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:

Showing the alignment of district outcomes with state (including MEAP) and national content standards;
Detailing recommend instructional strategies, instructional materials and suggested assessments; and
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:

Ensure educational equity - all students will have access to the same high quality curriculum;
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;
Ensure what students are taught is logically connected to student achievement;
Make it easier for students who move among schools within a school year to become acclimated to their new schools and classes;
Provide the curricular structure which enables teachers to focus on instruction;
Guide a sequence of instruction within and across grade levels; and
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

DETROIT PUBLIC SCHOOLS

Division of academic affairs

Office of History, Society and Culture

Curriculum Instructional Sequence and Pacing Guide Team

Asaka, Philander / Iroha, Okezie / Robinson, Jacqueline
Bennett, Robert / Jenkins, Mary / Robinson, Kenneth
Busch, Denise / Limage, Deborah / Rooks, Lorraine
Clemons, Cathleen / Lockridge, Rita / Scott, Deborah
Crowley, Ann / McMurtry, Keith / Smith-Dawson, Debra
Cry, Leonard / Odom, Donya / Spencer, Belinda
Friday, Christina / Onwuzurike, Pauline / Unaegbu, Peter-Claver
Givan, Jerry / Pappas, Geraldine / Weir, William
Greene, Sylvia / Parker, Norma / Wilson, Barbara
Highsaw, Charlene / Pruitt, Deborah / Wright, Brenda
Hornbuckle, Pamela / Reaves, Edna
Sheryl Jones, Director

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

Detroit Public Schools

Office of History, Society & Culture

Curriculum at a Glance

Text Reference:

American Nation: In the Modern Era

Pacing / Topic / Units/Chapters
Semester 1
September-October
5 Weeks / Social Studies Review (Economics, Civics, History and Geography) / Unit 1 Eras 1-5
Chapters 1-4 and supplemental activities
Week of September 17 / Constitution Day Lesson
October-December
10 weeks / A Nation Transformed (1860-1910) / Unit 2
Chapters 5-8
A World Power (1897-1920) / Unit 3
Chapters 9-12
January
4 Weeks / Prosperity and Crisis / Unit 4
Chapters 13-15
Semester 2
February
3 Weeks / Prosperity and Crisis / Unit 4
Chapter 16
World Conflicts / Unit 5
Chapter 17
March
4 Weeks / World Conflicts / Unit 5
Chapters 18-19
April
2 Weeks / World Conflicts / Unit 5
Chapter 20
1 Week / A Changing Home Front / Unit 6
Chapter 21
May
3 Weeks / A Changing Home Front / Unit 6
Chapter 22-24
1 Week / Modern Times / Unit 7
Chapter 26
June
1 Week / Modern Times / Unit 7
Chapter 27

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

Overarching Question: How did the political, social, and economic transformations in America influence the evolving meaning of freedom and equality in the United States?
Focus Question(s): How did the ideals of freedom and equality influence American political society prior to 1877?
Objectives/High School Content Expectations (HSCEs): 8-C2.1.1: Explain the historical and philosophical origins of American constitutional government and evaluate the influence of ideas found in the Declaration of Independence, Articles of Confederation, selected Federalist Papers John Locke’s Second Treatise, and Montesquieu’s Spirit of Laws 8-C2.1.3: Explain how the Declaration of Independence reflected political principles of popular sovereignty, rule of law, checks and balances, separation of powers, social compact, natural rights, individual rights, separation of church and state, republicanism, and federalism. 8-E1.1 Describe how individuals, businesses, and government make economic decisions when confronting scarcity in the market economy. 8-G4.4 Explain how forces of conflict and cooperation among people influence the division of the Earth’s surface and its resources.
Cross Curricular Connections: Economics and Geography
Technology Integration: Practice test taking strategies at go.hrw.com Keyword: SES T16, Use CNNfyi.com to find a country in which the U.S. is protecting basic human rights.
Month - September
Week: 1 / Key Concepts/Vocabulary: Stamp Act, Intolerable Acts, Declaration of Independence, revolution, federalists, anti-federalists, needs, wants, goods, services, producers, consumers, self-sufficiency, specialization, interdependence, barter
CDV: freedom CCV: kujichagulia
Teaching Resources:
Textbook: American Nation in the Modern Era, Holt, Rinehart and Winston © 2003
Bellwork/Do Now:
· List tips for taking a test
· What British laws and acts angered colonists?
· What might consumers hope to gain by boycotting a company’s goods?
· List ultimate goals of American Revolution / Student Activities
· Discuss “Why History Matters Today” pp. xxxii-xxxiii
· Review Critical Thinking Strategies pp. S1-S3.
· Explore Standardized Test-Taking Strategies pp.S12-S15
· Use Resources p. 3 Guided Reading Strategies 1.3 to read pp. 15-23
· Complete (see SA pp. 3-4) Establishing Colonies (1600-1775) graph activity (Answers: 1. Settlements ruled by settlers’ homelands 2. Dutch and Swedish 3. The British gained control of all land east of the Mississippi River 4. Religious freedom; economic opportunities 5. more than 1 million) 8-G4.4
· Complete The Colonial Workers Web (see SA pp. 6-8) 8-E1.1
· Complete Resources Geography Activity pp. 1-2, Boston at the Start of the Revolution. 8-G4.4
· Analyze the funding to the Revolution, Economics.
TE p. 22 8-E1.1
· Analyze the various perceptions of freedom see p. 22 Great Debates: Independence.8- C2.1.1
· Analyze the Declaration of Independence pp. 24-27 8-C2.1.1
Assessment(s):
· Students debate whether the American Revolution achieved its ultimate goals, see TE p. 23 Extend 8-C2.1.1
In groups students create graphic organizers for sections of the Declaration of Independence and then orally share with class. 8-C2.1.1

