DOCUMENT RESUME TITLE United States History Curriculum ... · DOCUMENT RESUME ED 335 292 SD 030 425 TITLE United States History Curriculum. Eighth Grade Social. Studies Curriculum

DOCUMENT RESUME

ED 335 292 SD 030 425

TITLE United States History Curriculum. Eighth Grade SocialStudies Curriculum.

INSTITUTION Seminole County Board of Public Instruction, Sanford,Fla.

PUB DATE 86NOTE 187p.PUB TYPE Guides - Classroom Use - TeacLing Guides (For

Teacher) (052)

EDRS PRICE NFO1/PC08 Plus Postage.DESCRIPTORS *Grade 8; Secondary Education; 'Social Studies; State

Standards; Student Educational Objectives; *UnitedStates History

IDENTIFIERS 'Florida

ABSTRACTThis --urriculum guide for eighth-grade social studies

in the Seminole County Florida school district features tnecurriculums of a number of social studies courses as well as minimumstudent performance standards and objectives. The contents are asfollows: Florida Department of Education U.S. History curriculumframeworks (basic, average, advanced); free enterprise and consumereducation minimum objectives (assessed at grade 8); studentperformance standards of excellence for Florida schools in socialstudies (assessed at grade 8); Comprehensive Test of Basic Skills(social studies objectives); basic United States History(curriculum); United States History (curriculum); and advanced Un4tedStates History (curriculum). (DB)

Reproductions supplied by EDRS are the best that can be madefrom the original document.

**********************,*******************M2*************************

The Margaret K. Replaids Building

EighthGradeSocialStudies

Cantu lumBEST COPY AVAILABLE

U S DEPARTMENT OF EDUCATIONOft e oe Educehonal Flatewch end Impfc.ement

DUCATIONAL RE SOURCES INFORMATIONCE NTER IERtC

Aek Tt .?. document has been rfvooucep astalc faved thorn the ger *Oh Of cogamtahon(3, gmapngItAm.of (herpes have been made lo mplo.e,eproduc Ihew duHtv

Pc.nt of way,* or opnonIl!Pdf'ThIiOCimeot noi neceasarar repesens ("cowOE RI pos,I.on or pobcy

I"PERMISSION TO REPRODUCE THISMABIAL HAS BEEN GRANTED BY

JAM EK 3-7E Le. .27)

TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC).-

THE SCHOOL BOARD OF SEMINOLE COUNTY

ROBERT W. HUGHESSUPERINTENDENT

NANCY WARRENCHAIRMAN

JOSEPH WILLIAMS, JR.VICE-CHAIRMAN

JEAN BRYANTWILLIAM J. KROLL

PAT TELSON

MARION G. DAILFYASSISTANT SUPERINTENDENT FOR

INSTRUCTIONAL SERVICES

JACK HEISLERDIRECTOR OF SECONDARY EDUCATION

JAMES J. ELLIOTTCONSULTANT/COORDINATOR OF

SOCIAL STUDIES

UNITED STATES HISTORY WRITING TEAM:

RONALD L. MOUNTSRICHARD C. JOHNSONDONALD L. BATESROBERT D. BRIELLINDA SHAKAR

3

IIIIIII1

IIIII;III

Introduction To Eighth Grade U.S. History

Curriculum 1986

Notes to the teacher using this guide:

1. The guide is as chronological as the three eighthgrade texts would allow.

2. Some of the curriculum included here will not befound in the text but will require supplementing;e.g., Florida History.

3. Some units will include parts of chapters accordingto the layout of the text.

4. The State Department of Education Intended Outcomesare correlated to the County Course Outline.

5. The Free Enterprise/Consumer Education Standardsof Excellence and Comprehensive Test of BasicSkills are referenced to those units where theymost logically apply. Teachers may find thesestandards useful and applicable in other unitsas well.

