Detroit Public Schools

DETROIT PUBLIC SCHOOLS

Division of Academic Affairs

Office of History, Society and culture

CURRICULUM INSTRUCTIONAL SEQUENCE

AND PACING GUIDE

Grade 9

UNITED STATES HISTORY AND GEOGRAPHY

2009-2010

DETROIT PUBLIC SCHOOLS

Robert C. Bobb

Emergency Financial Manager

Barbara Byrd Bennett, Esq

Chief Academic Auditor

Sherry Ulery

Deputy Chief of Academic Affairs

Office of History, Society and Culture

Sheryl Jones

Director

Revised by the Office of History, Society and Culture

DETROIT PUBLIC SCHOOLS

Division of academic affairs

Office of History, Society and culture

Table of Contents

Introduction to Curriculum Instructional Sequence and Pacing Guide 3

Curriculum Instructional Sequence and Pacing Charts Team 4

Legend to Pacing Guide 4

Course Description 5

Expectations for Success on Michigan Merit Exam 6

Curriculum at a Glance 7

A One Year Course

Curriculum Instructional Sequence and Pacing Chart

Unit 1: Eras 1-5 ~ Foundations in United States History 8

and Geography - MEAP Preparation

Unit 2: Era 6~ The Development Of An Industrial, Urban, And Global United States 15

(1870-1930)

Unit 3: Era 7 ~ The Great Depression And World War II (1920-1945) 19

Unit 4: Era 8 ~ Post World War II United States (1945-1989) 22

Unit 5: Era 9 ~ America In A New Global Age 29

Unit 6: A Changing Home Front (1954 – 1978) 35

Revised by the Office of History, Society and Culture

DETROIT PUBLIC SCHOOLS

Division of academic affairs

Office of History, Society and culture

Introduction to Curriculum Instructional Sequence and Pacing Guide

A Planning Tool

This instructional sequence and pacing guide is a tool to be used in planning and implementing the district's curriculum. Teachers are responsible for developing lesson plans of main concepts. The format makes transparent the connections among curriculum (what to teach), instruction (materials, activities and strategies) and assessment (what was learned). The Curriculum Instructional Sequence and Pacing Guides for all subjects provide the overall curricular framework for what students will know and be able to do when they graduate from Detroit Public Schools. Pacing the sequence of instruction within a subject and a grade level assures that students are provided the opportunity to experience the full scope of a rigorous curriculum

Effective Instruction

Specifically, the pacing guides connect the components of effective instruction by:

1. Showing the alignment of district outcomes with state (including MEAP) and national content standards;
2. Detailing recommend instructional strategies, instructional materials and suggested assessments; and
3. Indicating frequent, common assessments that can be used to monitor student achievement and to provide interventions, as necessary.

A Coherent Curriculum

Consistent use of these pacing guides will:

1. Ensure educational equity - all students will have access to the same high quality curriculum;
2. Ensure that there is coherence with regard to what to teach, what instructional materials to use, what research based teaching strategies should be used, and how to assess student attainment;
3. Ensure what students are taught is logically connected to student achievement;
4. Make it easier for students who move among schools within a school year to become acclimated to their new schools and classes;
5. Provide the curricular structure which enables teachers to focus on instruction;
6. Guide a sequence of instruction within and across grade levels; and
7. Ensure the curriculum is aligned and consistent with state and federal standards.

These pacing guides were developed by committees of teachers, administrators and other instructional specialists who were charged to make a user-friendly document that will help teachers design lessons which meet students' needs and lead to high achievement. These guides are works in-progress. Periodically, teachers will assess the impact of these pacing guides on their classroom instruction.

"Curriculum matters: If it is in the curriculum, teachers are likely to

teach it; if teachers teach it, students are likely to learn it."

Adapted from: Buehl, Doug. 2001. Classroom Strategies for Interactive Learning

Revised by the Office of History, Society and Culture

1

DETROIT PUBLIC SCHOOLS

Division of academic affairs

Office of History, Society and Culture

Curriculum Instructional Sequence and Pacing Guide Team

LEGEND TO PACING GUIDE

CCC = Cross Curricular Connections

CCV = Core Cultural Values

CDV = Core Democratic Values

ELPS = Electronic Library of Primary Resources

FA = Formal Assessment

IDR = In-Depth Resources

PE = Pupil Edition

PWE = Persuasive Writing Essay

TBDBT = To Be Determined by Teacher

TE = Teacher’s Edition

TRK = Teacher Resource Kit

Revised by the Office of History, Society and Culture

DETROIT PUBLIC SCHOOLS

Division of academic affairs

Office of History, Society and culture

United States History and Geography Course Description

This full year course introduces students to the history of the United States with a focus on the post-Civil War Industrial Age to the present day. The United States History and Geography Course begins with a review of the middle school concepts that can also be utilized as a standardized test preparation. Weeks 1-5 review how historians learn about the past, a variety of primary sources, sourcing and contextualizing strategies to examine and ask questions about the past. Beginning with Era 6, grade 9 students learn about major political, philosophical, and historical under-pinnings of our government. Throughout the course, students analyze how ideas of freedom and equality have shaped our collective past and explore implications for the future. Adopting a chronological approach, students analyze their causes and effects of events in the nation’s past. In this historical study of twentieth century America, students deepen their understanding of major geographical themes, economic principles, and significant concepts in United States government. Throughout the course, students learn to develop important questions, conduct inquiry, and evaluate evidence.

Revised by the Office of History, Society and Culture

Expectations for Success on the Michigan Merit Exam

The content expectations listed below are those that MAY be assessed on the MME, and thus represent content knowledge and skills that should be taught before students take the MME.

Revised by the Office of History, Society and Culture

7

Detroit Public Schools

Office of History, Society & Culture

Curriculum at a Glance

Text Reference:

American Nation: In the Modern Era

Holt, Rinehart and Winston, © 2003

7

Detroit Public Schools

OFFICE OF HISTORY, SOCIETY AND CULTURE

Curriculum Instructional Sequence and Pacing Chart

United States History and Geography ~ Grade 9

Unit 1: The New Nation Prehistory – 1791 and Social Studies Review

United States History and Geography ~ Grade 9

Unit 1: Social Studies Review and American Beginnings, Prehistory-1900

United States History and Geography ~ Grade 9