SS.912.A.4.11 

Terms 

African Americans in 

WWI 

Armistice 

Big Four 

Alliance System 

Espionage Act 

Fourteen Points 

Hispanics in World War I 

Home front 

Lusitania 

League of Nations 

Imperialism 

Militarism 

Nationalism 

New technology/strategies in 

WWI 

George Creel and propaganda 

Reparations 

Selective Service Act 

Sussex Pledge 

Trench warfare 

Unrestricted submarine warfare 

Treaty of Versailles 

War bonds 

Women in WWI 

Zimmermann Telegram. 

War Industries Board 

Food Administration 

Benchmarks SS.912.A.5.3 

Standard: Roaring Twenties and the Great Depression 

Analyze the effects of the changing social, political, and economic conditions of the Roaring 

Twenties and the Great Depression. 

Benchmark: Examine the impact of United States foreign economic policy during the 1920’s. 

Also Accesses: SS.912.A.5.1 & SS.912.A.5.12 

Terms 

Anarchists 

Fordney-McCumber Act Roaring Twenties 

Communists 

impact of climate and natural Sacco and Vanzetti 

Dawes Plan 

disasters 

Tariffs 

Demobilization 

Jazz Age 

Teapot Dome Scandal 

Disarmament 

Prohibition 

Flappers 

Red Scare

122 

Benchmarks SS.912.A.5.5 




Benchmark: Describe efforts by the United States and other world powers to avoid future wars 

Terms 

Dawes Plan 

Washington Naval Conference 

Four Power Treaty Women’s International League 

Kellogg-Briand Pact for peace and freedom 

League of Nations 

Neutrality Acts 





Benchmark: Analyze support for and resistance to civil rights for women, African Americans, 

Native Americans, and other minorities. 

Also Accesses: SS.912.A.5.2; SS.912.A.5.6 – SS.912.A.5.9; SS.912.A.5.12 

Terms 

Red Scare 

Booker T. Washington 

Eighteenth Amendment 

Flappers 

Fundamentalist Movement 

Great Migration 

Harlem Renaissance 

Ku Klux Klan 

Marcus Garvey 

Nativism 

National Association for the 

Advancement of Colored 

People (NAACP) 

Nineteenth Amendment 

Normalcy 

Prohibition 

Quota system 

Rosewood Incident 

Sacco and Vanzetti 

Seminole Indians 

Universal Negro Improvement 

Association 

Volstead Act 

W.E.B. DuBois

123 





Benchmark: Examine causes, course, and consequences of the Great Depression and the New 

Deal. 

Also Assesses: SS.912.A.5.4 & SS.912.A.5.12 

Terms 

Agricultural Adjustment 

Act (AAA) 

Bank holiday 

Black Tuesday 

Bonus Expeditionary Force 

Bull market 

Buying on margin 

Civilian Conservation 

Corps (CCC) 

Dust Bowl 

Economic boom 

Federal Deposit Insurance 

Corporation (FDIC) 


Gross National Product (GNP) 

Impact of climate and natural 

disasters 

National Labor Relations Act 

(Wagner Act) 

National Recovery Act (NRA) 

National Recovery 

Administration (NRA) 

New Deal 

Recovery, Reform, Relief 

Roaring Twenties 

Sit-Down Strike 

Smoot-Hawley Tariff 

Social Security 

Speculation boom 

Tennessee Valley Authority 

(TVA) 

Works Progress Administration 

(WPA) 

Florida land boom 


Standard: World War II and post–World War II 

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 

Benchmark: Examine causes, course, and consequences of World War II on the United States 


Also Assesses: SS.912.A.6.2 – SS.912.A.6.9; SS.912.A.6.15 

Terms 

Atlantic Charter 

Coral Sea 

Final Solution 

Hiroshima 

Nagasaki 

Holocaust 

Home front 

Japanese-American 

internment 

Lend-Lease Act 

Loyalty review boards 

Loyalty review program 

Mary McLeod Bethune 

Midway 

National security 

Normandy 

Nuremberg Trials 

Neutrality Acts 

Cash and Carry 

Lend Lease Act 

Pearl Harbor 

Potsdam 

Salerno 

Tehran Conference 

United Nations 

V-E Day 

V-J Day 

Yalta Conference

124 


Standard: World War II and post-World War II 


abroad, and its reshaping of the United States’ role in the post-war world. 

Benchmark: Examine causes, course, and consequences of the early years of the Cold War 

(Truman Doctrine, Marshall Plan, NATO, Warsaw Pact). 

Terms 

Berlin blockade 

Iron curtain 

Nuremberg Trials 

Cold War 

Marshall Plan 

Potsdam 

Dumbarton Oaks 

North Atlantic Treaty Warsaw Pact 

Conference 

Organization (NATO) 

Truman Doctrine 


Standard: World War II and post-World War II 


abroad, and its reshaping of the United States’ role in the post-war world 

Benchmark: Analyze significant foreign policies events during the Truman, Eisenhower, 

Kennedy, Johnson, and Nixon administrations. 

Also Assesses: SS.912.A.6.11; SS.912.A.6.12; SS.912.A.6.14 

Terms 

Arms race 

Berlin 

Cold War 

Domino theory 

Indochina 

Korean War 

McCarthyism 

Panmunjom 

Southeast Asia Treaty 

Organization (SEATO) 

Vietnam War

125 


Standard: Modern United States: Global Leadership and Domestic Issues 

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. 

Benchmark Focus: Identify causes for post- World War II prosperity and its effects on 

American society 


Terms 

Baby boomers 

Birth rate 

Equal Rights Amendment 

GI Bill of Rights 

Interstate Highway System 

Suburbs 

Women in the workforce 





Benchmark: Evaluate the success of 1960s-era presidents’ foreign and domestic policies. 


Terms 

Antiwar protests 

Draft 

Migration 

Arms race 

Equal Rights Amendment Nuclear proliferation 

Conscientious objector (ERA) 

Paris Peace Accords 

Cuban missile crisis Great Society 

Superpower 

Demilitarized zone (DMZ) Gulf of Tonkin Incident Tet offensive 

Domino theory 

Hawks 

Vietnamization 

Dove 

Immigration 

Women in the workforce 

Watergate

126 





Benchmark: Assess key figures and organizations in shaping the Civil Rights Movement and 

Black Power Movement. 


Terms 

Black panthers 

Civil rights Act (1964) 

Congress of Racial 

Equality (CORE) 

Freedom riders 

March on Washington 

Nation of Islam 

National Urban League 

Sit-ins 

Social activism 

Southern Christian Leadership 

Conference (SCLC) 

Student Nonviolent Coordinating 

Committee (SNCC) 





Benchmark: Analyze significant Supreme Court decisions relating to integration, busing, 

affirmative action, the rights of the accused, and reproductive rights. 

Terms 

Affirmative action Equal Rights Amendment Roe v. Wade (1973) 

American Indian 

(ERA) 

United Farm Workers (UFW) 

Movement (AIM) Gideon v. Wainright (1963) Wounded Knee (1973) 

Brown v. Board of Gray panthers 

Education (1954) Regents of the University of 

California v. Bakke (1978)

127 





Benchmark: Analyze the foreign policy of the United States as it relates to Africa, Asia, the 

Caribbean, Latin America, and the Middle East. 

Terms 

Apartheid 

Globalization 

Terrorism 

Glasnost 

Inflation 





Benchmark: Analyze political, economic, and social concerns that emerged at the end of the 

20 th century and into the 21 st century. 

Also Assesses: SS.912.A.7.9; SS.912.A.7.14 – SS.912.A.7.17 

Terms 

9-11 

Al-Qaeda 

Camp David Accords 

Election of 2000 

Immigration 

Iran hostage crisis 

Jihad 

Migration 

North American Free Trade 

Agreement (NAFTA) 

Organization of Petroleum 

Exporting Countries (OPEC) 

Palestinian Liberation 

Organization (PLO) 

Social movements 

Terrorism

128 

U.S. History Pre-Assessment 

(Modeled after EOC style questions) 

Teachers can use this pre-assessment to achieve a variety of results at the beginning of the year. 

This pre-assessment is designed to allow teachers to see how comfortable students are with the 

types of questions asked on the EOC (i.e. graphs, maps…etc.), the difficulty of the questions, and 

test the students’ knowledge on content from 8 th grade the carries over into 10 th . 

1. The presence of which pair of geographic conditions discouraged the development of a 

plantation economy in the New England colonies 

A. wide coastal plain and absence of good harbors 

B. rocky soil and short growing seasons 

C. numerous rivers and humid climate 

D. flatlands and lack of forests 

2. All of the following are reasons the Europeans settled in America except 

A. breaking away from a repressive European rule 

B. desire for more religious tolerance 

C. desire for greater individual thought 

D. need to expand slavery 

3. 

What message does this cartoon convey about the fate of the colonies as they faced 

challenges leading up to the American Revolution 

A. The colonies will lose the American Revolution unless they fix their economy 

B. The colonies must use the military Anaconda Plan from the Civil War 

C. Colonists must set aside their differences to achieve freedom 

D. The colonies will be successful in the American Revolution because of their differences 

4. President Andrew Jackson’s policy toward Native American Indians was created to 

A. encourage Native American Indians to become part of main stream American society 

B. force Native American Indians to move west of the Mississippi River 

C. improve educational opportunities for Native American Indians 

D. grant citizenship for Native American Indians

129 

5. A primary goal of the Monroe Doctrine (1823) was to 

A. prevent European intervention in Latin America 

B. create an opportunity for the annexation of Canada 

C. protect the site of a canal across Central America 

D. help European nations establish Western hemisphere colonies 

6. What was the belief of Manifest Destiny 

A. God had predestined the United States to expand its territory to the Pacific Ocean and into 

Mexican territory. 

B. the southern states were to maintain the institution of slavery and introduce it into all new 

territories 

C. the United States was to expand throughout the entire continent of North America 

D. the United States was predestined to become a world power 

7. Why was slavery less widespread in the North than in the South 

A. Northerners were mostly opposed to slavery 

B. Slavery was against the law in the North 

C. Actually, it wasn’t less widespread in the North than in the South 

D. The kind of crops grown in the North required less labor 

8. Why did the Anti-Federalists insist upon a Bill of Rights 

A. They wanted a document stronger than the Articles of Confederation 

B. They wanted a formal argument against the writings in The Federalist 

C. They didn’t trust the Federalists who had authored the Constitution 

D. They feared the power of a strong central government 

9. Which of the following was NOT an effect of the Louisiana Purchase 

A. It moved the western border of the United States from the Mississippi River to the Rocky 

Mountains. 

B. It more than doubled the size of the United States 

C. Meriwether Lewis and William Clark explored the territory proving that transcontinental 

travel was possible 

D. It removed the Spanish and French presence in North America 

10. What important constitutional principle is established by the court case Marbury v. 

Madison 

A. judicial review 

B. grandfather clause 

C. states rights 

D. popular sovereignty 

11. All of the following were direct or indirect causes of the Civil War except 

A. Northern and Southern differences on the idea of slavery 

B. the election of President Andrew Johnson 

C. Northern and Southern differences on the idea of states’ rights 

D. the publication of Uncle Tom’s Cabin

130 

Union Troops 

Confederate Troops 

Total Troops 1,566,678 1,082,119 

Wounded 275,175 194,000* 

Died of Wounds 110,070 94,000 

Died of Disease 249,458 164,000 

12. Which statement is best supported by the data in the table 

Casualties of the Civil War 

- Garrity and McCaughey, The American Nation, Harper and Row, 1987; 

*Shelby Foote, The Civil War: A Narrative, Vintage Books, 1966 

A. The Confederate troops lost the Civil War as a result of their higher numbers of injuries and 

fatalities. 

B. The Union army had better generals during the Civil War 

C. The Civil War had more casualties than any other war 

D. More soldiers died from disease than from wounds 

13. The Radical Republicans in Congress opposed President Abraham Lincoln’s plan for 

Reconstruction because Lincoln 

A. called for the imprisonment of most Confederate leaders 

B. rejected the idea harsh punishments for the South 

C. planned to keep Northern troops in the South after the war 

D. demanded immediate civil and political rights for formerly enslaved persons 

14. Under popular sovereignty, who would decide whether slavery would be allowed in a 

territory 

A. the Senate 

B. the president 

C. the residents of the territory 

D. the House of Representatives

131 

15. Which of the following statements is supported by the map 

A. Union forces won quick victories in every battle. 

B. Confederate forces scored only a few victories. 

C. Confederate and Union forces both lost many men. 

D. Union forces were on the offensive throughout the campaign. 

16. Why was the battle of Gettysburg considered a turning point in the Civil War 

A. It made the South give up the idea of invading the North. 

B. It cut the Confederacy in two. 

C. It convinced the Confederacy to surrender. 

D. It marked the first Union victory on the battlefield. 

17. “We are not prepared for this suffrage. But we can learn. Give a man tools and let him 

commence to use them and in time he will earn a trade.” [William Beverly Nash, quoted in The 

Trouble They Seen: Black People Tell the Story of Reconstruction] 

This quote was made in reference to what Constitutional amendment 

A. the Thirteenth Amendment, which abolished slavery 

B. the Fourteenth Amendment, which prevented any state from denying rights and privileges to 

any U.S. citizen 

C. the Fifteenth Amendment, which states that no one can be denied the right to vote because of 

race, color, or previous condition of servitude 

D. the Sixteenth Amendment, which established an income tax.

132 

18. 

Causes 

Failure of the 

Compromise of 

1850 

The Election of 

Abraham Lincoln 

→ 

Effect 

Growing division 

between economic 

and social 

differences between 

the North and South 

Which of the following belongs in the empty box 

A. Abraham Lincoln makes the Gettysburg Address 

B. South Carolina secedes from the Union 

C. Sherman begins his March to the Sea 

D. The 13 th and 14 th Amendments were passed 

19. This picture below shows the incident between Representative Preston Brooks and Senator 

Charles Sumner in which Brooks beat Sumner with his cane for criticizing his cousin during 

negotiations over the Kansas-Nebraska Act (1856) 

The clash between Preston Brooks and Charles Sumner revealed 

A. the importance of honor to Northerners 

B. the division between the House and Senate over slavery 

C. who would become the next leader of the Republican Party 

D. passions over slavery were becoming dangerously inflamed in both the North and South

133 

20. 

Which of the following best explains the phrase “worse than slavery” as seen in the political 

cartoon above 

A. Many Africans Americans died during the Civil War 

B. Despite gaining freedom after the Civil War, African Americans had to then deal with white 

extremist organizations 

C. the Freedmen’s Bureau and Klan members were working together to suppress African 

Americans 

D. After the Civil War many African Americans found it difficult to find jobs 

21. Which time period in U.S. History is portrayed in this political cartoon 

A. 1960s Civil Rights Movement 

B. Manifest Destiny 

C. American Revolution 

D. Reconstruction 

22. In the years following the Civil War, a large number of former slaves earned a living by 

becoming 

A. conductors on the Underground Railroad 

B. workers in Northern factories 

C. sharecroppers on Southern farms 

D. gold miners in California 

23. In the Dred Scott case, the Supreme Court ruled that 

A. all laws banning slavery were unconstitutional 

B. African Americans were not citizens, and Congress could not prohibit slavery 

C. all laws protecting slavery were unconstitutional 

D. freed blacks had limited constitutional rights

134 

24. “I had crossed the line. I was free; but there was no one to welcome me to the land of 

freedom. I was a stranger in a strange land.” [Harriet Tubman] 

This quote is in reference to 

A. the difficulty African Americans in the North had with finding a job and place to live 

B. the concept that African Americans, both free and enslaved, were treated poorly both in the 

North and South 

C. the Underground Railroad did not have enough volunteers 

D. the many African Americans who ran too far and ended up in Canada 

25. 

Based on the graph, what were the North’s greatest advantages over the South 

A. Iron production, manufactured goods, merchant ships 

B. Iron production, exports, population, number of farms 

C. Exports, banking capital, miles of railroad tracks 

D. Number of farms, exports, merchant ships 

Answer Key 

1. B 14. C 

2. D 15. D 

3. C 16. A 

4. B 17. C 

5. A 18. B 

6. D 19. D 

7. D 20. B 

8. D 21. D 

9. D 22. C 

10. A 23. B 

11. B 24. B 

12. D 25. A 

13. B

(Economics Tab) 

135

136 

Economics Table of Contents 









-LDC Keynes versus Classical Economics 160 


Alan Clark 

Karen Franco 

clark.alan@brevardschools.org 

franco.karen@brevardschools.org

137 

Economics Course Description 


Course Title: Economics 

Course Title: Economics Honors 

Course Abbreviated Title: ECON 

Course Abbreviated Title: ECON HON 

Number of Credits: Half credit (.5) 

Course Length: Semester 


Graduation Requirements: Economics (EC) 

General Notes: The grade 9-12 Economics course consists of the following content area strands: 

Economics and Geography. The primary content emphasis for this course pertains to the study of 

concepts and processes of the national and international economic systems. Content should 

include, but is not limited to, currency, banking, and monetary policy, the fundamental concepts 

relevant to the major economic systems, the global market and economy, major economic 

theories and economists, the role and influence of the government and fiscal policies, economic 

measurements, tools, and methodology, financial and investment markets, and the business 

cycle. 

Honors/Advanced courses offer scaffolds for learning opportunities so that students develop 






contrasting opposing viewpoints, solving problems, and/or contrasting analysis of high 

complexity texts (CIS). Students will develop and demonstrate their skills through participation 

in a capstone and/or extended research-based paper/project (e.g., history fair, participatory 

citizenship project, mock congressional hearing, Supreme Court simulations, projects for 

competitive evaluation, investment portfolio contests or other teacher-directed projects).

138 

Economics Pacing Guide 


Unit One: Introduction to Economics 

•Chapters 1, 2, 3, 8 (15 days) 

Unit Two: How Markets Work 

•Chapters 4, 5, 6, 7 (20 days) 

Unit Three: Money, Banking and Finance 

•Chapters 10, 11 (10 days) 


Unit Four: Measuring Economic 

Performance 

•Chapter 9, 12, 13 (15 days) 

Unit Five: Government and the Economy 

•Chapters 14, 15, 16 (15 days) 

Unit Six: The Global Economy 

•Chapters 17, 18 (10 days) 

Semester Exams 

A Shared Purpose for Economics

139 

Economics 


Unit 1: Introduction to Economics (15 days/7.5 block) 

• Chapter 1: What is Economics 

• Chapter 2: Economic System 

• Chapter 3: American Free Enterprise System 

• Chapter 8: Business Organization 

Unit 2: How Markets Work (20 days/10 block) 

• Chapter 4: Demand 

• Chapter 5: Supply 

• Chapter 6: Prices 

• Chapter 7: Market Structures 

Unit 3: Money, Banking, and Finance (10 days/5 block) 

• Chapter 10: Market and Banking 

• Chapter 11: Financial Markets and Electronic Banking 


Unit 4: Measuring Economic Performance (15 days/7.5 block) 

• Chapter 9: Labor 

• Chapter 11: Gross Domestic Product and Growth 

• Chapter 12: Economic Challenges 

Unit 5: Government and the Economy (15 days/7.5 block) 

• Chapter 14: Taxes and Government Spending 

• Chapter 15: Fiscal Policy 

• Chapter 16: The Federal reserve and Monetary Supply 

Unit 6: Florida State and Local Government (10 days/5 block) 

• Chapter 17: International Trade 

• Chapter 18: Development and Organization 

Exams (5 days/2.5 block)

140 

Economics – Content/Literacy Standards 

Course: Economics Unit 1 Grades: 11-12 

Basic Economic Concepts (ch. 1,2,3,8) 


SS.912.E.1.1 SS.912.E.1.5 LACC.1112.RH.3.7 

SS.912.E.1.2 SS.912.E.3.6 LACC.1112.RH.3.9 

SS.912.E.1.3 

LACC.1112.WHST.3.9 

(15 days) 


• Why is it necessary to make economic choices 

• How does a society decide who gets which goods and services 

• What role should government play in a free market society 

• What does an entrepreneur do 

Understand 


• scarcity is the driving force behind economic decision making. 

• answers to the basic economic questions dictate the type of society that exists and how that 

society utilizes its productive resources. 

• how free market principles of profit, private property, voluntary exchange, consumerism, 

and competition affect a market society and how complexities emerge when the 

government intervenes. 

• entrepreneurs take risks to combine land, labor and capital to create goods and services. 

Know 


• that due to the limitations of resources, 

consumers, businesses, and governments 

must make choices regarding what to 

produce, how to produce, and for whom 

to produce. 

• the characteristics of the three modern 

economic systems. 

• the role of the government in a free 

market economy. 

• the characteristics, advantages, and 

disadvantages of the three types of 

business organizations, and the role of the 

entrepreneur. 

Do 


• describe the role scarcity plays in the 

economic decision making process. 

• graph the production possibilities curve 

and determine what the opportunity cost 

will be as a result of the trade off. 

• discuss the causes and effects of 

opportunity cost when confronted with a 

trade off. 

• compare and critique the three modern 

economic systems referencing key 

historical economic figures. 

• list, discuss, and make observations 

about the role of government in a free 

market society. 

• categorize the different types of business 

organizations and construct a chart 

showing these differences.