N

I1 4

1

Table of Contents

Florida Department of Education -Curriculum Frameworks(Basic,Averaz,e,Advanced)

Free Enternrise And Consumer EducationMinimum Objectives-Assessed at Grade 8

Student Performance Standards of Excellencefor Florida Schools in Social Studies-Assessed at Grade 8

Comprehensive Test of Basic Skills-Social studies Objectives

Brro c Prited F-tates History

United Ftates History

Advanced United Stat,,s History

Eighth Irade

Curriculum Frameworks

CURRICULUM FRAMEWORKS - GRADE 8

FLORIDA DEPARTMENT OF EDUCATION

COURSE NUMBER: 2100000

SUBJECT AREA: SOCIAL STUDIES

COURSE TITLE: M/J BASIC UNITED STATESHISTORY

I. MAJOR CONCEPTS/CONTENT: The purpose of this course is to providestudents the opportunity to acquire basic knowledge and understand-ing of the heritage of the U. S. and its relationship to the present.

The content should include, but not be limited to, the political,economic, technological, and social growth of the United States fromthe Exploration period through Reconstruction. An overview willalso include those later major social, geographic, political, andeconomic issues which made a significant impact upon the contempo-rary United States.

II. INTENDED OUTCOMES: After successfully completing this course, thestudent will be able to

* 1. Recognize relationships between past and present.

* 2. Understand the importance of physical and cultural geographyupon the development of the United States.

* 3. Identify important persons, events, and trends in United Stateshistory.

* 0 4. Identify important persons, events, and trends in FloridaHistory.

5. Recognize that there are multiple interpretations of anyhistorical event.

6. Identify the contributions of various ethnic and cultural groupsto the development of the pluralistic society of the UnitedStates.

7. Understand cause and effect relationships in historical de-velopment.

o 8. Recognize the impact of values and ideals reflected in UnitedStates documents and symbols on society past and present.

9. Understand that scientific and technological changes have influenced the historical development of the United States.

* 10. Understand the basic coLcepts of the free enterprise systemas practiced in the United States.

* o 11. Understand the rights, liberties, and obligations of citizen-ship.

* o 12. Recognize the political development of the United States.

* 13. Utilize the appropriate vocabulary, geographic, reference/study, critical thinking, and decision-making skills.

o Inclusion of these items allows this course to fulfill the middleschool requirements for Florida History and Civics.

* Must be met for a semester course.

7

CURRICULUM FRAMEWORKS - GRADE 8

FLORIDA DEPARTMENT OF EDUCATION


COURSE NUMBER: 2100010 COURSE TITLE: M/J UNITED STATES HISTORY

I. MAJOR CONCEPTS/CONTENT: The purpose of this course is to providestudents the opportunity to acquire knowledge and understandingof the heritage of the United States and its relationship to thepresent.

The content should include, but not be limited to, the political,economic technological and social growth of the United Statesfrom the Exploration period through Reconstruction. An overviewwill include those later major socirl, political, and economicissues which made a significant impact upon the contemporaryUnited States.

II. INTENDED OUTCOMES: After successfully completing this course,the student will be able to

* 1. Understand the relationships between past and present.* 2. Explain the impacc of cultural and physical geography upon

the development of the United States.

* 3. Explain the importance of individuals, events, and trends inUnited States history.

o *4. Explain the importance of individuals, events, and trends inFlorida history.

5. Understand that there are multiple interpretations of anyhistorical event.

6. Explain the significance of the contributions of variousethnic and cultural groups to the development of the plura-listic society of the United States.

7. Understand how cause and effect relationships precipitatechange in the development of the United States.

o *8. Understand the impact of values and ideals reflected inUnited States historical documents and symbols on societypast and present.

9. Explain how scientific and technological changes have in-fluenced the historical development of the United States.

*10. Explain the basic concepts of the free enterprise systemas practiced in the United States.

o *11. Understand the rights, liberties, and obligations of citizen-ship in va.cious periods of United States history.

o *12. Understand the political development of the United States.o 13. Utilize the appropriate vocabulary, geographical, reference/

study, critical thinking, and decision-making skills.o Inclusion of these items allows this course to fulfill the middle

school requirements of Florida History and Civics.o Must be met for a semester qoprse.

CURRICULUM FRAMEWORKS - GRADE 8FLORIDA DEPARTMENT OF EDUCATION


COLRSE NUMBER: 2100020 COURSE TITLE: M/J ADVANCED UNITED STATESHISTORY

I. MAJOR CONCEPTS/CONTENT: The purpose of this course is to providestudents the opportunity to acquire knowledge and understandilit,of the United States and its relationship to the present.