United States History and Geography ~ Grade 9

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

Overarching Question: How did the political, social, and economic transformations in America influence the evolving meaning of freedom and equality in the United States?
Focus Question(s): (1) What is the role of the constitution? (2) How does our government’s checks and balances work? (3) What role do international organizations play?
Objectives/High School Content Expectations (HSCEs) 7-C4.3.3 Explain why governments belong to different types of international and regional organizations. (e.g. United Nations (UN), North Atlantic Treaty Organizations, Organizations of Petroleum Exporting Countries (OPEC), European Union (EU), African Union (AU) and G-8 countries (leading economic/political). Describe the consequences of the American Revolution by analyzing their birth of an independent republican government; creation of Articles of Confederation; changing views on freedom and equality; and concerns over distribution of power within government, between government and the governed and among people.
8-U3.3.4 Explain how the new constitution resolved (or compromised) the major issues including sharing, separating, and checking of power among federal governments institutions, dual sovereignty (state-federal power), rights of individuals, the Electoral College, the Three-Fifths Compromise, and the Great Compromise.
Cross Curricular Connections: Economics
Technology Integration: go.hrw.com Homework Practice Online, keyword: SE3HP1
Month - September
Week: 2 / Key Concepts/Vocabulary: federalist, anti-federalist, supremacy clause, republicanism, exports, imports
CDV: federalism, representative government CCV: Ujima
Teaching Resources:
Textbook: American Nation in the Modern Era, Holt, Rinehart and Winston © 2003 Chapter 1: The New Nation, Prehistory -1791
Bellwork/Do Now:
· Why might the framers have omitted the word slavery from the original text of the Constitution?
· What were the weaknesses of the Articles of Confederation?
· What were the basic differences between the Federalists and the Anti-federalists? / Student Activities
· Constitution Day Observance week of September 17. (see www.billofrights.org/ConstitutionDay; www.archives.gov/education/lessons/constitution-day/activities; or Learning Village resources)
· Read Section 4 pp. 28-35 using Guided Reading Strategies 1.4 p. 4
· Using the Constitution Handbook pp 39-66, outline the Constitution using resources The Constitution: Past, Present and Future- Outlining the Constitution, pp. 26-27 8-U3.3.4
· Describe role of Congress using resources, The Constitution: Past, Present and Future-The Congress at Work p. 28. 8-U3.3.4
· Explain the checks and balances of the branches of government using resources, The Constitution: Past, Present and Future-Checks and Balances
· Complete Building Social Studies Skills , (Interpreting Maps and Analyzing Primary Sources) p. 37
· Complete (see SA pp. 12-13) Forming a New Nation (1775-1800) graph activity (Answers: 1. Lexington and Concord 2. Recognized the independence of the United States and established its borders 3. To give up 4. Sold it to settlers 5. English) F1.3
· Summarize the mission of the following international organizations: Red Cross/ Red Crescent, NATO, WTO, OPEC, AU, G-8 Countries 7.C4.3.3
Assessment(s): Section 4 - Review p. 35

United States History and Geography ~ Grade 9