141 



Basic Economic Concepts 


Economics 

voluntary exchange 

Scarcity 

private property 

rights 

Goods & services macroeconomics 

Entrepreneur Essential Questions: microeconomics 

Factors of production public vs. private 

good 

Guns or butter 

externality 

Opportunity cost 

sole proprietorship 

Marginal thinking partnership 

Production possibilities curve 

Law of increasing costs corporation 

Market economy 

liability 

Command economy limited liability 

Traditional economy unlimited liability 

Mixed economy 

positive externality 

Innovation 

negative externality 

Invisible hand 

Circular flow model 

Profit motive 


• If you are interested in having students 

play The Stock Market Game, try to 

introduce it after chapter 1 or 2 

(smgww.org). 

• Is Capitalism Good for the Poor FTE 

activity. 

• Izzit (reference), Eminent Domain, dvd 

and discussion questions. Kehloe 

decision 

https://campus.fsu.edu/bbcswebdav/orgs/econ_ 

office_org/Video_Clips 

http://www.fte.org/teacher-resources/lessonplans/is-capitalism-good-for-the-poor/ 

Strategies for Differentiation 

L2- Unit 1, All-In-One Teaching Resource 

Page 23,Analyzing Economic Cartoons 

**pair a struggling student with a more advanced 

student. 

L3 - Unit 1, All-In-One Teaching Resource 

Page 22,Analyzing Economic Cartoons 

**pair a struggling student with a more advanced 

student. 


Fist-to-Five (five fingers = “I get it”, zero 

fingers = “no clue” 

Exit slip 

L4 – same as L3, add: 

What is the value of a college education versus 

immediately entering the work force, using the 

term opportunity cost 

L1- Chapter activities from essential questions 

journal.

142 


Subject: ECON 

Textbook: Prentice Hall: Economics 

Essential 

Questions 

Content 

Next 

Generation 

Sunshine 

State 

Standards 

Unit 1: Introduction to Economics (15 days) 

Chapters 1, 2, 3, 8 

Why is it necessary to make economic choices 

How does a society decide who gets which goods and 

services 

What role should government play in a free market 

society 

Why do some businesses succeed and others fail 

How can different types of media influence economic 

choices 

Scarcity and the factors of production 

Opportunity cost 

Production possibilities curve 

The basic economic questions 

Types of economies 

The advantages and disadvantages of free enterprise 

Public vs. private goods 

The three types of business organizations and nonprofit 

organizations 

SS.912.E.1.1: Identify the factors of production and why 

they are necessary for the production of goods and 

services. 

SS.912.E.1.2: Analyze production possibilities curves to 

explain choice, scarcity, and opportunity costs. 

SS.912.E.1.3: Compare how the various economic 

systems (traditional, market, command, mixed) answer the 

questions: (1) What to produce (2) How to produce and 

(3) For whom to produce 

SS.912.E.1.5: Compare different forms of business 

organizations. 

SS.912.E.1.7: Graph and explain how firms determine 

price and output through marginal cost analysis. 

SS.912.E.1.9: Describe how the earnings of workers are 

determined. 

SS.912.E.1.10: Explain the use of fiscal policy (taxation, 

spending) to promote price stability, full employment, and 

economic growth. 

SS.912.E.1.12: Examine the four phases of the business 

cycle (peak, contraction - unemployment, trough, 

expansion - inflation). 

SS.912.E.1.14: Compare credit, savings, and investment 

services available to the consumer from financial 

institutions. 

Instruction 

Assessment

143 

Common 

Core 

Standards 

SS.912.E.1.15: Describe the risk and return profiles of 

various investment vehicles and the importance of 

diversification. 

SS.912.E.1.16: Construct a one-year budget plan for a 

specific career path including expenses and construction 

of a credit plan for purchasing a major item. 

SS.912.E.2.1: Identify and explain broad economic goals. 

SS.912.E.2.2: Use a decision-making model to analyze a 

public policy issue affecting the student's community that 

incorporates defining a problem, analyzing the potential 

consequences, and considering the alternatives. 

SS.912.E.2.3: Research contributions of entrepreneurs, 

inventors, and other key individuals from various gender, 

social, and ethnic backgrounds in the development of the 


SS.912.E.2.4: Diagram and explain the problems that 

occur when government institutes wage and price 

controls, and explain the rationale for these controls. 

SS.912.E.2.11: Assess the economic impact of negative 

and positive externalities on the local, state, and national 

environment. 

SS.912.E.3.5: Compare the current United States 

economy with other developed and developing nations. 

SS.912.E.3.6: Differentiate and draw conclusions about 

historical economic thought theorized by economists. 


case studies of issues in globalization. 














MA.912.F.3.9: Calculate the total amount to be paid over 

the life of a fixed rate loan. 

MA.912.F.4.5: Develop and apply a variety of strategies 

to use tax tables, and to determine, calculate, and 

complete yearly federal income tax. 

MA.912.F.4.6: Compare different insurance options/fees.

144 



How Markets Work (ch-4,5,6,7) 

(15 days) 


SS.912.E.1.4 SS.912.E.2.4 LACC.1112.RH.2.4 MA.912.F.3.6 

SS.912.E.1.6 SS.912.E.2.6 LACC.1112.RH.3.7 

SS.912.E.1.7 

LACC.1112.RH.3.8 

SS.912.E.1.8 

LACC.1112.RH.3.9 


• What is the difference between the Law of Supply and the Law of Demand 

• What is a movement along the curve versus the shift of the curve 

• How are prices set in a market economy 

• How does competition affect price, quality, and quantity of goods and services 

Understand 


• the behaviors of producers and consumers are directly related to prices of goods and 

services. 

• movement along the curve is a reaction to a change in price while a movement of a curve 

is due to changing “shifters.” 

• the natural interaction of supply and demand sets equilibrium price in a free market. 

• competition within the four product markets determines availability of goods and 

services to consumers. 

Know 


• Law of Supply and Law of Demand. 

• how to draw a supply/demand graph. 

• Shifters of Supply and Shifters of 

Demand. 

• how to determine the direction of the 

shift. 

• Demand versus Quantity Demanded. 

• Supply versus Quantity Supplied. 

• characteristics of the four market 

structures. 

• price and non-price competition 

among firms. 

• Profit Maximization Output is where 

Marginal Cost = Marginal Revenue 

(MC=MR). 

Do 


• explain the laws of supply and 

demand using a correctly labeled 

graph. 

• analyze an economic scenario, draw 

a correctly labeled graph, and show 

the direction of the shift or 

movement. 

• draw a conclusion between the 

direction of a shift and its effect on 

equilibrium price. 

• complete a chart comparing the four 

market structures. 

• analyze the cost and benefit of hiring 

one more worker.

145 




Demand 

total cost 

Law of demand marginal cost 

Quantity demanded marginal revenue 

Demand curve equilibrium 

Substitute Essential Questions: shortage 

Complement L2 – All in One Teaching surplus Resource Unit 2 

Normal Page 24, good Analyzing price Shifts ceiling in Demand 

Inferior good price floor 

Elastic demand perfect competition 

Inelastic demand monopolistic 

competition 

Total revenue oligopoly 

Supply 

monopoly 

Law of supply natural monopoly 

Quantity supplied 

Supply curve 

Elastic supply 

Inelastic supply 

Fixed cost 

Variable cost 


L2 – All in One Teaching Resource Unit 2 

Page 24, Analyzing Shifts in Demand 




FTE Activity – In the Chips 

FTE Activity - Cartels and Competition 

Stossel video clip – Rent Control Micro #5 

Hudsucker Proxy – video clip 

https://campus.fsu.edu/bbcswebdav/orgs/econ_of 

fice_org/Video_Clips 

http://www.fte.org/teacher-resources/lessonplans/efllessons/in-the-chips-a-market-incomputer-chips/ 

http://www.fte.org/teacher-resources/lessonplans/efllessons/cartels-and-competition/ 

Fist-to-five 

No-grade practice quiz 

Discussion 




Add: draw a graph for each scenario 

L1 – Essential Questions Journal is an excellent 

source for Level One activities

146 


Subject: ECON 


Essential 

Questions 

Content 

Next 

Generation 

Sunshine 

State 

Standards 

Unit 2: How Markets Work (20 days) 

Chapters 4, 5, 6, 7 

How do consumers decide what to buy 

How do suppliers decide what goods and services to 

offer 

How do suppliers know what to charge for their goods 

and services 

How does competition affect what is produced and what is 

consumed 

Demand 

Supply 

Elasticity 

Curves and Schedules 

Price 

Market structures 

Competition 

SS.912.E.1.1: Identify the factors of production and why 

they are necessary for the production of goods and 

services. 

SS.912.E.1.2: Analyze production possibilities curves to 

explain choice, scarcity, and opportunity costs. 

SS.912.E.1.4: Define supply, demand, quantity supplied, 

and quantity demanded; graphically illustrate situations 

that would cause changes in each, and demonstrate how 

the equilibrium price of a product is determined by the 

interaction of supply and demand in the market place. 

SS.912.E.1.6: Compare the basic characteristics of the 

four market structures (monopoly, oligopoly, monopolistic 

competition, pure competition). 

SS.912.E.1.7: Graph and explain how firms determine 

price and output through marginal cost analysis. 

SS.912.E.1.8: Explain ways firms engage in price and non 

price competition. 


determined. 








SS.912.E.2.6: Examine the benefits of natural monopolies 

Instruction 

Assessment

147 

Common 

Core 

Standards 

and the purposes of government regulation of these 

monopolies. 

SS.912.E.2.7: Identify the impact of inflation on society. 

















research. 

MA.912.F.3.6: Calculate total cost of purchasing 

consumer durables over time given different 

down payments, financing options, and fees.

148 



Money, Banking and Finance 

(10 Days) 


SS.912.E.1.13 SS.912.E.2.7 LACC.1112.RH.2.4 MA.912.F.1.1 

SS.912.E.1.14 SS.912.E.2.10 LACC.1112.WHST.1.2 MA.912.F.4.10 

SS.912.E.1.15 LACC.1112.WHST.2.6 MA.912.F.4.11 

SS.912.E.2.5 


• How does money serve the needs of society 

• What are the circumstances that lead to the establishment of the Federal Reserve Act of 

1913 

• How does an individual’s savings and investment choices affect their future and what is 

the impact of compounding 

Understand 

why money, (medium of exchange) leads to increases in voluntary exchange and economic 

growth. 

how bank runs and wild cat banking lead to instability and the need for a central bank. 

functions and types of financial institutions. 

Know 


• three uses, and six characteristics of 

money. 

• sources of money’s value. 

• organization and functions of Federal 

Reserve. 

• credit, savings, and investment 

services available. 

• benefits of diversification. 

• risk and reward. 

• difference between simple and 

compound interest. 

Do 


• graphic organizer of the uses, 

characteristics and sources of 

money. 

• graphic organizer of the Federal 

Reserve. 

• compare and contrast the saving 

and investment options available. 

• create a diversified investment 

portfolio. 

• summarize and discuss with a 

partner, Investing with Dollars and 

Sense, PF10-PF15. 

• summarize and discuss with a 

partner, Saving for the Long Haul, 

PF16-PF17. 

• build a compound interest chart.

149 



Money, Banking and Finance 


Money 

Medium of exchange 

Unit of account 

Store of value 

Essential Commodity Questions: money 

Fiat money 

Representative money 

Bank run 

Central bank 

M1, M2, M3 money supply 

Liquidity 

Principal 

Interest 

Simple interest 

Compound interest 

Investment 

Diversification 

Return 


• Slim at Pine Gulch 

• Continue assessing ongoing Stock 

Market Game (smgww.org) 

Strategies for Differentiating 


From the “Do” section 

• Summarize and discuss with a partner, 

Investing with Dollars and Sense, 

PF10-PF15. 

• Summarize and discuss with a partner, 

Saving for the Long Haul, PF16-PF17. 

From page T25 in the Teacher Edition 

Click and Clunk, pair Level 2 with Level 3 

learners. 

• Practice Quizzes from the All-In- 

One Teaching Resource, Personal 

Finance Handbook. 

o There is a matching 5 

question quiz for each 

Personal Finance Handbook 

topic of discussion. 

L1 – Essential Questions Journal

150 


Subject: ECON 


Essential 

Questions 

Content 

Next 

Generation 

Sunshine 

State 

Standards 

Common 

Core 

Standards 

Unit 3: Money, Banking and Finance (10 days) 


How well do financial institutions serve individual needs 

How does an individual's savings and investment choices 

affect their future 

Money 

History of American Banking 

Banking today 

Savings and investing 

Financial markets 

Stock market 

SS.912.E.1.13: Explain the basic functions and 

characteristics of money, and describe the composition of 

the money supply in the United States. 

SS.912.E.1.14: Compare credit, savings, and investment 

services available to the consumer from financial 

institutions. 

SS.912.E.1.15: Describe the risk and return profiles of 

various investment vehicles and the importance of 

diversification. 





SS.912.E.2.5: Analyze how capital investments may 

impact productivity and economic growth. 


SS.912.E.2.10: Describe the organization and functions of 

the Federal Reserve System. 















Instruction 

Assessment

MA.912.F.1.1: Explain the difference between simple and 

compound interest. 

MA.912.F.3.2: Analyze credit scores and reports. 

MA.912.F.3.14: Compare the total cost for a set purchase 

price using a fixed rate, adjustable rate, and a balloon 

mortgage. 

MA.912.F.4.1: Develop personal budgets that fit within 

various income brackets. 

MA.912.F.4.3: Calculate net worth. 

MA.912.F.4.4: Establish a plan to pay off debt. 

MA.912.F.4.8: Collect, organize, and interpret data to 

determine an effective retirement savings plan to meet 

personal financial goals. 

MA.912.F.4.9: Calculate, compare, and contrast different 

types of retirement plans, including IRAs, ROTH 

accounts, and annuities. 

MA.912.F.4.10: Analyze diversification in investments. 

MA.912.F.4.11: Purchase stock with a set amount of 

money, and follow the process through gains, losses, and 

selling. 

151

152 



Measuring Economic Performance (ch. 9, 12, 13) 


SS.912.E.1.9 SS.912.E.3.1 LACC.1112.RH.2.4 

SS.912.E.1.12 

LACC.1112.RH.3.7 

SS.912.E.2.1 


SS.912.E.2.5 



• Why do some people earn more than others 

• What factors affect the phases of a business cycle 

• How do we measure the health of an economy 

• What causes economic growth 

• How does inflation affect standards of living 

Understand 

(15 days) 

The students will understand . . . 

• supply and demand, education, and/or skill level of labor affect earnings potential. 

• the factors that keep a business cycle going. 

• tools to measure a country’s standards of living and growth level. 

• an economy grows when an economic system encourages four behaviors. 

• the causes and effects of inflation. 

Know 


• how workers can best meet the 

challenges of a changing economy. 

• that risky occupations pay higher 

wages. 

• how to interpret equilibrium wage on 

a supply demand graph. 

• the Business Cycle: 

o Expansion, peak, contraction, 

trough 

o Investment, interest rates and 

credit, consumer expectations, 

external shocks. 

• GDP (gross domestic product), per 

capita GDP. 

• capital deepening, saving and 

investment, foreign trade, 

technological progress. 

• Quantity theory, changes in Aggregate 

Demand (demand pull) and Aggregate 

Supply (cost push). 

Do 


• interpret a bar graph showing levels 

of education with corresponding 

annual earnings. Page 220, page 225 

fig. 9.5. 

• draw a supply/demand graph 

showing a market for labor (pages 

229-231). 

• draw and label a business cycle 

showing all four phases. 

• determine what goods and services 

constitute GDP. 

• explain how per capita GDP is the 

most accurate gauge of standard of 

living. 

• explain how inflation affects 

purchasing power.

153 



Measuring Economic Performance 


Outsourcing inflation 

Offshoring real GDP per capita 

Learning effect capital deepening 

Screening effect unemployment 

Essential Derived Questions: demand (frictional, structural, 

Productivity of labor cyclical, seasonal) 

Equilibrium wage wage price spiral 

Glass ceiling poverty 

GDP 

deflation 

Nominal GDP 

Real GDP 

Aggregate Supply 

Aggregate Demand 

Price level 

Business cycle 

Expansion 

Peak 

Contraction 

trough 


(to accompany “do”) page 231 

Compare and contrast comic with John 

Stossel video Wage Discrimination (Micro 

Clip 11) 

GDP Hunter , reffonomics. 

http://www.reffonomics.com/TRB/chapter21/ 

HunterLessons/notincludedinGDP3.swf 

https://campus.fsu.edu/bbcswebdav/orgs/econ 

_office_org/Video_Clips 



Write around activity, Brevard MESH 

strategies. Have students read current 

events articles on U.S. economy, compare 

and contrast. Pair struggling students with 

L3 and L4. ( Thomas Sowell versus Paul 

Krugman, Walter Williams versus Robert 

Reich.) 

Application Cards: 

After introducing an important theory, 

principle, or procedure, ask students to 

write down at least one real-world 

application for what they have just 

learned. Work in pairs, share answers, then 

whole group. 

Essential questions Journal for L1 and L2

154 


Subject: ECON 


Unit 4: Measuring Economic Performance (15 days) 


Essential How can workers best meet the challenges of a changing 

Questions economy 

How do we know if the economy is healthy 

What actions are necessary to reduce unemployment, 

inflation, and poverty 

Content Labor market 

Changing role of labor 

Wages and benefits 

Gross Domestic Product 

Economic growth 

Business cycle 

Next 

Generation 

Sunshine 

State 

Standards 

Unemployment and inflation 


determined. 
















SS.912.E.2.5: Analyze how capital investments may 

impact productivity and economic growth. 



and positive externalities on the local, state, and national 

environment. 

SS.912.E.3.1: Demonstrate the impact of inflation on 

world economies. 


and positive externalities on the international 

environment. 


Instruction 

Assessment

155 

Common 

Core 

Standards 





















research. 

MA.912.F.4.5: Develop and apply a variety of strategies 

to use tax tables, and to determine, calculate, and 

complete yearly federal income tax. 

MA.912.F.4.10: Analyze diversification in investments.

156 



Government and the Economy 


SS.912.E.1.10 SS.912.E.2.9 LACC.1112.RH.2.4 

SS.912.E.1.11 SS.912.E.2.10 LACC.1112.RH.3.8 

SS.912.E.2.1 


SS.912.E.2.8 


• What is the proper role of government in the economy 

• When is it appropriate for government to implement fiscal policy 

• When is it appropriate for government to implement monetary policy 

(15 days) 

Understand 


• different types of taxation. 

• where tax dollars are spent. 

• differences between fiscal and monetary policy. 

• when to implement contractionary versus expansionary policies. 

• difference between demand side and supply side economics. 

Know 


• Progressive tax, Proportional tax, 

regressive tax (direct and indirect 

tax). 

• mandatory and discretionary spending 

• entitlement programs. 

• fiscal policy: raise or lower tax or 

increase/decrease spending. 

• monetary policy: three tools of the 

federal Reserve, 1) reserve 

requirement 2) discount rate 3) open 

market operations. 

• demand side economics advocates 

government action to fix the problem 

(Keynes, John Maynard, Galbraith, 

John Kenneth - economists). 

• supply side economics stresses self 

correcting nature of the market 

(Hayek, FA, Say, Jean Baptiste, 

Friedman, Milton- economists). 

Do 


• explain how different taxes impact 

different levels of society. 

• differentiate between mandatory 

and discretionary spending given a 

chart. 

• give a set of economic numbers in a 

scenario to determine the 

appropriate government policy to 

correct the problem. 

• compare and contrast Keynesian 

versus Classical economics.

157 



Government and the Economy 


Tax 

contractionary policy 

Progressive tax classical economics 

Proportional tax demand-side economics 

Regressive tax Keynesian economics 

Local Essential tax Questions: supply side economics 

State tax 

monetary policy 

Federal tax reserve 

Income tax reserve requirements 

Estate tax 

money multiplier 

Gift tax 

easy money policy 

Property tax tight money policy 

Corporate tax 

Tariff 

Incidence of tax 

Mandatory spending 

Discretionary spending 

Fiscal policy 

Expansionary policy 

Budget deficit / surplus 


Visual glossary, page 365, What are 

Progressive Taxes 

Federal Income Tax Rates, 2008, page 370, 

Table Skills 

Keynes vs. Hayek rap part 1 and 2 – use 

essential vocabulary terms to compare 

contrast 

http://www.bing.com/videos/searchq=keyn 

es+vs+hayek&view=detail&mid=7EB0F1E 

D62B58519E3A37EB0F1ED62B58519E3A 

3&first=0&FORM=NVPFVR&qpvt=keynes 

+vs+hayek 

http://www.bing.com/videos/searchq=Haye 

k+vs+Keynes+Round+2&view=detail&mid 

=4A5548A3D7F89ABE34DF4A5548A3D7 

F89ABE34DF&first=0&FORM=NVPFVR 


Student generated quizzes 

Create a T-chart comparing the economic 

theories of Keynes vs, Hayek (rap video parts 

1 and 2) 

L1 and L2, assign a specific number of 

comparisons and vocabulary terms to list in 

the T-chart. 


No-grade student generated quizzes, and or 

have the students give and grade the quiz. 