The content should include, but not be limited to, the political,economic, technological and social growth of the United Statesfrom the Exploration period through Reconstruction. An overviewwill include those major social, geographical, political andeconomic issues which made a significant impact upon the contempo-rary United States.

II. INTENDED OUTCOMES: After successfully completing this course, thestudent will be able to

Analyze the relationships between past and present.

Analyze the relationships between the physical and culturalaspects of geography on the development of the United States,

3. Assess the impact that major individuals,have had on United States History.

4, Assess the impact that major individuals,have had on Florida history.

events, and trends

events, and periods

5. Understand that there are multiple interpretations of anyhistorical event.

6. Analyze the significance of the contributions of various ethnicand cultural groups to the development of the pluralistic societyof the United States.

7. Analyze how cause and effect relationships precipitate changein the development of the United States.

8. Analyze the impact of values and ideals reflected tn UnitedStates historical documents and symbols on society past andpresent.

9. Evaluate how scientific and technological changes have influencedthe historical development of the United States.

10. Analyze basic concepts of the free enterprise system as practicedin the United States.

11. Compare the rights, liberties, and obligations of citizenship invarious periods of United States History.

12. Analyze the polilical development of the United Ste-es.

13. Utilize the appropriate vocabulary, geographical, reference/study, critical thinking, and decision-making skills.

o Inclusion of these items allows this course to fulfill the middleschool requirements for Florida History and Civics.

Must be met for a semester course.

r.4

FREE ENTERPRISE AND CONSUMEREDUCATION MINIMUM OBJECTIVES

ASSESSED AT GRADE 8

1 0

IITOPIC

FREE ENTERPRISE AND CONSUMER EDUCATION

GRADE EIGHT

OBJECTIVES - The student will:

#A - FREE ENTERPRISE, BUSINESS 2.ORGANIZATIONS, ANDPRIVATE PROPERTY

6.

#C - LABOR ORGANIZATIONS

II#D - SCARCITY AND PRODUCTION

1

Identify private property as the basicfoundation of a free enterprise system.

Describe some ways in which competi-tion benefits the consumer.

Define labor force as people employedor seeking employment.

Identify why scarcity requireschoices.

Define production as the creationof goods or services.

Identify how substitutions can be usedwhen a resource becomes more scarce.

Distinguish between a consumer goodand a capital good.

Identify the factors of production asnatural resources, labor, capital,and management.

21. Identify the factors of production asnatural resources, labor, capital,and management.

Define ca ital pods as tools, equip-ment, mac ncry an-a-buildings thatare used in the production of othergoods and services.

25. Define profit as the reward for takingrisk in business.

II #E - CAPITAL INVESTMENT, PROFITMOTIVE, AND ECONOMIC GROWTH 24.

#F - SPECIALIZATION, TECHNOLOGY,EXHANGE AND INTERDEPENDENCE 30. Define syecialization as individuals

or groups concentrating on one jobrather than attempting to do manyjobs.

31. Define exchanEe as obtaining goodsand services trom others in returnfor money, credit or other goodsand services.

32. Define technology as the use of toolsand/or knowledge to produce goods andservices.


11TOPIC

II#G - SUPPLY AND DEMAND

GRADE EIGH1

OBJECTIVES - The student will:

34. Define demand as the amount of goodsand seriraiithat buyers are willingto buy.

35. Define marketplace as a settingwhere goods and services are bought,sold, or traded.

36. Define supply as the amount of goodsor services t at sellers are willingto sell.

37. Name some factors which may influencethe supply of a good or service.

38. Name some factors which may influencethe demand for a good or service.

Define pri_ce as the money value setfor a good or service.

45. Define advertising as a means to informpeople about a firm's products orservices, or to persuade people topurchase a firm's goods or servicesrather than those produced by acompetitor.