“Give one-get one” 

http://www.scholastic.com/teachers/classroo 

m_solutions/2009/11/give-one-get-oneengaging-shy-students 

L3 and L4, additional – write a summary, 

conclusion or opinion after creating the T- 

chart.

158 


Subject: ECON 


Essential 

Questions 

Content 

Next 

Generation 

Sunshine 

State 

Standards 

Unit 5: Government and the Economy (15 days) 


How can taxation meet the needs of government and the 

people 

How effective is fiscal policy as an economic tool 

How effective is monetary policy as an economic tool 

Taxes 

Government spending 

State/local budget 

Fiscal policy 

Federal Reserve System 

Monetary policy 

SS.912.E.1.10: Explain the use of fiscal policy (taxation, 

spending) to promote price stability, full employment, and 

economic growth. 

SS.912.E.1.11: Explain how the Federal Reserve uses the 

tools of monetary policy (discount rate, reserve 

requirement, open market operations) to promote price 

stability, full employment, and economic growth. 
















SS.912.E.2.8: Differentiate between direct and indirect 

taxes, and describe the progressivity of taxes (progressive, 

proportional, regressive). 

SS.912.E.2.9: Analyze how changes in federal spending 

and taxation affect budget deficits and surpluses and the 

national debt. 

SS.912.E.2.10: Describe the organization and functions of 

the Federal Reserve System. 


Instruction 

Assessment

159 

Common 

Core 

Standards 






















MA.912.F.4.13: Given current exchange rates be able to 

convert from one form of currency to another. 

MA.912.F.4.14: Use data to compare historical rates of 

return on investments with investment claims to make 

informed decisions and identify potential fraud.

160 

Template Task/Comparison #4 

Keynes versus Classical Economics 


What role should fiscal policy play in a free market economy 

Task 4/Comparison: 

After reading two articles from each view point, write a 

comparative essay that compares Keynesian and Classical 

economics and argues that strengths and weaknesses of each. Be 

sure to support your position with evidence from the texts after 

completing the two column notes assignment on Keynesian and 

Classical economics. 

L3 -- Argue for or against using fiscal policy as a tool for 

economic stability. Support your position with evidence from the 

texts. 

L4 – Use at least two additional sources from your own research to 

fully support your position on the strengths/weaknesses of the two 

models. 


1. The Failure of Keynesian Economics 

2. The False Choice Between Austerity and Economic Growth 

3. Keynes Was Right 

4. The Rebirth of Keynes 

http://www.fee.org/the_freeman/detail/henry-hazlitt-andthe-failure-of-keynesian-economics#axzz2W6SGwUWj 

http://www.fee.org/the_freeman/detail/the-false-choicebetween-austerity-and-economicgrowth#axzz2W6SGwUWj 

http://www.nytimes.com/2011/12/30/opinion/keynes-wasright.htmlref=paulkrugman&_r=0 

http://www.huffingtonpost.com/robert-reich/the-rebirth-ofkeynes-and_b_146891.html

161 


Introduction: Students will read section 1 and 2 of chapter 15 in the textbook (Economics 

Prentice Hall) 

Section 1, assessment questions, Key Terms and Main Ideas, 3 – 6 

Section 2, assessment questions, Key Terms and Main Ideas, 3 – 5 

Think-pair-share answers in groups of two or three 

Whole group discussion, teacher facilitates/student driven 


Innovators: Economics text book 

page 406, John Kenneth Galbraith 

Page 436, Milton Friedman 

Answer critical thinking questions and add information to Two Column Notes. 


Read the four articles and take notes based on the prompts for each one 

Prompts: 

• How do Keynesian economists argue for using government action to return a 

macroeconomy to full employment 

• What arguments do classical economists make, and how do they differ from Keynes 

• Why does Robert Reich argue for an increase in government spending 

• How does Hazlitt argue that Keynes misunderstood Say’s law 

• What does Hazlitt believe to be a major flaw in Keynes’s theory 

• Who does James C. Ahiakpor argue is more effective at managing savings and 

investments, the individual or government 

• How does James C. Ahiakpor believe government spending promote economic growth 

• What does Paul Krugman believe to be the problem with the recovery and Reinvestment 

Act (stimulus package) 

• How have austerity programs in Greece and Ireland impacted growth in those countries

162 


Complete the Compare and Contrast Two Column note chart 

(add additional details throughout remaining activities) 

Two Column Notes - Keynes vs. Classical 

Economics 

PROMPTS KEYNES CLASSICAL 

Definition 

Historical Figures 

Current Advocates 

Theory of how 

wealth/jobs are created 


Multiplier Effect 

"Quotes" 

Demand Side Supply 

Side 

Deficit Spending 

Tax Policy 

Unintended 

Consequences positive 

or negative

163 


TASK : 

Which economic school of thought do you believe has a more effective method of dealing with 

an economy in recession After reading informational and opinion texts that address the 

question, write an essay that supports your position using evidence from the text. Be sure to 

acknowledge competing views. 

Format: 

‣ Thesis / Introduction / Opening Statement 

‣ Paragraph #1 

o Evidence / Analysis 





‣ Conclusion Thoughts 

“Rap It Up !” 


Show Keynes / Hayek rap video parts 1 and 2 

Short Answer Questions for Part 1 

1. Who appears to be the most popular economist 

2. Who wants to steer the economy and who wants to set it free 

3. What do they mean by “boom and bust cycle” 

4. What is the analogy of Keynes drinking and suffering from a hang over 

Short answer Questions part 2 

1. Why was there 0% unemployment during World War 2 

2. What does Hayek mean by “the economy’s organic” 

3. What happens when the government bails out losers 

4. What was the significance of the end of the fight 

Round 1 

http://www.bing.com/videos/searchq=keynes+vs+hayek&mid=DA484E8AE8099D768127DA4 

84E8AE8099D768127&view=detail&FORM=VIRE4 

Round 2 

http://www.bing.com/videos/searchq=keynes+vs+hayek&mid=7EB0F1ED62B58519E3A37EB 

0F1ED62B58519E3A3&view=detail&FORM=VIRE1 

Exit Slip: 

What role should fiscal policy play in a free market economy WHY

164 



The Global Economy (ch- 17 & 18) 

(10 days) 


SS.912.E.3.2 SS.912.G.2.2 LACC.1112.RH.2.4 MA.912.F.4.13 

SS.912.E.3.3 SS.912.G.3.3 LACC.1112.RH.3.9 

SS.912.E.3.4 SS.912.G.4.4 LACC.1112.WHST.3.8 

SS.912.E.3.5 



• Why do nations trade 

• Do the benefits of economic development outweigh the costs 

Understand 

Students understand that . . . 

• scarcity leads to trade and trade leads to specialization. 

• comparative advantage allows both nations to gain from trade even when one country 

has an absolute advantage. 

• trade barriers impact economic growth. 

• measurements and characteristics of economic development. 

• economic institutions that allow transition to a free market economy. 

Know 


• the benefits of specialization. 

• difference between absolute and 

comparative advantage. 

• different trade barriers: tariffs, 

quotas, government regulation, 

voluntary export restraint. 

• pros and cons of protectionism and 

free trade. 

• exchange rates determine whether a 

country will import or export. 

• foreign exchange rates. 

• measurements: per capita GDP, 

energy consumption, size of labor 

force, life expectancy, literacy rates, 

infant mortality rate. 

• characteristics: quality of life, high 

productivity, infrastructure. 

Do 


• explain how scarce resources lead 

to specialization and trade. 

• analyze Maps (All-In-One Teaching 

Resources pages 17 & 18). 

• from a given chart, determine 

which counties have the absolute 

and comparative advantages (All- 

In-One Teaching Resources pages 

15 & 16). 

• complete a chart, Trade Barriers: 

Winners and Losers (All-In-One 

Teaching Resources pages 23, 24, 

or 25). 

• create a Venn Diagram – pros & 

cons of free trade. 

• determine foreign exchange rates 

from one currency to another from 

a given chart (text book page 464). 

• compare and contrast developing 

nations versus developed nations.

165 



The Global Economy 



Export 

Import 

Specialization 

Absolute Advantage 

Comparative Essential Advantage Questions: 

Gains from trade 

Trade barriers 

Opportunity Cost 

Protectionism 

Tariff 

Import quota 

Sanctions 

Trade war 

Free Trade 

Exchange rate 

Appreciation 

Depreciation 

Foreign exchange market 

Balance of trade 

per capita gdp 

industrialization 

literacy rate 

life expectancy 

infant mortality rate 

subsistence agriculture 

privatization 

“brain drain” 

• FTE Brown-bag Activity Gains from 

Trade (can be expensive) 

• Monetary Exchange Activity 

• Label check of students own clothing, 

shoes, back packs, etc. 

• Group discussion: What would life be 

like if we could only consume what is 

produced right here in Florida 

• Video and discuss: Should we 

Boycott Sweatshops And 

Outsourcing 

http://www.fte.org/teacher-resources/lessonplans/efllessons/the-magic-of-markets-tradecreates-wealth/ 

http://www.fte.org/teacher-resources/lessonplans/efllessons/foreign-currencies-andforeign-exchange/ 


From the “Do” list, all activities listed in the All-In- 

One Teaching Resource are created for different 

levels; L2, L3, and L4 (shown in the header). 

L1, Essential Questions Journal 


Edline Quiz 

Discussion 

Thumbs Up, Thumbs Down

166 


Subject: ECON 


Essential 

Questions 

Content 

Unit 6: The Global Economy (10 days) 


Should free trade be encouraged 

Do the benefits of economic development outweigh the 

costs 

International trade 

Import/Export 

Trade organizations 

Development of nations 

Transitional economies 

Globalization 

Instruction 

Assessment

167 

Next 

Generation 

Sunshine 

State 

Standards 









SS.912.E.2.12: Construct a circular flow diagram for an 

open-market economy including elements of households, 

firms, government, financial institutions, product and 

factor markets, and international trade. 



SS.912.E.3.2: Examine absolute and comparative 

advantage, and explain why most trade occurs because of 

comparative advantage. 

SS.912.E.3.3: Discuss the effect of barriers to trade and 

why nations sometimes erect barriers to trade or establish 

free trade zones. 


and positive externalities on the international 

environment. 







differing perspectives on the use of renewable and nonrenewable 

resources in Florida, the United States, and the 

world. 



Common 

Core 

Standards 









among sources.











research. 

MA.912.F.4.13: Given current exchange rates be able to 

convert from one form of currency to another. 

168

169 





MA.912.F.1.1 MA.912.F.4.3 MA.912.F.4.10 

MA.912.F.3.2 MA.912.F.4.4 MA.912.F.4.11 

MA.912.F.3.14 MA.912.F.4.8 

MA.912.F.4.1 MA.912.F.4.9 


• What does it mean to live within your means 

• Why should individuals and households establish and keep a budget 

• When should individuals start to think about saving for their retirement 

• When is it OK to borrow money 

• How do you get more out of your money 

Understand 

(5 days) 


• it is not how much money an individual makes, it’s how much they spend and save that 

sets the stage for a financially successful life and retirement. 

• budgets are essential for living within your means. 

• there is a wide variety of savings and investing tools to choose from. 

• borrowing money and paying back in installments should be limited to goods and 

services that will grow in value or contribute to something that will hold future value. 

Know 


• the difference between needs and 

wants and how a budget identifies 

proper limitations. 

• general characteristics of personal 

retirement accounts. 

• the power of compounded interest and 

growth regarding savings & investing, 

mortgage credit card payments 

o positive and negative 

consequences. 

• the need to start a real world savings 

account. 

Do 


• create a budget. 

• All-In-One Teaching Resource, 

Personal Finance Handbook: Renting 

an Apartment pg. 89-90. 

• practice writing a check and 

balancing a checkbook. 

• create a chart explaining the 

characteristics of 401K, 403B, 

Traditional IRA, ROTH IRA, Social 

Security. 

• *refer to chapter 10 compound 

interest chart as a review about 

compound interest in your favor.* 

All-In-One Teaching Resource, 

Personal Finance Handbook: the 

Best Card for You pg. 68-69, Credit 

Card Application pg. 70, Making 

Peace with Your Plastic pg. 70-71, 

Bills, Bills, Bills pg. 74-75.

170 





• Finance Glossary page PF48-49, back 

of textbook 

Essential Questions: 


Marriage and Family Project, send request 

to Clark.Alan@brevardschools.org 

Stock Market Game, SMGWW.org, 

franco.karen@brevardschools.org (for a list 

of activities in addition to the smg website) 

www.howthemarketworks.com 

(for another stock market site) 

Strategies for Differentiating 

Creating a Budget - L1 and L2 will complete 

the budget and write a short conclusion 

summary. 


Pre and post Financial Literacy Test 

www.commonsenseeconomics.com 

L3 and L4 - in addition, will write a Budget 

Explanation Essay utilizing the information 

from their budgets and conclusion.

(United States Government Tab) 

171

172 

United States Government Table of Contents 






-LDC Principles of American Democracy 181 




Top 16 Websites for Teaching United States Government 210 


Gina Derenge 

Christopher Spinale 

derange.gina@brevardschools.org 

spinale.christopher@brevardschools.org

173 

United States Government Course Description 


Course Title: United States Government Course Title: US Government Honors 

Course Abbreviated Title: US GOVT 

Course Abbreviated Title: US GOVT HON 


Course Length: Semester 


Graduation Requirements: American Government (AG) 

General Notes: The grade 9-12 United States Government course consists of the following 

content area strands: Geography, Civics, and Government. The primary content for the course 

pertains to the study of government institutions and political processes and their historical impact 

on American society. Content should include, but is not limited to, functions and purpose of 

government, function of the state, constitutional framework, federalism, separation of powers, 

functions of the three branches of government at the local, state and national level, and political 

decision-making process. 

Special Notes: Additional content that may be included in the Grade 12 NAEP Civics 

assessment includes: 

• Distinctive characteristics of American society 

• Unity/diversity in American society 

• Civil society: nongovernmental associations, groups 

• Nation-states 

• Interaction among nation-states 

• United States, major governmental, nongovernmental international organizations 

The NAEP frameworks for Civics may be accessed athttp://www.nagb.org/publications/frameworks/civicsframework.pdf 

Honors/Advanced courses offer scaffolds for learning opportunities so that students develop the 







(CIS). Students will develop and demonstrate their skills through participation in a capstone 

and/or extended research-based paper/project (e.g., history fair, participatory citizenship project, 

mock congressional hearing, Supreme Court simulations, projects for competitive evaluation, 

investment portfolio contests or other teacher-directed projects).

174 

United States Government Pacing Guide 


Unit One: Constitutional Beginnings (25 days, 

13 days block) 

•Chapters 1, 2, 3, 4, 15 

Unit Two: Political Institutions and Public 

Policy (25 days, 13 days block) 

•Chapters 5, 6, 7, 8, 14 


Unit Three: Political Processes/Linkage Institutions 

(15 days, 8 days block) 

•Chapters 9, 12 

Unit Four: Civil Rights and Civil Liberties (15 days, 

8 days block) 

•Chapter 10, 11, 13 

Unit Five: Florida State and Local Government (5 

days, 3 days block) 

•Chapters 16 

Semester Review/Exams (5 days, 3 days block) 

A Common Purpose of United States Government

175 

United States Government 


Unit 1: Constitutional Beginnings (25 days, 13 days block) 

• Chapter 1: Foundations of Government 

• Chapter 2: Origins of American Government 

• Chapter 3: The Constitution 

• Chapter 4: Federalism 

• Chapter 15: Comparative Political and Economic Systems 

Unit 2: Political Institutions and Public Policy (25 days, 13 days block) 

• Chapter 5: Congress: The Legislative Branch 

• Chapter 6: The Presidency 

• Chapter 7: The Executive Branch at Work 

• Chapter 8: The Federal Courts and the Judicial Branch 

• Chapter 14: Making Foreign Policy 

*Constitution Day will be in addition to the content the first nine weeks, if the class is the first 

semester. 


Unit 3: Political Processes/Linkage Institutions (15 days, 8 days block) 

• Chapter 9: The Political Process 

• Chapter 12: Understanding Election 

Unit 4: Civil Rights and Civil Liberties (15 days, 8 days block) 

• Chapter 10: Civil Liberties 

• Chapter 11: Civil Rights 

• Chapter 13: Supreme Court Cases 

Unit 5: Florida State and Local Government ( 5 days, 3 days block) 

• Chapter 16: Florida State and Local Government 

• Exam Review/Exams (5 days, 3 days block)

176 

Government – Content/Literacy Standards 

Course: American Government Unit 1 Grades 11/12 

Constitutional Beginnings (ch. 1,2,3,4,15) 

SS.912.C.1.1 

SS.912.C.1.3 

SS.912.C.1.5 

SS.912.C.3.1 

SS.912.C.4.1 

LA.CC.1112.RH.2.4 

LA.CC.1112.WHST.1.2 



• What are the ideals and key principles that characterize American democracy 

• How are the world’s nations governed differently 

(25 days) 

Understand 


• the Constitution is a living document that changes as society changes. 

• the world’s nations have emerging economies and are governed differently. 

Know 


A. Foundations of Government 

-Rule of Law 

-Majority Rule 

-Limited Government 

-Minority Rights 

B. The Constitution 

-Bill of Rights 

-Division of Power 

-Amendment Process 

C. Federalism 

-Expressed Powers 

-Reserved Powers 

-Concurrent Powers 

-Inherited Powers 

D. Comparative Political 

-Totalitarianism 

-Authoritarian System 

-Theocracy 

E. Economic Systems 

-Types of Economies 

-Traditional Market Command 

Mixed 

-Capitalism 

-Laissez-Fair 

-Socialism 

-Communism 

Do 


• read and paraphrase the Bill of 

Rights. 

• differentiate between the Articles of 

Confederation and the Constitution. 

• analyze Locke’s Second Treatise on 

Government and Jefferson’s 

Declaration of Independence and 

discuss the ideas contained in them 

and their importance to America’s 

civil society. 

• contrast the impact of federalism 

and summarize its effects. 

• explain the importance of the 10 th 

Amendment in regards to 

federalism. 

• compare and contrast the 

governments of Mexico, Brazil, and 

Japan.

177 

Unit 1 Constitutional Beginnings 


Government 

Sovereignty 

Social contract 

Eminent domain 

Direct democracy 

Federal system 

Majority rule 

Articles of the confederation 

Bill of rights 

Limited government 

Rule of law 

Checks and balances 

Federalism 

Judicial review 

Expressed powers 

Implied powers 

Inherent powers 

Reserved powers 


• Create a bumper sticker for one form 

of government. 

• Create a government word collage. 

T.E. page 7, United States Government 

Principles and Practice. 

• Visual vocabulary: nonlinguistic 

representation of words in the chapter 

or unit. 


Jigsaw using the Bill of Rights to 

paraphrase how the government is limited 

in their everyday life. (i.e. Walmart 

doesn’t sell explicit music) 

United States Government Principles and 

Practice, page 13. Eminent Domain: 

Public Good over Private Property. Read 

and discuss in Socratic Circles or 

Philosophical Chairs. (see appendix for 

instruction) 


• Write your own personal Bill of 

Rights. 

• Who Am I Game with the types 

of governments. 


Bead Activity: Comparative Governments: http://www.eric.ed.gov/PDFS/ED458175.pdf 

The National Constitution: myriad of lectures/games/videos: 

http://constitutioncenter.org/

178 


Subject: US GOVT 

Textbook: United States Government: Principles in Practice 

Unit 1: Constitutional Beginnings (25 days, 13 days block) 

Chapters 1, 2, 3, 4, 15 

What are the ideals and key principles that characterize 

American democracy 

What events led to the development of American 

democracy 

How has the resiliency of the United States Constitution 

Essential contributed to the strength of the government it created 

Questions How is the balance of power between the state and the 

national government characterized today 

How can you determine the meaning of words and phrases 

from the meaning of the text 

How can you develop your writing by focusing on 

specific purpose and audience 

Purposes of government 

Forms of government 

Democratic ideals and principles 

Content 

Origins of American Government 

Constitutional principles and practices 

Next 

Generation 

Sunshine 

State 

Standards 

Federalism in principle and practice 

SS.912.C.1.1: Evaluate, take, and defend positions on the 

founding ideals and principles in American Constitutional 

government 

SS.912.C.1.2: Explain how the Declaration of 

Independence reflected the political principles of popular 

sovereignty, social contract, natural rights, and individual 

rights. 

SS.912.C.1.3: Evaluate the ideals and principles of the 

founding documents (Declaration of Independence, 

Articles of Confederation, Federalist Papers) that shaped 

American Democracy. 

SS.912.C.1.4: Analyze and categorize the diverse 

viewpoints presented by the Federalists and the Anti- 

Federalists concerning ratification of the Constitution and 

inclusion of a bill of rights. 

SS.912.C.1.5: Evaluate how the Constitution and its 

amendments reflect the political principles of rule of law, 

checks and balances, separation of powers, republicanism, 

democracy, and federalism. 

SS.912.C.2.3: Experience the responsibilities of citizens 

at the local, state, or federal levels. 

SS.912.C.2.4: Evaluate, take, and defend positions on 

issues that cause the government to balance the interests 

Instruction 

Assessment

179 

Common 

Core 

Standards 

of individuals with the public good. 

SS.912.C.2.9: Identify the expansion of civil rights and 

liberties by examining the principles contained in primary 

documents. 