#11 - PRICE, MARKET EQUILIBRIUM, 43.AND INFLATION

II#K - SCARCITY AND CONSUMERDECISION-MAKING

II#L - PERSONAL AND FAMILY INCOME

46. Recognize misleading and non-misleading advertising.

50. Define consumption as the use ofgoods and services.

53. Define impulse buying.

54. Define planned buying.

AND BUDGETS 56.

11 #N - FINANCIAL INSTITUTIONS,CONSUMER CREDIT, ANDINTEREST RATES

Define budget as a plan for the useof money, time and other resources.

64. Compare saving with a financialinstitution to saving at home.

65. Define tnterest as money paid forthe use-5TEUffiy.

66. List some advantages of using credit.

67. List some disadvantages of using credit.

12


GRADE EIGHT

TOPIC OBJECTIVES - The student will:

11 #Q - CONSUMERS EDUCATION, 74. Identify some benefits of consumerRIGHTS, AND education to the consumer.

11

RESPONSIBILITIES

#S - INSURANCE 79. Define insurance as the purchaseof protection against lor:s.

I#T - GOVERNMENT FUNCTIONS 83. Define government regulations as(TAXATION, SPENDING, AND rules of conduct for consume-s and

IIREGULATION) producers.

84. Identify kinds of taxes individualsmay be required to pay.

1

1

1

1 3

STUDENT PERFORMANCE STANDARDS OFEXCELLENCE FOR FLORIDA SCHOOLS

INSOCIAL STUDIES

ASSESSED AT GRADE 8

14

STANDARDS

II A. The student will useinformation acquisitionand processing techniquesas associated with Historyand the various SocialSciencep.

SOCIAL STUDIES

Grade Level 8

SKILLS - The student will:

1

B. The student will demonstratethat the past may be inter-preted as a series of inter-related events.

1

C. The student will use naps,globes and other models tointerpret spatialrelationships.

1013.

1014.

1015.

1016.

1017.

Choose.a topic for research. usingan appropriace thesis statement.

Properly document sources by usingfootnotes and compiling abibliography.

Synthesize information and ideasfrom conflicting sources.

Identify bias and how it affectsexplanation of data.

Select end defend a position orcourse of action consistent withestablished criteria.

1018. Develor a set of criteriafor judging proposed courses ofaction in terms of actual andprojected consequences.

1027 Explain the short and long range-effects ef specific changes asthey relate to major state,national and world events.

1028 Explain causes and consequencesof specific historical events.

1029 Demonstrate the concept of arbitraryperiodization of history intoappropriate time frames as itrelated to western and non-westernsocieties.

1030 Explain the significance ofspecific changes fram the perspec-tives of various ethnic groups,social classes and cultures.

1031. Explain the historical setting ofcurrent state, national and inter-national problems.

1046. Use an appropriate atlas to comparetwo or more maps of the same areain order to combine data and makeinferences.

1047. Describe the relationship of thesun to the Tropic of Cancer, theTropic of Capricorn, the ArcticCircle and the Antarctic Circle.

1 5

STANDARDS

C.' (cont.) The student willuse maps, globes, and othermodels to interpret spatialrelationships.

D. The student will describethe interdependence ofpeople and institutions ineconomic systems.

SOCIAL STUDIES

Grade Level 8

SKILLS

1048.

The student will:

Explain the relationship of timezones to longitude as well as tothe rotation of the earth.

1049. Compute time zone problems fornational and international travel.

1050. Explain how elevation, oceancurrents and location affectclimate.

1051. Using a physical map, infer adap-tation necessitated by theenvironment of a region.

1052 Explain the differences in mapprojections and recognize physicaldistortions involved in anyrepresentation of the earth otherthan the globe.

1064. Describe a potential business andexplain how natural resources,labor, capital goods and entre-preneruisl skills would be invol-edin its operation.

1065. Propose alternatives, based oneconomic principles, for resolvingsome current issues.

1066. Explain how economic conditionsmight affect the role of governmentin labor-management relations.

1067. Contrast production decisions underother economic systems with theUnited States' mixed market economy.

1068 Identify how changes in the levelof capital investment affect produc-tivity and employment.

1069. Explain the difference betweenelastic and inelastic demand andstate an example of eadh.

1070. Define and cite examples of substi-stute goods and complementary goods.

1071. Describe the mechanism in a marketeconomy that generates equilibriumprices.

If;

SOCLAL STUDIES

Grade Level 8

STANDARDS

D. (cont.) The student willdescribe the interdependenceof people and institutionsin economic systems.


1072.