SS.912.C.2.11: Analyze public policy solutions or courses 

of action to resolve a local, state, or federal issue. 

SS.912.C.2.13: Analyze various forms of political 

communication and evaluate for bias, factual accuracy, 

omission, and emotional appeal. 

SS.912.C.3.1: Examine the constitutional principles of 

representative government, limited government, consent 

of the governed, rule of law, and individual rights. 

SS.912.C.3.2: Define federalism, and identify examples 

of the powers granted and denied to states and the national 

government in the American federal system of 

government. 

SS.912.C.3.7: Describe the role of judicial review in 

American constitutional government. 

SS.912.C.3.10: Evaluate the significance and outcomes of 

landmark Supreme Court cases. 

SS.912.C.3.11: Contrast how the Constitution safeguards 

and limits individual rights. 

SS.912.C.3.13: Illustrate examples of how government 

affects the daily lives of citizens at the local, state, and 

national levels. 

SS.912.C.3.14: Examine constitutional powers 

(expressed, implied, concurrent, reserved). 

SS.912.C.3.15: Examine how power and responsibility 

are distributed, shared, and limited by the Constitution. 

















LACC.1112.WHST.2.5: Develop and strengthen writing






research. 

180

181 

Synthesis Task 20/Principles of American Democracy 



What are the ideals and key principles that characterize American 

democracy 

After researching The Bill of Rights, and primary sources that deal 

with foundations of democracy, write a script for a “Prezi” 

presentation that analyzes principles of American democracy using 

three of the six sources, providing evidence to clarify your 

analysis. What conclusions about the ideals and principles of 

democracy can you draw 

L2 -- The Prezi presentation must address the credibility and/or 

origin of the sources in relationship to the topic. 

Sources: 

L3 -- Identify any gaps or unanswered questions present in the 

sources and include a Works Cited page using MLA format. 

Students will read the Bill of Rights-first 10 Amendments of the 

US Constitution, located on page R-31 of the textbook, United 

States Government Principals in Practice. In addition, students 

will be reading six (6) other primary sources that additionally 

explain the principles of democracy. Students will select three (3) 

of the following readings to create a Prezi presentation that would 

explain to a new immigrant to the United States the principles of 

our American democracy. 

The website to create the Prezi presentation is: 

http://prezi.com/ 

Format for MLA: 

http://owl.english.purdue.edu/owl/resource/747/01/ 


Magna Carta- http://www.constitution.org/eng/magnacar.htm 

“Common Sense”—Thomas Paine 

http://www.ushistory.org/paine/commonsense/singlehtml.htm 

“Declarations of Rights of Man”- 

http://avalon.law.yale.edu/18th_century/rightsof.asp 

Declaration of Independencehttp://www.archives.gov/exhibits/charters/declaration_transcript.ht 

ml 

Articles of Confederation 

http://www.ushistory.org/documents/confederation.htm 

Federalist Papers 51- 

http://thomas.loc.gov/home/histdox/fed_51.html

182 

LDC Activity 1-Concept map 

After reading “the Magna Carta” the student will create a concept map/graphic organizer using 

the main ideas of how government should be limited and why man should be able to rule without 

the tyranny. Abuses by King John caused a revolt by nobles who compelled him to execute this 

recognition of rights for both noblemen and ordinary Englishmen. It established the principle that 

no one, including the king or a lawmaker, is above the law. 

Differentiation: Work in pairs or provide key ideas and have the students elaborate on the main 

ideas. 

LDC Activity 2-Storyboarding 

After reading “Common Sense”, published in 1776 by Thomas Payne. Common Sense 

challenged the authority of the British government and the royal monarchy. The plain language 

that Paine used, spoke to the common people of America and was the first work to openly ask for 

independence from Great Britain. Students will create a list of grievances against Britain and 

why independence was necessary according to this reading. 

Differentiation: Close reading activity, using post it notes for summarization of main ideas and 

bullet points to be used for the creation of the storyboard. 

LDC Activity 3-Editorial 

After reading the Declaration of Independence, the students will create an editorial that expresses 

the viewpoint from perspective of the Colonist. What are the various grievances that the colonies 

had against the kingWhy did they have the right to break away from England based on the 

principals of the primary sources such, as natural rights 

http://www.youtube.com/watchv=A_56cZGRMx4 (video of parody of the pop song “Too late 

to Apologize" 

Differentiation: Template of a letter to the editor to model.

183 

LDC Activity 4-Timeline 

After reading the Declaration of Rights of Man,written in 1789from Franceduring the French 

revolution, create a timeline of what documents were created and a brief summary of the main 

ideas of these government principals. What principals are repeated in this documents and DOI 

and Bill of Rights 

http://www.bing.com/videos/searchq=Declaration+of+rights+of+man+video&mid=7E1598567 

3C31E8ABE507E15985673C31E8ABE50&view=detail&FORM=VIRE4 

Differentiation: Model first and last input of the chart 

LDC Activity 5-T chart 

Create a T chart on the Articles of Confederation with the headings “StatePowers” and “National 

Powers”.What were the powers of Congress under the Articles What where the problems with 

this new government The attached Ben's Guide to U.S Government lists these major problems 

to governing through the Articles of Confederation: 

http://bensguide.gpo.gov/9-12/government/federalism.html 

Differentiation: Example of a T-chart on page 58 

LDC Activity 6-Philosophical Chairs 

When reading over the Federalists 51 papers, arguments are made on state vs. federal rights. 

Federalists papers were written by Alexander Hamilton, James Madison and John Jay-academics 

at the time. These papers were a series of articles written for a New York newspaper in defense 

of the Constitution; an academic view on what bests serves the people in regards democratic 

principles. Read Federalist 51 which discuss the concept of checks and balances and separation 

of powers-which limit the federal government and preserve liberty. Students will go to opposing 

sides of the classroom depending on their support against or for a strong federal government (one 

side) or state rights (opposite side). Students that are undecided go in the middle. The teacher 

will present the various challenges of the shared power and have the students go to either side 

depending on the issue. Students need to complete a brief essay of their position at the beginning 

of the discussion and change if any, and why they changed their minds. 

http://bensguide.gpo.gov/9-12/documents/federalist/index.html 

http://www.gradesaver.com/the-federalist-papers/study-guide/section51/ 

Differentiation: pair up in teams.

184 



Political Institutions and Public Policy (ch. 7,8,14) 


Standard(s) SS.912.C.2.13 being addressed: SS.912.C.3.10 CC.1112.RH2 

SS.912.C.3.3 SS.912.C.3.14 CC.1112.WHST1 

SS.912.C.3.4 SS.912.C.3.15 

SS.912.C.3.5 SS.912.C.2.12 

SS.912.C.3.6 SS.912.C.2..14 


Understand 

(25 days) 

• What powers does the Constitution give to Congress 

• What are the formal/informal powers of the presidency 

• How does the Supreme Court function as the final word on questions of federal law and the 

Constitution 


• powers are granted to the Congress by the Constitution. 

• all laws are created by Congress, enforced by the President, and upheld by the Supreme 

Court. 

• foreign policy is a nation’s set of plans and procedures for dealing with foreign 

countries. 

Know 


A. Powers of Congress 

-How a bill becomes a law 

-budget process 

-The different ways the congress checks 

the other branches of government 

B. Executive Branch 

-powers of the President 

-checked by both legislative and judicial 

Branches 

-cabinet positions/regulatory agencies 

C. Judiciary 

-Federal Court system 

-Lower Federal Courts 

-Supreme Court 

D. Foreign Policy 

-Five Goals of Foreign Policy 

-Tools 

-United Nations 

Do 


• explain how a bill becomes a law and the 

discuss the importance of the House Rules 

Committee on this process. 

• predict under what circumstances the senate 

might use a filibuster. Discuss how this 

impacts the legislative process. 

• describe the roles of regulatory agencies 

and their effect on policy. 

• explain why only 100 cases go to the 

Supreme Court.

185 

Government-Content/Literacy Standards 

Constituents 

Oversight 

Bills 

Filibuster 

Speaker of the House 

Chief Executive 

Commander in chief 

Foreign policy 

Executive departments 

Regulatory Agencies 



Philosophical Chair: Federalism and 

Hurricane Katrina. Page 111 United States 

Government Principles and Practice. 

Take a side, “Should national government 

take more or should local government 

provide support” 

Graphic organizer that compares the 

powers of the state and national 

government in your daily life; provide 

support for each.Page 102, United States 

Government Principles and Practice. 


Design a poster that gives details on the 

responsibilities of a member of congress (i.e. 

senator, member of the house) 

Investigate an executive order given in the 

past decade. 


• Take notes and summarize the 

congress video on You Tube by 

Ken Burns. 

• Give me three: three rich facts on 

the branches of government 

• Snowball fight for vocabulary 

terms for unit. (all units) 

• Hot Seat: review terms 


• Ken Burns Congress is an outstanding overview of congress. 

http://www.youtube.com/watchv=IveqXQ871tQ 

• Table Races: ALL members must completely and correctly produce a response on paper 

or mini white board. (see appendix for details) 

• Bill of Rights Interactive from the Bill of Rights Institute 

http://billofrightsinstitute.org/resources/student-resources/play-games/life-withoutthe-bill-of-rights/

186 




Unit 2: Government in Economics (25 days, 13 days block) 

Chapter 5, 6, 7, 8, 14 

Essential What powers does the Constitution give to Congress 

Questions What are the formal and informal powers of the 

presidency 

What are the functions of executive departments and 

independent agencies 

How does the Supreme Court function as the final word 

on questions of federal law and the Constitution 

How and why does the United States engage in foreign 

policy 

How can informational text support analysis 

Content Powers of congress 

Bicameralism as a check and balance (Federalist #51) 

Differences between the U.S. House of Representatives 

and the U.S. Senate 

The legislative process (How does a bill become a law) 

The office of the presidency and formal and informal 

powers of the presidency 

The bureaucracy: departments, independent agencies, and 

independent regulatory agencies and their role in the 

implementation of public policy 

The Role the U.S. plays in foreign policymaking 

The budget making process and the federal court system 

Original vs. appellate jurisdiction 

U.S. District courts, Courts of Appeals and Supreme 

Next 

Generation 

Sunshine 

State 

Standards 

Court 





omission & emotional appeal. 

SS.912.C.3.3: Analyze the structures, functions, and 

processes of the legislative branch as described in Article 

I of the Constitution. 


processes of the executive branch as described in Article 

II of the Constitution. 

SS.912.C.3.5: Identify the impact of independent 

regulatory agencies in the federal bureaucracy. 


processes of the judicial branch as described in Article III 

of the Constitution. 

Instruction 

Assessment

187 

Common 

Core 

Standards 

SS.912.C.3.7: Describe the role of judicial review in 

American constitutional government. 

SS.912.C.3.8: Compare the role of judges on the state and 

federal level with other elected officials. 

SS.912.C.3.9: Analyze the various levels and 

responsibilities of courts in the federal and state judicial 

system and the relationships among them. 






SS.912.C.3.14: Examine constitutional powers 

(expressed, implied, concurrent, reserved). 

SS.912.C.3.15: Examine how power and responsibility 

are distributed, shared, and limited by the Constitution. 

SS.912.C.4.2: Evaluate the influence of American foreign 

policy on other nations and the influences of other nations 

on American policies and society. 

SS.912.C.4.3: Assess human rights policies of the United 

States and other countries. 

























Internet, to produce, publish, and update individual or



188

189 



Political Processes/Linkage Institutions (ch.9,12) 


SS.912.C.2.1 SS.912.C.2.5 CC.1112.RH.2.4 CC.1112.WHST.2.6 

SS.912.C.2.2 SS.912.C.2.11 CC.1112.RH.3.9 CC.1112.WHST.3.8 

SS.912.C.2.3 SS.912.C.2.13 CC.1112.WHST.1.2 

SS.912.C.2.4 SS.912.C.2.15 CC.1112.WHST.2.5 


(15 days) 

• What is the electoral process established by the Constitution and how can citizens affect 

it 

• What are the ways that Americans can participate in the political process 

• What impact does the media have on the political process 

Understand 


• the electoral college is a safeguard for electing a president. 

• Americans are the constituents who elect officials who are their voice in federal and 

state governments. 

• the U.S. Census is important for redistricting congressional districts. 

• the media can sway and influence public opinion. 

Know 


A. Voting Process 

-Electoral College 

-political parties 

-One Man/One Vote Doctrine 

-Liberal/Conservative Ideologies 

B. Influence of Media 

-Impact of internet 

-Targeting the message 

-negative campaigning 

-sound bite 

Do 


• compare the Electoral College with 

popular vote. 

• compare and contrast liberal and 

conservative ideologies. 

• trace the development of political 

parties. 

• explain how interest groups and 

campaign contributions influence the 

development of public policy. 

• describe the acquisition of political 

socialization. 

• analyze voting behavior and its 

impact on elections.

190 

Unit 3-Content/Literacy Standards 

Conservative 

Liberal 

Public Policy 

PAC’s 

Political Socialization 

Poll 

Elector 

Redistricting 

Sound bite 

Platform 



Case Study-The 1960 Election: page 355 

of the United States Government 

Principles and Practice. 

Analyze political cartoons using a variety 

of primary source cartoons. 

Library of Congress: 

http://www.loc.gov/teachers/classroomma 

terials/primarysourcesets/politicalcartoons/pdf/teacher_guide.pdf 


Create a timeline of American political 

parties following the guidelines on page 262 

of the United States Government Principles 

and Practice. 

Create a radio spot for a candidate. 


Conduct a mock polling of a variety of 

topics such as favorite movie, music, or 

sports team. 

Keep a diary of commercials that run 

during their favorite television show or 

ads that pop up on social media sites. 


• U.S Census Bureau: http://www.census.gov/ 

• Political Cartoons/Thomas Nast: http://cartoons.osu.edu/nast/ 

• Create a PAC for Dummies by categories of types of interest groups. T.E., page 256 

• Take a poll: Pew Research Center: http://www.pewresearch.org/

191 




Unit 3: Political Processes/Linkage Institutions (15 days, 8 days block) 

Chapter 9, 12 

Essential What is the electoral process established by the 

Questions Constitution, and how can citizens affect it 

What are the ways that Americans can participate in the 

political process 

How does the use of election theory techniques affect the 

analysis of election data 

How can you integrate information from diverse sources, 

both primary and secondary, into a coherent 

understanding of an idea or event 

Content Public Opinion and its measures 

The role of the media plays in electoral politics 

Interest groups, Political Action Committees, and their 

role in American politics (Federalist #10) 

Campaigns and elections 

Presidential campaigns and elections 

Electoral process 

The role of the voter in the electoral process. 

Development of political parties and their role in the 

electoral process and policymaking 

Next 

Generation 

Sunshine 

State 

Standards 

SS.912.C.2.2: Evaluate the importance of political 

participation and civic participation. 






SS.912.C.2.8: Analyze the impact of citizen participation 

as a means of achieving political and social change. 

SS.912.C.2.11: Analyze public policy solutions or courses 

of action to resolve a local, state, or federal issue. 

SS.912.C.2.12: Explain the changing roles of television, 

radio, press, and Internet in political communication. 



omission, and emotional appeal. 

SS.912.C.2.14: Evaluate the processes and results of an 

election at the state or federal level. 

SS.912.C.2.15: Evaluate the origins and roles of political 

parties, interest groups, media, and individuals in 

determining and shaping public policy. 

SS.912.C.2.16: Analyze trends in voter turnout. 

Instruction 

Assessment

192 



Common 

Core 

Standards 
























LACC.1112.WHST.3.8: gather relevant information 


advanced searches effectively; assesses the strengths and 

limitations of each source in terms of the specific tasks, 





MA.912.D.3.1: Use election theory techniques to analyze 

election data. 

MA.912.D.3.2: Use weighted voting techniques to decide 

voting power within a group.

193 


Course: Government Unit 4 Grades 11/12 

Civil Rights and Civil Liberties (ch. 10,11,13) 


SS.912.C.2.1 SS.912.C.2.7 SS.912.C.3.12 

SS.912.C.2.4 SS.912.C.2.8 

SS.912.C.2.5 SS.912.C.3.1 CC.1112.RH.2.4 

SS.912.C.2.6 SS.912.C. 3.10 CC.1112.RH.3.9 


(15 days) 

• How does the Constitution protect the civil rights and civil liberties of Americans 

• How did the Civil Rights Movement lead to new laws protecting the rights of women, 

African Americans and other groups 

• How does the Supreme Court maintain balance between federal and state powers 

Understand 


• the first and fourth amendment protect civil liberties and civil rights. 

• the Supreme Court protects individual liberties and civil rights. 

• the due process and equal protection clause of the 14 th Amendment protect minorities. 


Know 

A .Civil Liberties 

-Bill of Rights 

-14 th Amendment 

-Gitlow v. New York 

-Mapp v. Ohio 

-Gideon v. Wainwright 

-establishment clause 

-slander/libel 

B. Civil Rights 

-discrimination 

-equal protection 

-Jim Crow Laws 

-Separate-but-equal 

-Seneca Falls 

-Civil Rights Act, 1964 

-Affirmative Action 

-Integration Policy 

Do 


• explain the protection of civil 

liberties in the Bill of Rights. 

• explain the incorporation of the 14 th 

Amendment. 

• compare Supreme Court cases 

regarding separate-but-equal. 

• compare Jim Crow laws with 

immigration policy. 

• discuss the problems that face Native 

Americans with “Americanization.” 

• summarize groups that have 

experienced civil rights violations in 

the past.

194 


S 

Quota 

Read 


Due process 

Symbolic speech 

Probable cause 

Indictment 

Prejudice 

Equal Protection Clause 

Segregation 

Suffrage 

Poll tax 

Naturalization 

Undocumented aliens 


Show clips from Separate But Equal (TV 

1991) or access You Tube for a clip of the 

significance of the case. 

Web search on Oyez on Brown v. Board 

of Education and Plessy v. Ferguson. 

http://www.oyez.org/cases 


Create a bookmark for a Supreme Court 

cases. 

Create a timeline on Reconstruction 

Amendments and Laws 


• Parking lot with the questions 

about the reading 

• Exit slip “What are three Supreme 

Court cases that deal with Civil 

Rights or Civil Liberties and 

why” 

• Differentiate this lesson by only 

asking for one case or by giving 

them the case to describe. 


• Separate But Equal (1991) movie worth viewing in its entirety. 

• Mock Supreme Court trial: select biographies of Supreme Court justices, review facts of 

cases not discussed (use cases not discussed in lecture so students will use inquiry skills 

to find interesting cases).

195 




Unit 4: Civil Rights and Civil Liberties (15 days, 8 days block) Instruction Assessment 

Chapter 10, 11, 13 

Essential How does the Constitution protect the civil rights and 

Questions civil liberties of Americans 

How did the civil rights movement lead to new laws 

protecting the rights of women, African Americans and 

other groups 

How does the Supreme Court maintain balance between 

federal and state powers 

How do you use weighted voting techniques to decide 

voting power within a group 

Content The first amendment and fourth amendment 

The equal protections clause and the fourteenth 

amendment 

The due process clause & the fifth and fourteenth 

amendments 

Citizenship and the fourteenth amendment 

Substantive due process vs. procedural due process 

Protecting individual liberties: The Warren, Burger, 

Rehnquist and Roberts Courts 

Next 

Generation 

Sunshine 

State 

Standards 

SS.912.C.2.1: Evaluate the constitutional provisions 

establishing citizenship, and assess the criteria among 

citizens by birth, naturalized citizens, and non-citizens. 




SS.912.C.2.5: Conduct a service project to further the 

public good. 

SS.912.C.2.6: Evaluate, take, and defend positions about 

rights protected by the Constitution and Bill of Rights. 

SS.912.C.2.7: Explain why rights have limits and are not 

absolute. 

SS.912.C.2.8: Analyze the impact of citizen participation 

as a means of achieving political and social change. 

SS.912.C.2.9: Identify the expansion of civil rights and 

liberties by examining the principles contained in 

primary documents. 

SS.912.C.3.1: Examine the constitutional principles of 

representative government, limited government, consent 

of the governed, rule of law, and individual rights. 

SS.912.C.3.10: Evaluate the significance and outcomes 

of landmark Supreme Court cases. 

SS.912.C.3.11: Contrast how the Constitution safeguards 

and limits individual rights.

196 

SS.912.C.3.12: Simulate the judicial decision-making 

process in interpreting law at the state and federal level. 

Common 

Core 

Standards 



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). 














scientific procedures/ experiments, or technical 

processes. 





MA.912.D.3.2: Use weighted voting techniques to 

decide voting power within a group.

197 


Course: Government Unit 5 Grades 11/12 

Florida State and Local Government (ch. 16) 


SS.912.C.2.10 

SS.912.C.3.9 

SS.912.C.2.11 

SS.912.C.3.13 

SS.912.C.2.14 SS.912.G.4.1 LA.CC.1112.RH.2.4 

SS.912.C.3.8 SS.912.G.5.5 LA.CC.1112.RH.3.9 


(5 days) 

• How are Florida’s state and local governments organized and what services do they 

provide 

Understand 


• Florida’s governmental structure is nearly a mirror image of the federal system. 

Know 


A .Statehood 

-post reconstruction through Civil 

Rights era 

-Florida after 1968: New 

Constitution 

B. Florida’s Constitution 

-fundamental laws 

-statutory laws 

-legislative branch 

-membership and powers 

-executive branch 

-governor, lt. governor 

-judicial branch 

-court system 

-state budget 

C. Local Government 

-counties 

-board of county commissioners 

-municipalities 

-special districts 

-local services 

Do 


• sequence the significant events of 

Florida’s journey to statehood. 

• compare and contrast Florida’s 

constitution to the US Constitution. 

• compare Florida’s branches of 

government to the federal 

government. 

• watch and summarize a school 

board meeting.

198 



Ordinance of secession 

Fundamental laws 

Statutory laws 

Lieutenant governor 

Line-item veto 

Counties 

Board of county commissioners 

Municipality 

Incorporation 

Read 

Special district 


Develop a timeline (523-527 of the United 

States Principles and Practice) showing 

the process Florida took to become a state. 

Write a letter to the editor of a local paper 

about a community concern and why it 

needs to be addressed. 


Create a mobile of the branches of the state of 

Florida. 

Who Am I: A game that addresses the job 

with the title of various state and local 

officials. A variation on the game could be a 

web search or scavenger hunt of names. 


• Sticky Notes for Florida’s 

gubernatorial process while 

reading pages 530-531 in the 

textbook. 

• Write a job description for a 

Florida legislator incorporating 

qualifications and perks of job. 


• Have students read local newspapers/internet for local news 

• Get a copy of the Florida’s Constitution: 

http://www.flsenate.gov/Laws/Constitution 

• Invite a guest speaker from local government or chamber of commerce or school board 

member

199 




Unit 5: Florida State and Local Government (5 days, 3 days block) 

Chapters 16 

Essential How are Florida’s state and local governments organized 

Questions and what services to they provide 

How do you draw evidence from informational texts to 

support analysis, reflection, and research 

Content 

Next 

Generation 

Sunshine 

State 

Standards 

Common 

Core 

Standards 

Florida state and local government 

SS.912.C.2.10: Monitor current public issues in Florida. 

SS.912.C.2.11: Analyze public policy solutions or 

courses of action to resolve a local, state, or federal issue. 

SS.912.C.2.14: Evaluate the processes and results of an 

election at the state or federal level. 

SS.912.C.3.8: Compare the role of judges on the state 

and federal level with other elected officials. 

SS.912.C.3.9: Analyze the various levels and 

responsibilities of courts in the federal and state judicial 

system and the relationships among them. 

SS.912.C.3.12: Simulate the judicial decision-making 

process in interpreting law at the state and federal level. 







case studies of policies and programs for resource use 

and management. 



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). 












Instruction 

Assessment

200 












research. 

Document Based Questions in American History: Why was the Equal Rights Amendment 

defeated

201 

Top 16 Websites for 

Teaching United States Government 

1. http://www.loc.gov/index.html (Library of Congress (LOC): great for primary source 

analysis: print, photos, maps, etc. takes some time to navigate, but worth the effort) 

2. http://www.loc.gov/teachers/ (LOC teacher site) 

3. http://www.c-span.org/ (contains videos of the governmental process in action) 

4. http://www.oyez.org/ (summaries of every Supreme Court case. Since the 1950’s oral 

arguments have been recorded. These arguments have been transcribed and synced to the 

original recording of the argument, juxtaposed by a picture of the justice/lawyer speaking 

5. http://www.livingroomcandidate.org/ (Every presidential campaign commercial: Eisenhower 

– Obama) 

6. http://www.redistrictinggame.org/ (Game that enables students to act as cartographers and 

gerrymander congressional district based on the federal courts provisions of compactness, 

contiguity, and “one man, one vote” doctrine) 

7. http://thomas.loc.gov/home/thomas.php (Reference guide for all bills in the House and 

Senate) 

8. http://www.whitehouse.gov/ (All things related to the president) 

9. http://www.house.gov/ (All things related to the U.S. House of Representatives 

10. http://www.senate.gov/ (All things related to the U.S. Senate) 

11. http://www.supremecourt.gov/ (All things related to the U.S. Supreme Court) 

12. http://www.270towin.com/ (Neat site for teaching electoral college/election overview) 

13. http://new.civiced.org/ (Center for Civic Education) 

14. http://sa18.state.fl.us/page/teen-court-peer-court.html (Awesome program! Teen court offers 

students the chance to become attorneys, jury members, etc. on real cases. Contact for guest 

speaker.) 

15. www.justiceteaching.org (lessons and a chance to set up guest speakers-judges and attorneys) 

16. http://www.icivics.org/games (Games that enable students to be a part of the legislative, 

executive, bureaucratic, judicial, and policy decision making processes, as well as civic 

participation.)

(Psychology Tab) 

202

203 

Psychology Table of Contents 







-LDC Memory 222 

-Teaching Psychology Tips, Tricks, and Techniques 238 



Amy Williams 

T.J. Woodbury 

draves.jeffrey@brevardschools.org 

williams.amynorton@brevardschools.org 

woodbury.theordore@brevardschools.org

204 

Psychology Course Description 

Course Title: Psychology 1 

Course Number: 2107300 

Course Abbreviated 

Title: 

PSYCH 1 

Course Path: Section: Grades PreK to 12 Education Courses Grade Group: Grades 9 to 12 

and Adult Education Courses Subject: Social Studies SubSubject: Psychology 


Course length: 

Course Type: 

Semester (S) 

Elective 


Status: 

General Notes: 

Draft - Board Approval Pending 

Through the study of psychology, students acquire an understanding of and 

an appreciation for human behavior, behavior interaction and the 

progressive development of individuals. The content examined in this first 

introductory course includes major theories and orientations of psychology, 

psychological methodology, memory and cognition, human growth and 

development, personality, abnormal behavior, psychological therapies, 

stress/coping strategies, and mental health. 

Mathematics Benchmark Guidance – Social Studies instruction should 

include opportunities for students to interpret and create representations of 

historical events and concepts using mathematical tables, charts, and graphs. 

Instructional Practices 

Teaching from well-written, grade-level instructional materials enhances 

students’ content area knowledge and also strengthens their ability to 

comprehend longer, complex reading passages on any topic for any reason. 

Using the following instructional practices also helps student learning: 

1. Reading assignments from longer text passages as well as shorter 

ones when text is extremely complex. 

2. Making close reading and rereading of texts central to lessons. 

3. Asking high-level, text-specific questions and requiring high-level, 

complex tasks and assignments. 

4. Requiring students to support answers with evidence from the text. 

5. Providing extensive text-based research and writing opportunities 

(claims and evidence).

205 

Introduction to Psychology 

Suggested Pacing Guide (Semester Course) 

Unit Number/Title 

Traditional 

Schedule Days 

Block 

Schedule 

Days 

#1: History and approaches to the study of Psychology 5 2.5 

#2: Research in the field of Psychology 3 1.5 

#3: Brain function in Psychology 10 5 

#4: Sensation and perception 7 3.5 

#5: Consciousness 8 4 

#6: Development 8 4 

#7: Learning 6 3 

#8: Memory 4 2 

#9: Thinking 6 3 

#10: Motivation 4 2 

#11: Personality 3 1.5 

#12: Disorders 6 3 

#13: Treatment 4 2 

#14: Social 5 2.5

206 

Psychology – Content/Literacy Standards 

Course: Psychology Unit 1 Grades: 9-12 

SS.912.P.1.1 

SS.912.P.1.2 

SS.912.P.1.3 

LA.CCR.1 


LA.CCR.2 

LA.CCRH.11-12.3 


What approaches have psychologists taken to study the science of psychology throughout 

history 


Understand 

there are numerous psychological perspectives. 

the study of psychology developed from the fields of medicine and science. 

Know 


A. Basic Perspectives 

~bio/psychological/neuroscience 

~behavioral 

~cognitive 

~psychoanalytical/psychodynamic 

~humanistic 

~social psychology/social cultural 

~evolutionary 

Do 


differentiate between the seven basic 

psychological perspectives. 

describe the growth of scientific 

psychology from its early pioneers to 

contemporary concerns. 

B. History 

~Wundt 

~James 

~Freud 

~Watson 

~Skinner

207 




Wilhelm Wundt 

Sigmund Freud 

B.F. Skinner 

John Watson 

Behaviorism 

Humanistic psychologist 

Cognitive neuroscience 

Neuroscience 

Evolutionary 

Psychodynamic 

Social-cultural 


Psychology in Everyday Life Instructor’s 

Resource 

Psychology as Science Scale 

Handout 1-2 

Instructions for use in Chapter 

1 p. 5 

Psych Sim 5 Interactive Graphic 

Simulations 

Psychology’s Timeline 

worksheet 

p. 11 


Create a timeline of the history of psychology 

to include major founders of the science and 

important events. Include a one-sentence 

statement for each placement on the timeline 

to show its significance in the development of 

the field. Also include contemporary (20 th 

century) psychologists and their 

contributions. 


• Have students do a quick write to 

explain why psychology makes a 

significant difference in our lives. 

• Use reciprocal teaching and have 

students present ideas on the depth 

and breadth of the discipline. 

Tips/Suggestions: Create your word wall so that you can use it every year. Laminate or use 

on a material that can be used year in and year out. 

Email: Draves.jeffrey@brevardschools.org; Williams.amynorton@brevardschools.org; or 

woodbury.theodore@brevardschools.org for any questions or advice on implementing this 

guide.

208 



SS.912.P.1.5 


LA.CCR.7 LA.CCRH.11-12.8 

SS.912.P.2.1 LA.CCR.9 LA.CCW.3 

SS.912.P.2.5 

LA.CCR.10 

SS.912.P.2.6 

LA.CCRH.11-12.2 


How does psychological research influence our lives 


Understand 

psychology is a science. 

psychological theories guide scientific research. 

the American Psychological Association sets ethical guidelines for human and nonhuman 

research. 

Know 


A. Scientific Method for Psychology 

~define psychology as a science 

~differentiate between research and 

applied psychology 

~subfields of psychological 

research 

B. Research Methods and Measurement 

~differential-v-inferential statistics 

~qualitative-v-quantitative 

~research methods 

+experiment 

+case study 

+correlational study 

+survey method 

+meta analysis 

C. Ethics 

~animal research 

~APA guidelines 

Do 


design an experiment or correlational study 

using the scientific method. 

compare and contrast case studies, surveys, 

and observations. 

explain the importance of random 

sampling. 

evaluate the ethical boundaries of a 

research study. 

explain the value of animal research.

209 




Dual processing 

Hindsight bias 

Replication 

Random sample 

Naturalistic observation 

Correlation 

Illusory correlation 

Placebo effect 

Double-blind 

Independent variable 

Dependent variable 


Psychology in Everyday Life 

Instructor’s Resource 

Discussing Animal Rights & 

Research 

Handout 1-16 

Instructions for use in 

Chapter 1 p. 39 


Simulations 

Correlation worksheet p. 17 


Design an experiment: 

Choose a topic of human behavior that 

intrigues you. Design an experiment to test a 

way to change this human behavior. 

Include: independent variable 

Dependent variable 

Sample population 

(random) 

Theory/results 

Ethical implications of 

experiment 


• Chart (=T=) advantages and 

disadvantages of non-human animal 

research. Debate/discuss with a 

partner. 




guide.

210 




SS.912.P.3.1 LA.CCR.9 LA.CC.WHST11-12.9 

SS.912.P.3.3 

LA.CCR.10 

SS.912.P.3.6 

LA.CCRH.11-12 

SS.912.P.3.9 

LA.CCR.7 


How does the structure and function of the brain influence the study and understanding of 

human psychology 


Understand 

the structure and function of the human nervous system is divided into different system. 

the cortex and limbic system have specific functions. 

neurons have electrical and chemical components. 

the body is balanced through a glandular system of hormones. 

human behavior is shaped by both nature and nurture. 


Know 

A. Nervous System 

~central nervous system 

~peripheral nervous system 

B. Brain Structures 

~parts of cerebral cortex (lobes) 

~parts of limbic system (lower brain) 

~functions of both 

C. Neurons 

~anatomy of a nerve cell 

~function of a nerve cell 

+electric/chemical reaction 

+neurotransmitters 

D. Endocrine System 

E. Genetics 

~nature-v-nurture 

Do 


identify the major divisions of the central 

nervous system. 

describe the basic functions of the nervous 

system. 

map the structures and functions of the 

brain. 

explain how nerve cells communicate. 

describe the parts of a neuron. 

describe how neurotransmitters influence 

mood and behavior. 

describe the nature and functions of the 

endocrine system and its interaction with 

nervous system. 

define chromosome, DNA, gene, and how 

they relate.

211 




Dendrites 

Axiom 

Neuron 

Action potential 

Synapse 

Threshold 

All-or-none-response 

Neurotransmitter 

Serotonin 

Dopamine 

Acetylcholine (ACH) 

Norepinephrine 

GABA 

Glutamate 





Structure of the Brain: Driving 

A Car Activity 

Handout 2-3 




Simulations 

Brain and Behavior worksheet 

p. 21-22 


Create a life-size, 3-D model of a human 

brain. Include labels of the structures of the 

cerebral cortex and limbic system. Also 

include a key that visually describes the 

functions of each structure. 

• Using think, pair, share, write three 

facts you know about the human 

brain. Share and dispel any 

misconceptions or inaccuracies. 




guide.

212 




SS.912.P.4.1 SS.912.P.4.8 LA.CCR.2 

SS.912.P.4.4 LA.CCRH11-12.7 LA.CCRH11-12.9 

SS.912.P.4.5 

LA.CCR.1 

SS.912.P.4.7 

LA.CCR.6 


How does the study of sensation and perception influence the understanding of human 

psychology 


Understand 

sensation and perception are two separate processes. 

the senses transduce information from the environment to the brain. 

the brain uses multiple sensory inputs to understand its environment. 


Know 

A. Define Sensation and Perception 

B. Sensation 

~visual processes and anatomy 

~auditory processes and anatomy 

~other sensory systems 

~threshold and adaptation 

C. Perception 

~Gestalt principles 

~binocular and monocular cues 

~perceptual constancy 

~perceptual illusion 

~nature of attention 

~expectancy 

Do 


label the anatomy of the eye, ear, and other 

sensory organs. 

explain the limits and processes of sensory 

adaptation. 

demonstrate perceptual concepts. 

explain the process of perceptual illusions.

213 




Transduction 

Absolute threshold 

Subliminal 

Difference threshold 

Weber’s Law 

Sensory adaptation 

Wavelength 

Hue 

Blind spot 

Feature detector 

Parallel processing 

Gestalt 

Figure-ground 

Visual cliff 

Retinal disparity 

Monocular cue 

Perceptual constancy 

Frequency 

Pitch 



Resource 

Depth Perception: Binocular 

Vision Versus Monocular 

Vision 

Handout 5-11 




Simulations 

Visual Illusions worksheet 

p. 33-34 

Mouse Party Video 

http://learn.genetics.utah.edu/content/addicti 

on/drugs/mouse.html 


Have students survey their peers with the Muller-Lyre 

Illusion, except, purposely make one line slightly 

longer. Have students prime their subjects: 

1.Subjects 1-5: Say, “We are studying illusions, which 

line is longer” 

2.Subjects 6-10: Say, “We are studying cognition, 

which line is longer” 

3.Subjects 11-15: Say, “Which line is longer” 

Read responses and report a summary of conclusions 

from this data. 


Show a series of optical or auditory 

illusions. Have students brainstorm (think, 

pair, share) why they perceive these visuals 

the way they do and share with a partner. 




guide.

214 



SS.912.P.5.3 

SS.912.P.5.4 

SS.912.P.5.7 

SS.912.P.5.8 


SS.912.P.5.10 

LA.CCR.1 

LA.CCR.6 


What role does sleep and consciousness play in healthy psychological function 


Understand 

sleep is a vital biological function. 

sleep is a multi-staged process of brain activity. 

psychoactive drugs created altered states of consciousness within the brain. 

meditation, hypnosis, and the flow state are considered altered states of consciousness. 

Know 


A. Sleep 

~stages of sleep 

~REM 

~circadian rhythm 

~functions of sleep 

~sleep disorders 

~theories of dreams 

B. Psychoactive Drugs 

~categorize psychoactive drugs 

~how drugs act in the synapse 

~biological and psychological effects 

C. Altered states of consciousness 

~meditation and relaxation 

~hypnosis 

+therapeutic uses 

+controversies 

~flow 

Do 


record a sleep journal. 

analyze personal dreams according to 

dream theory. 

describe the effects of sleep loss. 

identify the major sleep disorders. 

categorize the psychoactive drugs. 

describe the psychological and 

physiological effects of psychoactive 

drugs. 

explain the uses and benefits of hypnosis 

and meditation.

215 




Selective attention 

Inattentional blindness 

Circadian rhythm 

REM 

Narcolepsy 

Sleep apnea 

Manifest content 

Latent content 

Psychoactive drugs 

Tolerance 

Depressants 

Stimulants 

Hallucinogens 




Drug Effects Handout 2-2b 




Simulations 

EEG and Sleep Stages 

worksheet p. 36-37 


Have students keep a dream journal and 

choose a dream to analyze. Correlate the 

length of sleep (sleep cycle) to their dream. 

Assess environmental and social conditions 

that could have affected the dream. 


Using an exit slip, explain in three sentences 

why sleep is so important, but why most 

people are sleep deprived. 




guide.

216 




SS.912.P.6.2 SS.912.P.6.8 LA.CC.WHST11-12.1 

SS.912.P.6.4 SS.912.P.6.1.8 LA.CCR.8 

SS.912.P.6.6 

SS.912.P.6.2.3 

SS.912.P.6.7 

LA.CC.WHST11-12.2 


What are the stages of psychological development and how do the stages influence 

psychological behavior 

Understand 


there are critical periods of human development. 

various developmental theories are applicable through the life span. 

Know 

Do 


A. Methods for Studying Lifespan 

~continuity-v-stage theory 

~nature-v-nurture debate 

~describe sensitive and critical periods 

~end of life issues 

~twin and adoption studies 

B. Development Theories 

~cognitive development/Piaget 

~moral development/Kohlberg 

~psychosexual development/Freud 

~psychosocial development/Erikson 

C. Prenatal Development 

~conception to birth 

~teratogens 

~newborn reflexes and temperament 

D. Infancy 

~physical and motor development 

~perception and intelligence 

~attachment 

~communication and language 

E. Childhood 

~physical and motor 

~memory and thinking 

~social, cultural, emotional development 

F. Adolescent 

~puberty 

~reasoning and morality 

~family-v-peers 

G. Adult and Aging 

~physical, cognitive changes 

~social issues 


identify the current stage of development 

within each of the developmental theories. 

identify critical and sensitive periods 

within each stage of the lifespan. 

compare development in infancy, 

childhood, adolescence, middle and late 

adulthood.

217 




Genome 

Teratogen 

Temperament 

Maturation 

Critical period 

Schema 

Object permanence 

Conservation 

Egocentrism 

Stranger anxiety 

Attachment 

Menarche 

Menopause 

Fluid intelligence 


Have students create a personal development 

scrapbook. They will research and report 

their own developmental history according to 

the theories of Piaget, Erikson, Freud, and 

Kohlberg. They will include pictures, funny 

stories, and important developmental 

milestones. 




Erikson’s Stages Handout 3-14 




Simulations 

Cognitive Development 

worksheet p. 25-26 


• Using a quick write, list factors of a 

person who could optimize the 

development of a child, or 

• A retrospective, referencing 

Erickson, on the things one wants to 

accomplish before they are old and 

gray. 




guide.

218 



SS.912.P.7.1 

SS.912.P.7.4 

SS.912.P.7.5 

SS.912.P.7.8 


SS.912.P.7.9 

LA.CCR.10 

LA.WCCR.2 


What connections exist between the study of psychology and the study of learning theory 


Understand 

learning is based on association. 

conditioning is reinforced on different schedules. 

learning may be based on simple observation of human behavior. 


Know 

A. Classical Conditioning 

~experiments 

+Pavlov 

+”Little Albert” 

B. Operant Conditioning 

~law of effect 

~Skinner 

~schedules of reinforcement 

~types of reinforcement 

C. Observational/Cognitive Learning 

Do 


identify the process of classical 

conditioning within Pavlov’s research. 

describe the process of operant 

conditioning. 

differentiate the schedules and types of 

reinforcement. 

compare and contrast classical and operant 

conditioning. 

describe the process of 

observational/cognitive learning.

219 




Associative learning 

Cognitive learning 

Pavlov 

Neutral stimulus 

Unconditional response 

Unconditional stimulus 

Conditional response 

Conditional stimulus 

Acquisition 

Extinction 

Spontaneous recovery 

Generalization 

Discrimination 

Operant chamber 

Reinforcement 

Shaping 

Positive reinforcement 

Negative reinforcement 

Primary reinforcer 

Partial reinforcement 

Ratio 

Internal 

Observational learning 

Mirror neuron 

Prosocial behavior 




Conditioning the Eye Blink 

Response 

Handout 6-4 




Simulations 

Monkey See, Monkey Do 

worksheet p. 43 


Short Answer: How would you use the techniques of 

classical conditioning to teach a dog a trick 

Design a training program, utilizing operant 

conditioning techniques, to shape a pet’s behaviors 

into desired outcomes. 


• What do you know List the skills or 

techniques that you use to change or 

adapt new information. 




guide.

220 



SS.912.P.11.1 

SS.912.P.11.3 

SS.912.P.11.4 

SS.912.P.11.6 


SS.912.P.11.11 

LA.CCRH11-12.8 



What role does memory play in psychological well-being 


Understand 

memory is a three-stage process. 

memory formation takes multiple formats. 

there are many challenges/obstacles in the retrieval of memories. 

there are proven methods to improve or enhance memory. 


Know 

A. Encoding 

~three-stage information processing 

model 

B. Storage of Memory 

~sensory memory 

~short-term/working memory 

~long-term memory 

~memory disorders 

C. Retrieval of Memory 

~recall 

~recognition 

~re-learning 

~interference 

~malleability of memory 

~memory improvement 

Do 

Students will be able to do . . . 

create a three-stage information processing 

model. 

implement a memory tool to enhance 

memory. 

contrast pro-active and retroactive 

interference. 

describe the duration and working capacity 

of all types of memory. 

explain the research of Elizabeth Loftus as 

it relates to the malleability of memory.

221 




Encoding 

Retrieval 

Storage 

Effortful processing 

Implicit memory 

Explicit memory 

Imagery 

Recall 

Recognition 

Relearning 

Déjà vu 

Mood-argument memory 

Misinformation effect 




Verbal Information Can Bias 

Memory 

Handout 7-6a,b,c,d,e 




Simulations 

Trusting Your Memory 

Worksheet pp. 48-49 


Create a mnemonic device that will assist in 

remembering the vocabulary for this unit, 

examples 

• Song or rap 

• Word association 


List the Seven Dwarfs. Discuss /show a list 

of dwarf names and see if they can 

recognize the seven 




guide.

222 

Template Task/Synthesis Task 19 

Memory 


Task 19/Synthesis: 

How do I improve my memory 

After reading “Quiet, Sleeping Brain at Work,” (Scientific 

American Mind, Aug/Sept 2008, pp. 23-29) and three (3) of the 

following six (6) articles/selections, create an informational 

pamphlet that explains how to improve memory. What conclusions 

or implications can you draw about the strengths and weaknesses 

of human memory Cite your sources, pointing out key elements 

from each source. 

L2: In your pamphlet, address the credibility and origin of the 

sources in view of the topic. 

L3: Identify any gaps or unanswered questions in the sources. 


Interview with Elizabeth Loftus – “False Memories,” (Scientific 

American Mind, Jan/Feb, 2005, pp. 14-15) 

“Making Memories Stick” -- Article segment from “Erasing 

Memories,” (Scientific American Mind, Jan/Feb, 2005, pp. 31-32) 

“Creating Memories” graphic – “Making Connections,” (Scientific 

American Mind, July/Aug, p. 24) 

“Getting the Most from Your Memory” graphic -- “Making 

Connections,” (Scientific American Mind, July/Aug, p. 27) 

“Train your brain: 25 top tips to turbo-charge your memory” 

http://teachercatapult.com/jobs-by-pa-county/ 

“Healthy lifestyle habits may improve your memory too” 

http://www.usatoday.com/story/news/nation/2013/06/01/healthylifestyle-memory-adults/2371249/

223 


Brain role in human memory: 

After reading “Building Memories” on pp. 186-192 (Psychology in Everyday Life), have students 

generate a five question review quiz focusing on the structure and function of brain and how it 

encodes, processes and stores memories. 

Students must provide an answer key and text references for their answers. You may require that 

their questions be in various formats (multiple choice, T/F, matching or short answer) 

Differentiation: Work in pairs; Think Aloud for Ideas; Main Concepts 


Change blindness: 

After reading about change blindness on page 49-50 in the textbook, to test students’ ability to 

notice change (change blindness), discretely move five common objects in your classroom. For 

example, move the flag to a new location. Turn the pencil sharpener upside down. Hang 

unusual posters on the walls. Put a pineapple on your desk. Wear one brown shoe and one black 

shoe. Wear the same shirt five days in row. 

The object is to see how long it takes students to notice rather obvious change. Use this activity 

to prompt discussion on how the human brain fails to notice change. On page 50 in your text, 

there are examples of “man on the street” change blindness activities. Often, these can be found 

online and shown to students to better illustrate this phenomenon. 

http://www.youtube.com/watchv=VkrrVozZR2c – person swap video 

LDC Activity 3 – Encoding Failure 

Read “Encoding Failure” on page 193 in the textbook. Much of what we are exposed to, we 

never notice. You can demonstrate encoding failure by posing the following questions. 

1. The old standard phone dial has 10 numbers, one through nine plus zero. However, 

it doesn’t have all 26 letters of the alphabet. Which ones don’t appear on the dial 

(“Q” and “Z”) (Note that most of today’s home phones and cell phones have all 26 

letters.) 

2. What is the color of the top stripe of the American flag (Red) How many red and 

how many white stripes does it have (7 red and 6 white) 

3. If you have a watch with mechanical hands, cover the face and try to recall what it 

looks like. How many numbers does it have Are they Arabic or Roman numerals – 

or does it have any numbers at all 

4. Most wooden pencils are not round. How many sides do they typically have (Six) 

5. In what hand does the Statue of Liberty hold her torch (Right) 

6. The White House is pictured on the back of a $20 bill. What is on the back of a $10 

bill (Treasury Building) A $5 bill (Lincoln Memorial) A $1 bill (The word “One”) 

7. What four words besides “In God We Trust” appear on most U.S. Coins (United 

States of America) 

Differentiation: Work in pairs.

224 

LDC Activity 4 – Student Project: A Forgetting Journal 

After reading the “forgetting” section in the textbook (pp. 192-193), ask volunteers to 

maintain a forgetting journal for at least a couple weeks. The task is simple. Students are to 

record specific instances of having forgotten something, such as forgetting names, appointments, 

intentions, or routes; repetitive checking (e.g., Did I turn the stove off); and the tip-of-thetongue 

phenomenon. They should write down the situation, any factors they think were relevant 

to the forgetting (e.g., their emotional state or focus of attention), and some judgment as to why 

the forgetting occurred. They should also note whether the forgotten material was later recalled. 

In proposing a “forgetting journal” for memory courses, W. Scott Terry suggests that 

students also record unusual instances of remembering- for example, the sudden remembrance of 

something they thought they had forgotten. Again, students should describe the conditions 

surrounding the unexpected retrieval. 

In reading the journals, you are certain to find illustrations of memory principles that can 

be shared in class. In fact, as Terry reports, reading only a few journals will reveal examples of 

nearly every concept presented in a learning and memory course. You might also ask students 

to suggest possible remedies for their specific forgetting problems. 

Differentiation: Use a T-Chart (label one side forgotten task/other side situation, or 

remembering/situation). 


Using the following website to answer the questions found on pages 48-49 of the PsychSim 5 

book (Worth Publishers). 

http://bcs.worthpublishers.com/gray/content/psychsim5/Trusting%20Your%20Memory/Trusting 

YourMemory.htm 

This can be done as a class activity in a lab, homework, group work, or guided lecture.


Using both the charts provided create a timeline of brainwave activity for a normal 8 hours of 

sleep. 

225

226 




SS.912.P.12.1 SS.912.P.13.6 LA.CCRH11-12.2 

SS.912.P.12.2 SS.912.P.8.1 LA.CCR.1 

SS.912.P.13.1 SS.912.P.8.3 LA.CCR.10 

SS.912.P.13.4 

SS.912.P.8.6 


What are the relationships between thinking, intelligence and language in the study of 

psychology 

Understand 


the cognitive process includes problem solving and decision making. 

intelligence is defined and assessed in multiple ways. 

tests must be reliable and scrutinized for validity. 

intelligence testing is subject to bias. 

language acquisition is a complicated cognitive process. 

language acquisition is directly related to cognitive development. 

despite brain plasticity some brain structures have dominant roles in language processes. 

Know 


A. Cognitive Processes 

~problem solving/decision making 

~non-human problem solving 

B. Obstacles to Thought 

~obstacles to problem solving, decision 

making, good judgment 

C. Perspectives on Intelligence 

~general intelligence factor 

~theories/extremes of intelligence 

D. Assessment and Testing 

~history of intelligence testing 

~assessing intelligence 

~validity and reliability in testing 

E. Issues in Intelligence Testing 

~consequences 

~biological/cultural factors 

F. Structure of Language 

~relationship of language/thought 

G. Theories of Language Acquisition 

~second language cognitive process 

H. Brain Structures and Language 

~brain damage/brain plasticity 

Do 


compare algorithms, heuristics and insight 

as problem-solving strategies. 

describe the obstacles that can hinder smart 

thinking. 

explain how tests are evaluated using the 

concepts of reliability and validity. 

assess bias in intelligence tests. 

identify the brain structures associated with 

language. 

recognize associations between brain 

damage and language difficulty.

227 




Cognition 

Algorithm 

Heuristics 

Fixation 

Confirmation bias 

Framing 

Belief persevearance 

Telegraphic intelligence 

Savant syndrome 

Aptitude test 

Achievement test 

Reliability 

Validity 

Standardization 

Weschler Adult Intelligence Scale 

Stanford-Binet 

Heritability 


Define Intelligence: Create your own theory 

of the origins and creation of human 

intelligence. Include academic and practical 

applications of intelligence. 




Problem Solving Handout 8-3 




Simulations 

Get Smart 



Using an admit slip; identify important 

milestones in language acquisition. 




guide.

228 



SS.912.P.14.1 

SS.912.P.14.2 

SS.912.P.14.3 

SS.912.P.14.8 


SS.912.P.15.1 

SS.912.P.15.3 




What characteristics of motivation and emotion are significant in the study of human 

psychology 


Understand 

there are various theories on human motivation. 

motivation varies from person to person and in intensity and degree. 

there are three basic theories of human emotions. 

human emotions are universally expressed. 


Know 

A. Theories of Motivation 

~biological 

~cognitive 

~humanistic 

~cultural 

B. Domains of Motivating Behavior 

~eating 

~sex 

~achievement 

~incentive 

~Maslow’s Hierarchy 

C. Theories of Emotion 

~biological 

~cognitive 

~universality of human expression 

~theories of emotional experience 

D. Emotional Interpretation and Expression 

~biological 

~culture 

Do 


generate a personal hierarchy of needs as 

associated with Maslow’s Hierarchy to 

explain how human needs are met. 

explain how culture influences emotional 

expression. 

identify and delineate the characteristics of 

the Theories of Motivation.

229 




Drive-reduction theory 

Incentive 

Hierarchy of needs 

Basal metabolic rate 

James-Lange theory 

Cannon-bard theory 

Schacter: two-factor theory 

Catharsis 

Subjective well-being 

Adaptation-level phenomenon 

Relative deprivation 




Maslow’s Hierarchy 

Handout 9-6 


Chapter 9 p.7 (See follow 

up questions) 


Simulations 

Hunger and the Fat Rat 



Watch the movie “the Truman Show.” Have 

students evaluate “Truman’s” expression 

according to James- Lang, Cannon-Bard, and 

the Schechter Two Factor Theories. 


Using thumbs up, thumbs down, survey the 

class and ask, “who would shave their head 

for $5.00, $50.00, $500.00, etc. as a means 

of introducing the concepts of intrinsic and 

extrinsic motivation. 




guide.

230 



SS.912.P.16.1 

SS.912.P.16.2 

SS.912.P.16.3 

SS.912.P.16.4 





How does personality development relate to human psychology 


Understand 

there are different theories pertaining to personality development and structure. 

there are a variety of personality assessment techniques. 

personality can be influenced by nature and nurture. 

Know 


A. Theories of Personality 

~psychoanalytic/dynamic 

~trait 

~humanistic 

~social-cognitive 

B. Assessment of personality 

~differentiate assessment personality 

techniques 

~reliability 

~validity 

C. Issues of Personality 

~biological and situational influence 

~stability-v-change 

~connection to health and work 

~self-concept 

~individualistic-v-collectivistic 

~gender 

~environment 

~experience of emotion 

+positive 

+negative 

Do 


assess a case study from each of the 

personality perspectives. 

evaluate the reliability and validity of 

personality assessment tools. 

compare and contrast individualistic and 

collectivistic cultural influences on 

personality differences.

231 




Free association 

Id 

Ego 

Superego 

Psychosexual stages 

Oedipus complex 

Defense mechanisms 

Rorschach inkblot test 

Self-actualization 

Self-transcendence 

Unconditional positive regard 

Trait 

Factor analysis 

Social-cognitive theory 

Reciprocal determination 

Self-serving bias 

Individualism 

Collectivism 




The Big Five Inventroy (BFI) 

Handout 11-7 


Chapter 11 p.18 


Simulations 

Helplessly Hoping 



Using Trait theory, evaluate the personality 

structure of your best friend (or dog, or 

mom…) according to the Big Five personality 

traits. 

Format Assessment 

Debate: Nature and nurture of personality 

1. Where does personality come from 

2. Assign opposing sides and have 

students debate the origins of human 

personality. 




guide.

232 



SS.912.P.17.1 

SS.912.P.17.2 

SS.912.P.17.4 

SS.912.P.17.5 


SS.912.P.17.7 

LA.CCWHST11-12.8 




What psychological disorders exist and influence psychological health in humans 


Understand 

the DSM V is the American model for defining abnormal behavior. 

there are distinctions in the classifications of abnormal disorders. 

that disorders have set diagnostic criteria/guidelines. 

that there is a cultural stigma of an abnormal diagnosis. 


Know 

A. Theories of Disorders 

~define abnormal behavior 

~historical and cross-cultural views of 

abnormal behavior 

~theories of abnormal behavior 

+medical model 

+bio/social/psycho model 

~stigma of abnormal behavior 

~impact on family and society 

B. Classification of Disorders 

~according to DSM V (DSM IV TR) 

~challenges of diagnoses 

~symptoms and causes of major 

disorders 

~individual experience with mental 

disorders 

Do 


identify the criteria for psychological 

disorder. 

differentiate between various psychological 

disorders. 

describe the goals and content of DSM V.

233 




DSM V 

Anxiety disorder 

Phobia 

Obsessive-compulsive disorder 

Dissociative disorders 

Dissociative identity disorder 

Antisocial personality disorder 

Mood disorders 

Bipolar disorders 

Mania 

Schizophrenia 

Hallucinations 




Defining Psychological 

Disorders Handout 12-2 


Chapter 12 p.17 


Simulations 

Mystery Client 



Assign a category of disorder to students in small 

groups of 3-4. Have them choose a disorder from 

said category and present the following: 

• DSM V classification of the 

disorder 

• Case study 

• Treatment plan 

• Prevalence 

• Familial patterns 

• Course 

• Causes (bio-psycho-social) 

• Famous or popular examples of the 

disorder 


Define the boundary between normal and 

abnormal behavior. 

- Teach M.A.U.D. 




guide.

234 



SS.912.P.18.1 


SS.912.P.18.5 LA.CCRH11-12.2 

SS.912.P.18.2 

SS.912.P.18.1 

SS.912.P.18.3 


SS.912.P.18.4 



What treatments and therapies exist to treat psychological illness and/or deficiencies 

Understand 


there are multiple approaches to treating mental illnesses. 

treatment various with severity of disorder. 

there are legal and ethical challenges to treating mental illness. 


Know 

A. Theories on treatment 

~history of treatment 

~disorder appropriate treatment 

~eclectic approach 

B. Categories of treatment 

~biomedical 

~psychological 

~age appropriate treatment 

~efficacy of treatment 

~types of treatment providers 

C. Legal/Ethics 

~ethical challenges 

~resources available for families and 

individuals 

Do 


design a treatment plan to include both 

biomedical and psychological techniques. 

evaluate the ethical considerations of 

various treatment approaches. 

compare and contrast the difference 

between various therapeutic techniques.

235 




Psychotherapy 

Biomedical therapy 

Eclectic approach 

Psychoanalysis 

Transference 

Unconditional positive regard 

Counterconditioning 

Systematic desensitization 

Aversive conditioning 

Token economy 

Cognitive-behavior therapy 

Electroconvulsive therapy 

Repetitive trans-cranial magnetic 

stimulation (RTMS) 

Lobotomy 

Resilience 


Provide a case study of a student experiencing 

typical stressors related to the pressures of 

high school. 

1. Students will create an eclectic 

treatment plan to remedy these anxiety 

issues. 

2. Include both therapeutic and 

pharmacological interventions. 



Resource 

Defining Psychological 

DisordersHandout 12-2 

**Using the same disorder list 

from handout 12-2 answer the 

following questions for those studies 

that are disorders for each therapist 

approach (humanist, psychotherapy, 

etc.): 

1) What would you expect the 

therapists to focus on or do 

2) What would be the advantage of 

using this approach 

3) What would be the disadvantage 

of using this approach 

Psych Sim 5 Interactive Graphic Simulations 

Mystery Therapist 



Who do you talk to when you are upset 

How does talking to this person make you 

feel better Discuss the value of talk 

therapy to relieve stress and anxiety. 

- Introduce catharsis 




guide.

236 



SS.912.P.9.1 


SS.912.P.10.1 LA.CCR.8 

SS.912.P.9.3 SS.912.P.10.11 LA.CCR.7 

SS.912.P.9.4 

SS.912.P.10.13 

SS.912.P.9.8 



What characteristics of society influence the psychological well-being of humans 


Understand 

environment plays a significant role in human behavior. 

group dynamics influence individual behavior. 

social and cultural realities change over time. 

society’s expectations about gender identity and gender roles can create discriminatory 

behavior. 

Know 


A. Social Cognition: 

~Attribution Theory 

~relationship/attitude behavior 

~social persuasion 

B. Social Influence 

~power of the situation 

~group dynamics 

C. Social Relations 

~stereotyping, discrimination, 

prejudice 

~pro-social behavior 

~aggression and conflict 

~attraction 

~reciprocal determinism 

D. Social and Cultural Diversity 

~change over time 

~concept of self 

~race and ethnicity 

E. Diversity 

~gender/gender roles 

~sexual orientation 

~stereotype threat 

Do 


recognize the environment’s influence on 

situational behavior. 

identify personal prejudices in order to 

prevent discriminatory behavior. 

create a scenario that exemplifies reciprocal 

determinism in human behavior. 

explain the premise of stereotyping and the 

explain the consequences of stereotype 

threat.

237 




Gender 

Estrogens 

Refractory period 

Cognitive dissonance theory 

Social facilitation 

Social loafing 

Deindividuation 

Groupthink 

Just-world phenomenon 

Ingroup 

Outgroup 

Mere experience effect 

Altruism 

Bystander effect 

Superordinate goal 


In pairs, violate a social norm. Do not do anything 

immoral or illegal!!! 

As one person violates the norm, the other 

records the reactions of observers. Use Social 

psychology terminology to examine comments and 

behaviors of the people who watched you violate this 

norm. For example: 

o Social facilitation 

o Bystander effect 

o Groupthink 

o Conformity 

o Reciprocal determinism 




Would you Obey/Milgram 

Experiment 

Handout 14-3/14-4 




Simulations 

Everybody’s Doing It! 



Describe the most influential person in your 

life, positive or negative. List the positive 

and/or negative impact they have had on 

your life. 

Introduce the idea of socialization and the 

impact of social encounters on individual 

human behavior. 




guide.

238 

Teaching Psychology 

Tips, Tricks, and Techniques 

1. Please know that this curriculum guide is merely that: a guide. The developers trust that 

trained professionals with the know-how and training can get through the content. This 

guide was built to standardize content district-wide, while leaving pedagogy and teaching 

preferences to individual teachers. 

2. For schools who offer Psychology I and Psychology II separately, this curriculum guide 

and the pacing suggested were created with teaching all the Psychology curriculum in 

one semester. If split into two sections, we recommend covering Units 1-3 & 6-9 in 

Psychology I, and Units 4-5 & 10-14 in Psychology II. Each school and each teacher has 

characteristics that can influence pacing, but adopting similar standards within the district 

alleviates problems with student transfers and repeated content in similar courses and 

different schools. 

3. If time allows, please feel free to integrate any outside Psychology interest (Forensic, 

Performance, Educational, etc.) that matches your expertise. This guide is intended to 

cover everything the student should know when completing the course; anything extra 

would be welcomed and appreciated by the students. 

4. The essential vocabulary is not all-inclusive and represents a bare minimum of necessary 

vocabulary. Using these words on a “word wall” is suggested, especially with the 

district’s new evaluation criteria. 

5. Because this course has mature subject matter, you may wish to send a reminder to 

parents with details about course content. A sample of this letter is provided in the 

Appendix (please alter to fit your course/school). 

6. To simplify the guide, we kept the resources to a minimum for ease of use. The following 

books were used: The Critical Thinking Companion, Second Edition, Psych Sim 5, by 

Worth Publishers (provided as an ancillary to our adopted textbooks and it is also 

available at this website http://worthpublishers.com/catalog/), Psychology in Everyday 

Life, by Myers (District adopted textbook), and the Teacher Resource binder distributed 

with Psychology in Everyday Life is a valuable tool as well.

(Sociology Tab) 

239

240 

Sociology Table of Contents 





-LDC Gender Equity 253 





draves.jeffrey@brevardschools.org

241 

Course Title: 

Sociology 

Sociology Course Description 

Course Number: 2108300 

Course Abbreviated 

Title: 

SOCIOLOGY 

Course Path: Section: Grades PreK to 12 Education Courses Grade Group: Grades 9 

to 12 and Adult Education Courses Subject: Social Studies SubSubject: 

Sociology 


Course length: 

Course Type: 

Semester (S) 

Elective 


Status: 

General Notes: 

Draft - Board Approval Pending 

Sociology –Through the study of sociology, students acquire an 

understanding of group interaction and its impact on individuals in 

order that they may have a greater awareness of the beliefs, values 

and behavior patterns of others. In an increasingly interdependent 

world, students need to recognize how group behavior affects both the 

individual and society. 

Mathematics Benchmark Guidance – Social Studies instruction should 

include opportunities for students to interpret and create 

representations of historical events and concepts using mathematical 

tables, charts, and graphs. 

Instructional Practices 

Teaching from well-written, grade-level instructional materials enhances 

students’ content area knowledge and also strengthens their ability to 

comprehend longer, complex reading passages on any topic for any reason. 

Using the following instructional practices also helps student learning: 

1. Reading assignments from longer text passages as well as shorter ones 

when text is extremely complex. 

2. Making close reading and rereading of texts central to lessons. 

3. Asking high-level, text-specific questions and requiring high-level, complex 

tasks and assignments. 

4. Requiring students to support answers with evidence from the text. 

5. Providing extensive text-based research and writing opportunities (claims 

and evidence).

242 

Introduction to Sociology 

Suggested Pacing Guide (Semester Course) 

Unit Number/Title 

Traditional 

Schedule Days 

Block 

Schedule 

Days 

#1: Foundations of Sociology 8 4 

#2: Culture Structure 7 3.5 

#3: Social Structure 7 3.5 

#4: Individual and Society 10 5 

#5: Social Inequality 10 5 

#6: Family, Religion, and Education 10 5 

#7: Economy, Politics, and Mass Media 10 5 

#8: Social Control and Deviance 10 5 

#9: Population and Urbanization 9 4.5 

#10: Collective Behavior and Social Change 9 4.5

243 

Sociology – Content/Literacy Standards 

Course: Sociology Unit 1: Foundations of Sociology Grades: 9-12 

(8 days) 


SS.912.1.1 SS.912.1.5 SS.912.6.11 LA.CC.R.1 

SS.912.1.2 SS.912.1.7 LA.CC.RH11-12.2 

SS.912.1.3 SS.912.1.9 LA.CC.WHST.11-12.10 

SS.912.1.4 SS.912.6.10 


What is sociology and how does it compare to other social sciences 

In what ways do the three major theoretical perspectives in sociology differ in their focus 

How do sociologists view and think about society 

How do the three theoretical perspectives differ in terms of their level of analysis 

Understand 


social sciences are disciplines that study human social behavior or institutions and functions of 

human society in a scientific manner. 

sociology is the social science that studies human society and social behavior. 

sociology perspective is a way of looking at the world that enables sociologists to see 

beyond commonly held beliefs to the hidden meanings human actions. 

European scholars (August Comte, Harriet Martineau, Herbert Spencer, Karl Marx, 

Emile Durkheim, Max Weber) made important contributions to develop sociology. 

Know 


A. Define sociology 

• Differentiate between other social 

sciences 

• Know the founders of sociology: 

Comte, Spencer, Marx, Weber, 

DuBois 

B .Examine different points of view of 

sociology 

• Sociological perspectives 

• Sociological imagination 

C. Research Methods in Sociology 

• Scientific method 

• Know the difference between 

causation and correlation 

• Distinguish between surveys, 

observations and experiments 

• Ethics and research 

D. Major Theoretical Perspectives 

• Functionalist, conflict, interactionist 

Do 


summarize the social sciences in 

comparison to sociology. 

define and explain the sociological 

perspective. 

evaluate why the social upheaval 

encouraged scholars to analyze society. 

explain the differences between the 

founders’ different approaches to social 

problems. 

summarize the three sociological 

perspectives and on what each perspective 

focus on. 

identify the seven steps in the research 

process. 

contrast the difference between positive 

correlations and negative correlations. 

summarize which research approaches a 

case study might employ. 

identify which ethical issues sociological 

researchers might face.

244 

Unit 1 Foundations of Sociology 


Social Darwinishm 

Verstehen 

August Comte 

Herbert Spencer 

Karl Marx 

W.E.B. DuBois 

theoretical perspective 

functionalist perspective 

dysfunction 

manifest function 

latent function 

conflict perspective 

interactionist perspective 

symbolic interaction 

scientific method 

hypothesis 

correlation 

case study 


case study 

experiment 

content analysis 

survey 

sample 

Lab “Who’s at Your Table” 

pp. 28 -29 in textbook 

Using notes & graphic organizer like the one 

below describe the major research methods. 


Summarize the Spread of Hip Hop 

Around the world – TE page 19 – handout 

on the teacher disc 

Survey: conduct a survey that asks people 

of different ages to respond to questions 

about the impact of the internet on social 

behavior = questions v. interviews 

(Chapter 1 – Project Based Activity on 

teacher’s disc 


What is sociology = Teaching Notes 

Compare/Contrast 

Social Sciences Chart 

different similar 

Anthropology 

Psychology 

Economics 

Etc. 

Research jobs related to the Social Sciences or a scholar of Social Sciences. 

Timeline of Sociology = pages xx-xxi

245 


Course: Sociology Unit 2: Culture Structure Grades: 9-12 

(7 days) 


SS.912.2.1 SS.912.2.9 LA.CC.RH.11-12.1 

SS.912.2.2 SS.912.2.11 LA.CC. RH.11-12.9 

SS.912.2.5 SS.912.2.7 LA.CC.WHST.11-12.2 

SS.912.2.6 SS.912.2.4 


What is the meaning of the term culture, and how do material culture and nonmaterial culture 

differ 

What do most cultures have in common with each other 

What are traditional American values 

Understand 


culture is made up of the material and nonmaterial products of human groups. 

society differs from culture, in that societies are made up of people and cultures are made up of 

products. 

all cultures share certain elements: technology, symbols, language, values, and norms. 

American values have not stayed the same over time. 

American values include work, individualism, morality and humanitarianism, personal 

achievement, and others. 


A. Culture and society 

Know 

B. Component of Culture 

• Technology, symbols, language, and 

values 

• Cultural variations between different 

societies 

C. American Value System 

• History of value system 

• Individuals responsibility to culture 

Do 


contrast the difference between a society and 

a culture. 

identify the key components of culture. 

identify cultural universals. 

evaluate the cause and effect on how 

ethnocentrism may cause 

discrimination. 

summarize the major processes of cultural 

change. 

list and describe for traditional American 

values. 

analyze in what ways American values have 

changed. 

describe the components of culture for : 

symbols, values, and norms.

246 

Unit 2 Culture Structure 

Culture 

Material culture 

Nonmaterial culture 

Society 

Values 

Norms 

Folkways 

Mores 

Laws 

Cultural universals 

Subculture 

Counterculture 

Ethnocentrism 

Cultural relativism 

Cultural diffusion 

Cultural lag 

Cultural leveling 

Self-fulfillment 



Create a poster that provides examples of and 

expands on cultural universals, cultural 

diversity, or American values affect 

adolescents (rubric – disc) 

Guided Reading: Sect. 3 - disc 


Successful Cross-cultural 

Communications 

“Intercultural Relationship” – disc 

Read – answer questions from excerpt - 

interview 


Interpreting Pie Graphs 

Page 40. Interactive 

Write a paragraph: How has ethnic and 

racial diversity in the U.S. influenced 

American culture 

American Values – What’s Your Opinion 

p. 46 Poll 

This would be a great opportunity to integrate any other culture that may be represented in your 

student population and compare their home cultures to mainstream America.

247 


Course: Sociology Unit 3: Social Structure Grades: 9-12 

(7 days) 


SS.912.3.1 SS.912.2.8 SS.912.4.8 LA.WCC.1 

SS.912.3.2 SS.912.4.4 SS.912.5.11 LA.RCC.R.1 

SS.912.3.3 SS.912.4.2. LA.CC.RH.11-12.1 

SS.912.2.10 SS.912. 4.3 LA.CC.WHST.11-12.9 


How are status and roles related 

What concepts have sociologists used to contrast societies 

What are the main functions of groups 


Understand 

social structure is the network of interrelated statuses and roles that guides human interaction. 

there are five common forms of social interaction – exchange, competition, conflict, 

cooperation, and accommodation. 

groups are the foundation of social life in terms of size, life, organization, and purpose. 


Know 

A. Social Status 

• Ascribed and achieved status 

• Master status 

B. Roles 

• Role conflict, strain and exit 

• Role expectation and performance 

C. Social Interaction 

• Social exchange, competition, 

conflict, and cooperation 

D. Types of Societies 

• Preindustrial 

• Hunter/gather, pastoral, agricultural 

• Industrial, postindustrial 

• Contrasting societies 

E. Groups within Society 

• Define groups 

• Types of groups 

• Group functions 

Do 


contrast the difference between ascribed 

status and achieved status. 

identify cause and effect on why role 

conflict and roles strain occur. 

identify why social institutions serve. 

analyze how the exchange theorists view 

social interaction. 

contrast how competition and conflict differ. 

summarize the four types of 

accommodation. 

identify in supporting details the two 

developments changed life in 

preindustrial societies. 

identify the cause and effect how 

industrialization lead to urbanization. 

identify in supporting detail the ways groups 

differ. 

summarize how primary groups and 

secondary groups differ. 

summarize types of leadership that groups 

need to be successful.

248 

Unit 3: Social Structure 

Social structure 

Status 

Role 

Ascribed status 

Achieved status 

Master status 

Role set 

Role conflict 

Role strain 

Role exit 

Exchange theory 

Conflict 

Cooperation 

Accommodation 

Gemeinscchaft 

Gesellschaft 

alienation 



Simulation : “Are You In or Are You 

Out” 

pp. 80-81 

Case Study: Business Organization – The 

Japanese Model (Teacher Disc – CH 3) 


Observe social interaction 

Study 5 examples of common types of social 

interaction- exchange, competition, conflict, 

cooperation, and accommodation (disc = 

portfolio checklist) 

Using notes and graphic organizer, sequence 

four forms of accommodation in terms of 

achievement (Student Edition p. 61) 


Students complete their own 

ascribed/achieved statuses 

Write a sentence making a generalization 

about the relationship between group size 

and interaction 

Graphic on page 69 in textbook 

Chapter Review: Worksheet is on the disc 

Good overview of topics includes main idea and vocabulary

249 


Course: Sociology Unit 4: The Individual and Society Grades: 9-12 

(10 days) 


SS.912.2.3 SS.912 5.3 SS.912. 7.3 LA.CC.1112.RH.1 

SS.912.5.8 SS.912.5.2 SS.912. 7.4 LA.CC.11-12.RH.9 

SS912.5.9 SS.912.5.1 SS.912. 7.5 

SS.912.5.4 SS.912.6.6 SS.912.7.6 


What is the history behind the nature versus nurture debate 

What ar the main factors that affect personality development 

What are the five general characteristics of adolescence 

What changes characterize late adulthood 

Understand 


scientists have debated for years whether nature or nurture plays a bigger role in personality 

development. 

adolescence refers to a distinct stage of life that occurs between the onset of puberty and 

adulthood. 

in American society, adult stages of development are experienced differently by men and 

women. 


Know 

A. Personality Development 

• Nature vs. nurture 

• Ordinal position, environment, 

heredity 

B. Socialization 

• Agents of socialization 

• Family, peers, mass media 

C. Adolescence 

• concept of adolescence 

• teenagers and dating 

• challenges of adolescence 

• drugs, suicide, and sexual behavior 

D. Early and Middle Adulthood 

• Adult development 

• Labor force 

• Job satisfaction 

E. Late Adulthood 

• Retirement 

• Dependency and death 

Do 


debate the arguments support each side in 

the nature vs. nurture discussion. 

evaluate how heredity, birth order, parental 

characteristics, and cultural 

environment influence personality. 

contrast how the three theories of 

socialization differ. 

judge which agent of socialization is the 

most important. 

summarize which factors of are important to 

the development of adolescence. 

judge what the most challenging 

characteristic of adolescence is. 

compare and contrast dating and courtship. 

summarize what led to the emergence of 

dating in the US. 

compare how the age 30 transition and the 

midlife transition are similar. 

identify the cause and effect of how 

dependency changes an older 

person’s life.

250 

Unit 4 The Individual in Society 


Personality 

Heredity 

Instinct 

Sociobiology 

Aptitude 

Socialization 

Self 

Agents of socialization 

Mass media 

Resocialization 

Adolescence 

Puberty 

Aniticipatory socialization 

Dating 

Courtship 

Homogamy 

Outsourcing 

Gerontology 


Use vocabulary terms to write a summary of 

what you learned in chapter or section. 

Cause/Effect: Using your notes and a graphic 

organizer like this one, explain the 

causes/effects that have changed the world of 

work in the U.S. P. 145 


Graphic presentation of data based on the 

difficult challenges that adolescents face 

Compare the teenage male/female 

perspective of dating in a discussion 


Categorize: Use notes and a graphic 

organizer like the one below, explain 

how aspects of factors affecting 

personality fit in the nature versus 

nurture debate 

Nature Nurture 

Causes The world Effects 

of work 

Good assessment also on page 139: Becoming an Adult: Quick Lab

251 


Course: Sociology Unit 5: Social Inequality Grades: 9-12 

(10 days) 


SS.912.4.10 SS.912.5.5 SS.912.8.6 LA.CC.RH.11-12.1 

SS.912.4.11 SS.912.5.7 SS.912.4.4 LA.CC.RH.11-12.4 

SS.912.4.12 SS.912.6.7 SS.912.4.9 LA.CC.RH.11-12.9 

SS.912.4.13 SS.912.8.1 


What are the characteristics of the two types of stratification systems 

How do sociologists determine social class 

To what extent is race both a myth and a reality 

How are gender roles and identity formed 

Understand 


most societies divide their members into ranks based on selected characteristics, which can lead 

to social inequality. 

like other scientists and social scientists, sociologists reject the idea that races are biologically 

distinct. 

the specific behaviors and attitudes that a society establishes for men and women are called 

gender roles. 

Know 


A. Systems of Stratification 

• Caste, class system 

• Explaining stratification 

B. American Class system 

• Social mobility 

• Poverty 

C. Race, Ethnicity, Social Structure 

• Intergroup relations 

• Discrimination and prejudice 

• Patterns of minority group treatment 

• Segregation, subjugation, and 

extermination 

• Minority groups in America 

• Historical treatment of minorities 

D. Gender, Age, and Health 

• Gender roles and identity 

• gender and equality 

• Ageism 

• Health care issues in the world today 

• Treatment of Americans with 

disabilities 

Do 


contrast the continuum of open and closed 

stratification systems. 

summarize how wealth, power, and prestige 

affect social rankings. 

identify how sociologist synthesized the 

functionalist and conflict approaches 

to social stratification. 

analyze how American social classes reflect 

social inequality. 

contrast the two types of vertical mobility, 

and how they differ. 

identify how the poverty level is determined. 

summarize why scholars argue that race is a 

myth. 

analyze how discrimination is related to 

prejudice. 

evaluate how gender roles have changed 

over time. 

identify how ageism can be seen in 

American society.

252 

Unit 5 Social Inequality 

Social stratification 

Social inequality 

Caste system 

Exogamy 

Endogamy 

Class system 

Social mobility 

Poverty 

Race 

Ethnicity 

Discrimination 

Prejudice 

Stereotype 

Racism 

Cultural pluralism 

Assimilation 

Segregation 

Gender roles 



Create a pamphlet that presents info on some 

of the government programs that have been 

developed to help end poverty. 

Case Study – “What Do you Wear to Work” 

Interview several work people about what they 

wear, including someone who wear s a 

uniform. Ask questions about the effects of 

clothes and uniforms on work based on the 

article. 


Case study: Rural Poverty pp.184-185 

Class discussion 

Simulation: Only What You Can Afford 

Textbook 202-203 

Gender in Advertising = QuickLab p. 234 

Create a Culture Poster: Lab 226-227 


Interpret: Using your notes and a graphic 

organizer, explain the functionalist and 

conflict theories of social stratification 

and which factors form a synthesis of the 

two. 

Functionalist 

Conflict 

Another formative assessment Quick Write: p. 216 Intergroup Relations: 

Which type of society do you think would be preferred by members of minority groups 

Explain your thinking.

253 

Sociology Template Task/Analysis Task 21 

Gender Equity 



Are all people equal 

After reading “The Words of God Do Not Justify Cruelty to 

Women,” by Jimmy Carter and three of the supplemental readings, 

write an essay that analyzes the levels of inequality in various 

aspects of our society and that addresses the essential question. 

Provide and cite examples from the texts to clarify your analysis. 

What conclusions or implications can you draw about inequality in 

our society today 

L2 In your discussion, address the credibility and origin of sources 

in view of your research topic. 

L3 Identify any gaps or unanswered questions. Include a Works 

Cited page for the sources you use. 


Carter 

“The Words of God Do Not Justify Cruelty to Women,” Jimmy 

http://www.guardian.co.uk/commentisfree/2009/jul/12/jimmycarter-womens-rights-equality 

“Seneca Falls Declaration of Sentiments,” Elizabeth Cady Stanton 

http://womenshistory.about.com/od/suffrage1848/a/seneca_declart 

n.htm 

“How it Feels to Be Colored Me,” Zora Neale Hurston 

http://grammar.about.com/od/60essays/a/theireyesessay.htm 

“The Danger of a Single Story,” Chimamanda Adichie (video/Ted 

Talk) 

http://www.ted.com/talks/chimamanda_adichie_the_danger_of_a_ 

single_story.html 

“Researchers Chart New Path for Study of Ageism,” Michael 

Hotchkiss 

http://www.princeton.edu/main/news/archive/S36/49/28A93/ 

“Americans Without Health Insurance” (2005) – text book, p. 247, 

Sociology: The study of human relationships, Holt/McDougal 2010 

Income Inequality (19): What To Do About It Cartoon about 

education inequity

254 

Sociology LDC Activities 

Lesson 1 (textbook page 234): 

Critical Analysis: 

Have students view a few family television shows from the 1950s and 1960s such as “Leave it to 

Beaver,” “Father Knows Best,” “Ozzy and Harriet.” Then have students view one or two family 

shows from the last 10 to 15 years like “The Middle,” “Modern Family,” “Everyone Loves 

Raymond,” “King of Queens.” The videos should be available on youtube. 

• Quick-write: compare gender role expectations evident in the older programs with the 

portrayal in modern television shows. 

Alternative: Gender in Advertising (page 234) 

Lesson 2 TED Talk – “Danger of a Single Story” 

http://www.ted.com/talks/chimamanda_adichie_the_danger_of_a_single_story.html 

Take 2-column notes 

Main Ideas Supporting Details 

Lesson 3 

Read “Between Cultures” under the Gender Roles and Identity Section. 

Answer question #3 on page 237 summarizing Margaret Mead’s research suggestion on gender 

roles.

255 

Lesson 4 

Read “With the question in mind” on the bottom of page 29. How can ageism be viewed in 

American society Read the section on Ageism (239) using the Think, Pair, Share strategy 

covering each paragraph about Ageism. 

Lesson 5 

1. Before class, gather information on the cost of various facets of health care, such as cost 

of a hospital room per day, a routine visit to a doctor’s office, an ER visit, a blood test, 

and the delivery of a baby. Put this data aside and write each procedure on the board. 

2. Have students brainstorm costs for each procedure, and write their guesses on the board. 

Then write actual costs and discuss the information. 

3. Have each student write a newspaper headline describing health-care costs in the U.S. 

today. Share the headlines in class.

256 


Course: Sociology Unit 6: Family, Religion, Education Grades: 9-12 

(10 days) 


SS.912.8.2 SS.912.5.2 LA.CC.RH.11-12.1 

SS.912.8.4 SS.912.5.3 LA.CC.RH.11-12.7 

SS.912.8.5 SS.912.1.8 LA.CC.WHST.11-12.1 

SS.912.5.1 

LA.CC.WHST.11-12.7 


Do all societies use the same marriage and kinship patterns 

How does society define education 

How do sociologists view education through the different perspectives 

What is the sociological definition of religion 

Understand 

Students will know that . . . 

families throughout the world follow similar patterns. 

most families in the U.S. begin with courtship followed by marriage. 

education consists of the norms and roles involved in transmitting knowledge, values, and 

patterns of behavior from one generation to the next. 

a religion is a system of roles and norms organized around the sacred, which binds people 

together in groups. 

religions are characterized by their rituals, symbols, belief systems, and organization. 


Know 

A. Family Systems and Functions 

• Marriage and kinship patterns 

• Functions of a family 

• Residential, marriage and 

authority patterns 

B. Families in America 

• Distribution of responsibilities 

• Divorce and disruptions 

• Recent trends in marriage and family 

C. Sociology of Education 

• Defining education 

• Different perspectives on 

education 

• Issues in American education 

D. Sociology of Religion 

• Function 

• Nature of religion 

• Religion in America 

Do 


infer what the most universal social 

institution is. 

identify with supporting details what the two 

forms of polygamy. 

summarize the four basic functions of every 

family. 

summarize what responsibilities all families 

need to fulfill. 

compare which social classes are affected by 

family violence. 

identify what the two main sources of 

disruption later in life are. 

identify with supporting details which facts 

about schools seem to be explained by 

the functionalist perspective. 

summarize some of the ways schools 

prepare young people for different 

futures. 

infer what the purpose was with the 

education reforms since the 1980s. 

summarize what alternatives to traditional 

public schools have been proposed.

257 

Unit 6 Family, Religion, Education 

Family 

Nuclear family 

Education 

Religion 

Denomination 

Sect 

Cult 

Religiosity 

Secular 

Fundamentalism 



Lab: How One Society Dealt with 

Calamity: pp. 332-333 

“Investigate how Amish religious beliefs 

shape their norms and guide their 

behavior” 

American Education: Trends Discussion 


Marriage and Kinships Terms page 263 

Preview roots – differentiated Instruction 

(Disc) 

U.S. Supreme Court Rulings on Prayer in 

Public School 

Teacher notes (Ch.13 – Disc) Analyzing a 

Primary Source (p. 306) 


Recall: What is one consequence of the 

high rates of divorce and remarriage 

Quick Write: Agree/Disagree with 

Durkheim quote. P. 335 Support with 

notes from class 

List: Pros and Cons of Home Schooling

258 


Course: Sociology Unit 7: Economy, Politics, Mass Media Grades: 9-12 

(10 days) 


SS.912.6.1 SS.912.8.2 SS.912.1.8 SS.912.5.1 LA.CC.RH.11-12.1 

SS.912.6.2 SS.912.8.7 SS.912.4.9 SS.912.5.2 LA.WHST.11-12.1 

SS.912.6.3 SS.912.8.9 SS.912.4.10 SS.912.5.3 

SS.912.6.11 SS.912.5.10 SS.912.4.13 SS.912.2.10 


How do economic basics affect society 

How does sociology view politics 

How did mass media develop as an institution 

How do the sociological perspectives of mass media differ 

Understand 


societies develop economic institutions decide how to allocate their resources. 

economic systems have three basic sectors: primary, secondary, and tertiary. 

new economic developments have changed the way the U.S. economy works. 

the U.S. is one of the few countries with a two-party system. 

institutionalization of mass media has been driven by a series of intellectual and technological 

innovations, including writing and paper, the printing press, radio, television, and the 

computer. 

Know 


A. Economic institution 

• Economic basics, systems, 

models 

• Capitalism, socialism, 

communism 

• Adam Smith, Karl Marx, and 

John Keynes 

B. United States Economy 

• Rise of capitalism to e-commerce 

C. Political Institutions 

• Sociological view of politics 

• Legitimacy of power 

• Types of government 

• Democratic and authoritarian systems 

D. Political system in the United States 

• Political parties, socialization 

E. Mass Media as a Social Institution 

• Institutionalization of mass 

media 

• Perspectives and issues in 

mass media 

Do 


analyze what three questions must every 

society answer. 

analyze what type of economic society is the 

U.S. 

evaluate what two trends have increased 

U.S. economic power. 

identify two sociological views of politics. 

summarize the two basic types of 

government. 

identify with supporting detail which ideas 

and innovations led to the 

institutionalization of the mass 

media. 

summarize the types of mass media that are 

available in the U.S. 

contrast how the three perspectives differ in 

how they view mass media. 

summarize what issues have been of concern 

to media critics in recent years.

259 

Unit 7 Economy, Politics, Mass Media 

Economic institution 

Factors of production 

Capitalism 

Socialism 

Law of supply 

Law of demand 

Laissez-faire capitalism 

Communism 

Corporation 

E-commerce 

Political institution 

Legitimacy 

Authoritarianism 

Absolute monarchy 

Dictatorship 

Political party 

Information society 



Simulation: There Should be a Law! 

pp.302-303 

“How do special interest groups influence 

the creation of laws” 

Interpreting Cartoons p. 352 

Have the students give up their 

smartphones either to their parents or you 

if you feel comfortable locking them up 

for 24 hours. Have them keep a journal 

on how hard it was giving up their source 

of media for 24 hours. 


Create a story presentation that explains one of 

the three types of authority recognized by 

sociologists: traditional, rational-legal, or 

charismatic 

Case Study; Chapter 12 Decreasing Young 

Voter Turnout 

Read and write a letter to someone from 

another country that has been denied the right 

to vote. Tell that person whether or not you 

will register and take advantage of your right. 


Graphic Organizer: Compare how 

capitalism and socialism answer the 

basic economic questions. Page 286 

List the intellectual and technological 

innovations that led to the 

institutionalization of the mass media. 

Page 353 

3000 BC 2000 AD

260 


Course: Sociology Unit 8: Social Control and Deviance Grades: 9-12 

(10 days) 


SS.912.6.1 SS.912.7.2 SS.912.4.6 LA.CC.RH.11-12.1 

SS.912.6.2 SS.912.7.3 LA.CC.RH.11-12.3 

SS.912.6.3 SS.912.7.6 LA.CC.WHST.11-12.2 

SS.912.7.1 SS.912.4.5 


How do social norms become internalized 

What is social control 

How do sociologists identify the nature of deviance 

What are crimes, and who commits them 

Understand 


people generally follow social norms – and expect others to as well – because they have 

internalized the norms that they feel are useful and appropriate. 

when a person has not internalized a norm, society uses sanctions to motivate his or her 

conformity. 

sanctions can be positive or negative, formal or informal. 

deviance is any behavior that violates significant social norms. 

crimes affects everyone in the U.S., as victims, criminals, and observers. 


Know 

Do 


A. Social Control 

• Sanctions 

• Positive, negative, formal, 

informal sanctions 

• Internalization of norms 

B. Deviance 

• Nature of deviance 

• Violating norms 

• Labeling of deviance 

• Different perspectives 

explaining deviance 

C. Crime 

• Types of crime 

• Violent, property, 

victimless, white-collar, 

organized 

• Criminal justice system 

• Police, courts, juvenilejustice 

identify with supporting details the 

characteristics that describe a norm 

that is likely to be internalized. 

identify the purpose of sanctions. 

analyze how behavior is considered deviant 

changes based on context. 

summarize how deviance benefits society. 

contrast how the sociological perspectives 

view deviance differently. 

identify what criteria are used to determine 

if an act is criminal. 

evaluate one type of crime and judge its cost 

to society. 

summarize what circumstances may limit 

the filing of formal crime reports. 

summarize what role each component of the 

criminal-justice system serves.

261 

Unit 8 Social Control and Deviance 


Internalization 

Sanctions 

Social control 

Deviance 

Stigma 

Strain theory 

Anomie 

Control theory 

Cultural transmission theory 

Differential association 

Labeling theory 

Crime 

White-collar crime 

Criminal-justice system 

Recidivism 

Crime syndicate 

Primary deviance 

Secondary deviance 


Interpreting Charts 

FBI Classifications of Crime page 171 

(questions found on disc) 


Experiment: How to Be an 

Ethnomethodologist: “What role do 

normsplay in everyday life” page 176- 

177 (Disc) 

Current events: Bring in magazines, 

newspaper article, internet examples of 

examples of deviant behavior and have the 

students analyze the different theories of 

why the behavior took place 


Venn Diagram: Compare/Contrast the 

similarities/differences between positive 

& negative sanctions (page 160) 

Write two paragraphs explaining why the 

effectiveness of corrections is a subject of 

debate (page 174)

262 


Course: Sociology Unit 9: Population and Urbanization Grades: 9-12 

(9 days) 


SS.912.4.10 SS.912.5.6 LA.CC.RH.11-12.1 

SS.912.4.1 SS.912. 6.3 LA.CC.RH.11-12.2 

SS.912.4.12 SS.912.6.5 LA.CC.WHST.11-12.8 

SS.912.4.13 SS.912.8.2 LA.CC.WHST.11-12.9 


What theories attempt to explain population change 

Why do some countries want to control population growth 

How did cities evolve 

How do some theories explain city life 

Understand 


three factors affect the growth of decline of a region’s population: the birthrate, the death rate, 

and the rate of migration. 

in the late 1700s, Thomas Malthus predicted that populations around the world would continue 

to grow rapidly. 

some sociologists study ways that the movement of populations affects the social world, 

especially the movement called urbanization. 


Know 

Do 


A. Population Change 

• Birthrate death rate, migration and 

growth rate. 

• Population change theories 

• Controlling population growth 

B. Urban life 

• Evolution of cities 

• Urban challenges 

• Urban ecology 

• Three models of city structure 

• Concentric zone, sector, multiple 

nuclei 

• Theories of city life 

summarize three factors affect a region’s 

growth or decline in population. 

draw conclusions on how some nations 

control population growth. 

contrast how the industrial city differs from 

the preindustrial city. 

summarize how they think over urbanization 

can be prevented. 

summarize the models of city structure. 

explain how the sub cultural theory 

describes the formation of 

relationships.

263 

Unit 9 Population and Urbanization 


Population 

Demography 

Birthrate 

Death rate 

Migration 

Growth rate 

Malthusian theory 

Demographic transition theory 

Urbanization 

Overurbanization 

Urban ecology 

Concentric zone model 

Sector model 

Multiple nuclei model 

Urban sprawl 

Urban anomie theory 

Compositional theory 

Subcultural theory 


U.S. Census Website Search (page 396) 

Florida statistics 

Case Study L The Declining, Population of 

Children (Disc) Questions/Discussion. 

Correlate with U.S. after WWII ie. Baby 

Boomers 


Lab: Analyzing World Population 

Statistics: 

“How does the population of the U.S. 

differ from the population of other 

countries” 

pp. 388-389 (Disc) 


Quick write: 

How do you calculate the growth rate of a 

country 

Compare/Contrast Industrial city versus 

Preindustrial city

264 


Course: Sociology Unit 10: Collective Behavior and Social Change Grades: 9-12 

(9 days) 


SS.912.6.4 SS.912.8.4 SS.912.8.8 LA.CC.RH.11-12.1 

SS.912.6.8 SS.912.8.5 SS.912.8.9 LA.CC.RH.11-12.4 

SS.912.6.9 SS.912.8.6 SS.912.3.3 LA.CC.WHST.11-12.6 

SS.912.8.3 SS.912.8.7 


How do sociologists define collective behavior 

What kinds of collective behavior do crowds exhibit 

What types of social movements exist, and how do they differ 

What are the main sources of social change 

How do the different perspectives explain social change 

Understand 


collective behavior is the relatively spontaneous social behavior that occurs when people try to develop common 

solutions to unclear situations. 

explanations for the development of social movements include relative deprivation theory and resourcemobilization 

theory. 

ethnocentrism, cultural lag, and vested interests all create resistance to social change. 

from the conflict perspective, change is the result of conflict in society. 

modernization is the process by which society’s social institutions become more complex. 

Know 


A. Collective behavior 

• Define collective behavior 

• Crowds 

-mobs, riots, panics, mass 

hysteria 

• different theories 

explaining collective 

behavior 

B. Social Movements 

• Types of social movements 

• Lifecycle of social 

movements 

• Theories explaining social 

movements. 

C. Social Change 

• Sources of social change 

• Theories of social change 

D. Modernization 

• Process and impact of 

modernization 

Do 


contrast how collectivities differ from 

groups. 

identify cause and effect on how types of 

collective behavior result from violence 

and fear. 

identify collective preoccupations, and how 

they spread. 

identify with supporting details what 

techniques are used to sway public 

opinion. 

contrast how the three theories differ in how 

they explain collective behavior. 

contrast how the four types of social 

movements differ in terms of the level 

of social change they seek. 

sequence the stages in the life cycle of social 

movements. 

summarize how cyclical, evolutionary, and 

equilibrium theory explain social 

change. 

contrast how modernization theory and 

world-system theory differ in the way 

they look at modernization.

265 

Unit 10 Collective Behavior and Social Change 



Collective behavior 

Crowd 

Mob 

Riot 

Panic 

Mass hysteria 

Collective preoccupations 

Public opinion 

Social change 

Social movement 

Reactionary movement 

Conservative movement 

Revisionary movement 

Revolutionary movement 

Modernization 

Modernization theory 

World-system theory 

infrastructure 


Creating a Social Movement page 424 

In groups, have the students strategize a 

social movement for a need involved and 

study the propaganda techniques 

necessary for the movement. 

Creating an Advertisement 

Come up with an advertisement for a 

made up product. The activity will 

discuss how the media, propaganda, will 

appeal to collective behavior. 


Create a pamphlet about a social movement 

of concern high school students and that 

encourages the students to join the 

movement. (Disc) 

Compare and Contrast 

Compare and contrast the differences and 

similarities between Groups and 

Collectives (p. 395 as a reference) 

Read “Responding to Terrorism” (page 

403) 

Answer questions at end of reading with a 

written response after a discussion on 

number 2 

Movies (Disc) – Each Unit has movies and suggestions with questions

(Appendix Tab) 

266

267 

Appendix Table of Contents 

Instructional Mandates 268 

Word Wall Rationale 270 

15 Assessment Words Every Student Should Know 271 

Blank KUD 272 

Webb’s Depth of Knowledge 273 

Webb’s Depth of Knowledge Stem Questions 274 

Psychology Parent Letter (Sample) 275

268 

Social Studies Instructional Mandates 

Florida State Statutes (1003.421) provide for the required instruction of various topics as 

outlined in the matrix on the following page. Regular instruction occurring within the course of 

study as indicated by the identified chapters from district textbooks will satisfy the requirements 

of this statue. 

By federal law, public schools are required to hold an educational program pertaining to the 

United States Constitution on September 17 th of each year. If the date falls on the weekend, it 

should be celebrated on the preceding Friday. 

Celebrate Freedom Week must occur during the last full week of September and include three 

(3) hours of appropriate instruction in the intent, meaning, and importance of the Declaration of 

Independence. To emphasize the importance of this week, at the beginning of the school days or 

in homeroom, during the last full week of September, public school principals and teachers shall 

conduct an oral recitation by students of the following words of the Declaration of Independence: 

“We hold these truths to be self-evident that all men are created equal and endowed by 

their creator with certain unalienable rights that among them are life, liberty, and the 

pursuit of happiness. That to secure these rights, governments are instituted among men, 

deriving their just powers from the consent of the governed.” 

Upon written request by a student’s parent, the student must be excused from the recitation of the 

Declaration of Independence. 

In order to encourage patriotism, the sacrifices that veterans have made in serving our country, 

and protecting democratic values worldwide, public schools are required to teach appropriate 

curriculum. Such instruction must occur on Veterans Day and Memorial Day. Members of the 

instructional staff are encouraged to use the assistance of local veterans when practical. 

Although not a mandate, commemoration of Patriot’s Day, September 11 th is encouraged. 

Lessons and SSS have been included in this document and schools are encouraged to participate 

and celebrate on the school day closest to the actual date, should it occur on the weekend. 

The mandates are outlined in the matrix on the following page.

269 

Required Instructional Mandates Matrix 9-12 

MANDATE World History U.S. History Economics U.S. 

Government 

Declaration of 

Independence 

Ch. 17, 18,22 Ch. 1 Ch., 2 

Women's 

Contributions 

U.S. 

Constitution 

Patriotism 

Flag Education 

Celebrate 

Freedom Week 

Federalist 

Papers 

Constitution 

Day 

Elements of 

Civil 

Government 

History of 

Holocaust 

African 

American 

History 

History of the 

State 

Hispanic 

Contributions 

Personal 

Financial 

Literacy 

Ch. 

16,19,21,23,26, 

28,29,30 

Ch. 17, 

18.22,23 

On or before 

Veterans and 

Memorial Day 

Last full week 

of September 

Ch. 6,7,8,18 

On or before 

Veterans and 

Memorial Day 

Last full week of 

September 

On or before 

Veterans and 

Memorial 

Day 

Last full 

week of 

September 

Chapter 3 

On or before 

Veterans and 

Memorial Day 

Chapters 2, 3 

Last full week 

of September 

Ch. 1 Chapters 2, 3, 

4, 6 

September 17 September 17 September 

17 

Ch.28,29,30 31 

Ch11,15,20,21, 

23,28,30 

Ch.11 

Ch. 1,16 

September 17th 

Chapters 1-16 

Ch.15, 23 All Chapters Chapter 16 

Ch.20,25,27, 

30,33,34 

Ch. 12, 18, 21 

Throughout 

Text Book

270 

World Wall Rationale 

Word Wall 

A word wall is an organized collection of words prominently displayed in a classroom. This is 

not a vocabulary list, but rather a list of high frequency words that help to create a deep 

understanding of the subject. Word Walls should be added to the wall as they are encountered in 

learning. Successful word walls are interactive. Teachers and students refer to the wall and use 

the words in daily lessons and activities. 

Why Use Word Walls 

Research indicates that students can typically retain, use, and take ownership of no more than 5- 

10 vocabulary terms per week. Word walls typically are devoted to high frequency vocabulary 

that will be used during the course of a particular unit of study. The purpose of the terms in this 

guide is not to be redundant, but to give the teacher a snapshot of key content-specific and 

academic terms. The goal is for students to take enough ownership of the word wall terms that 

they will be able to recognize them in the context of the social studies classroom and across 

content areas, as well as to use them in conversing, writing, and debating. 

How to Create a Word Walls 

Teachers choose five to ten words per week from a content specific list. These words are placed 

in an area of the room that is visually accessible and appealing to students. Options for placing 

words vary and may include use of a white board/laminated strips, etc. Word walls can be 

placed by theme or unit of study. Be creative! Just remember the goal is to expose students to 

preselected terms (5-10) weekly so they become experts and take ownership of those specific 

terms. At the end of each week students should be assessed on the terms (5-10) per assessment. 

Each new week, a new group of terms (5-10) is introduced and displayed on the word wall. At 

his point, previously assessed word wall terms may be moved to a different section of the room, 

put to the side of new words, or taken down (may be redisplayed later for unit 

review/assessment). 

Using/Differentiating Your Word Walls 

Students should be exposed to all terms via reading textbook or alternative activity. Choose five 

to ten from below per week in which students will become experts (perhaps five for regular 

classes and ten for advanced). Expect/assess higher level students to use terms for more 

advanced challenges such as analysis and debate. Expect/assess regular education students to 

recall terms and to use in writing and discussion. Additional differentiation may involve 

pretesting from content lists provided for each unit of study to determine terms for word walls 

(different final word wall terms will then be used for regular and advanced classes).

271 

15 Assessment Words Every Student Should Know 

Analyze: 

Compare: 

Contrast: 

Describe: 

Distinguish: 

Evaluate: 

Explain: 

Formulate: 

Illustrate: 

Infer: 

Predict: 

Speculate: 

Summarize: 

Support: 

Trace: 

to study or determine the nature and relationship of the parts. 

to view in relation to 

compare or appraise in respect to differences 

to represent or give an account of in words 

to perceive a difference in 

to determine the significance, worth, or condition of usually by 

careful appraisal and study 

to show the logical development or relationships of; to make 

known 

to put into a systematized statement or expression 

to make clear by giving or by serving as an example or instance 

to derive as a conclusion from facts or premises. 

to declare or indicate in advance; especially, foretell on the 

basis of observation, experience, or scientific reason 

to meditate on or ponder a subject: reflect 

to tell in or reduce to a summary 

to uphold or defend as valid or right 

to follow or study out in detail or step by step

272 

KUD 

Content/Literacy Standards - CCSS 

Course: 

Standard(s) being addressed: 

• 

• 

• 

Grade: 

Essential Questions: 

• 

• 

• 

• 

• 

Understand 

Know 

Do

273

274

275 

Dear Parents/Guardians, 

Welcome to the intriguing world of psychology! As we begin learning together, I wanted to take 

some time to point out that over the course of the semester we will sometimes be discussing 

topics of a mature nature. All topics covered are addressed from scientific and theoretical 

perspectives and are based in the district-adopted text book and curriculum. Lessons are 

designed for students to examine the impact psychological analysis has had on a general 

understanding of mental illness, alcoholism, drug use, sexual development, relationships, and 

suicide. 

This course provides students with a broad introduction to the field of psychology. Along with 

the topics mentioned above, additional topics may include: gathering data on the causes and 

correlates of behavior, key figures in the history and study of psychology and their theories, and 

examples of research findings from major subcategories of the field. Students will be 

introduced to major concepts and vocabulary in the discipline. A combination of lectures, video 

clips, and class discussions impart the information and hopefully foster curiosity. The ultimate 

goal is to make students want to learn more about psychology and to start thinking about human 

motivation each time they encounter statements about behavior. 

I look forward to a great semester! Please feel free to contact me for any reason. Due to my 

schedule, e-mail is the easiest and fastest way to contact me – (teacher’s email address). If 

there is a need to contact you, I will always attempt to contact you first via e-mail unless you 

state below that you would prefer a phone call. 

Please fill out and return this portion: 

Student name: 

_____________________________________________________ 

Parent/Guardian name(s): _____________________________________________________ 

Parent/Guardian contact information: 

e-mail: 

phone: 

best time to call: 

_____________________________________________________ 

_____________________________________________________ 

_____________________________________________________ 

I have read and discussed the Psychology Welcome Letter with my student. 

Parent/guardian signature: _____________________________________________________ 

Student signature: 

Date: 

_____________________________________________________ 

_____________________________________________________

276

(Back Page) 

277

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