1073.

1074.

1075.

1076.

1077.

E. The student will explain the 1091.interdependence of cultures,regions, nations, peoplesand the biosphere.

1092.

1093.

1094.

1095.

The student will explain therelationship between beliefsand values, and how these con-cepts affect human behaviorand conflicts.

Identify the risks associated inalternative types of consumerpersonal investment.

Describe the relationship betweensaving, business investment andemployment.

Explain how credit affects a family'sfinancial growth and security.

Use examples to compare and contrastcommon forms of credit.

List reasons why government mightbe considered a fifth factor ofproduction.

Identify reasons why a marketeconomy is likely to offer agreater variety of goods andservices than a command economy.

Identify major historical eventsand trends that have shaped theglobal development of human culture.

Identify the technologies, institu-tions, languages and beliefs whichlink the different peoples of theworld.

Identify the interdependent networks(political, economic, social, militarlecological and technological) whichlink the United.States and othernations.

Trace the possible bases foropinions, attitudes and beliefsabout social issues which differfrom one's own.

Compare and contrast opinions,attitudes and beliefs about socialissues held by one's own communityor nation and other peoples ofthe world.

1110. Identify advantages and disadvan-tages of competition and cooperationin state, nation and the world.

17

STANDARDS

F. (cont.) The student willexplain the relationshipbetween beliefs and values,and haw these conceptsaffect human behavior andconflicts.

SOCIAL STUDIES

Grade Level 8


1111. Given a dilemma situation, identifypossible consequences and proposereasons for each.

1112. Predict behavior from knowledge ofbeliefs and values.

1113. Predict how conflicts in values orbeliefs nay affect relationshipsamong individuals and groups.

1114. Describe means of transmittingbeliefs and values among familymembers, peer groups, anddifferent cultures using accommo-dation, acculturation, assimilation,direct transmission and socialization

Explain how the political partysystem, including third parties,functions in the United Statesand in Florida.

G. The student will acquire 1130.skills to participateeffectively in a democraticsociety and apply problem-solving skills to thedemocratic political process. 1131. Evaluate the function of both

lobby and interest groups.

1132. Distinguish betwreen civil libertiesand human rights and give examplesof each.

1133. Define the concept of due processand give examples of its use inthe United States.

1134. Give examples, both positive andnegative, of due process.

1135. Compare and contrast the concept oftoleration of religion with theconcept of freedom of religion.

1136. Distinguish between and giveexamples of inequality andinequity.

1137. Propose a concept of justice bygiving labeled examples of Justicedone and justice denied.

1138. Analyze historical documents toinfer at least two definitions ofpatriotism (e.g.,loyalty to country,loyalty to country's ideals).

S

STANDARDS

G. (cont.) The student willacquire skills to parti-cipate effectively in ademocratic society andapply problem-solvingskills to the democraticpolitical process.

SOCIAL STUDIES

Grade Level 8


1139. Analyze the role of the bureaucracyin relationship to the Presidency,the Congress and the Courts.

1140. Contrast the role of a politicalparty in the United States with therole of political parties in otherareas of the world.

H. The student will explain theinteraction among science,technology and society.

1141. Infer, using the Florida Constitution,the powers granted to states bythe Federal Constitution.

1162. Identify and discuss the effective-ness of local, state or federallaws designed to protect people andthe environment.

1163. Cite examples of social, politicalor economic decisions which haveresulted in prinary and secondaryenvironnental problems.

1164. Forecast the effects of a social,political and economic change onthe environment.

1165. Select an environmental problem,investigate alternate solutions tothat problem, select one alterna-tive and defend that selection bythe environment and society.

.1166. Describe the social reactions whichhave occurred as a result of indus-try's impact on the environment.

1167. Demonstrate an understanding ofthe complexity of the energy issue.

1168. List and describe positive andnegative consequences of variousenergy technologies.

1169. Give rumples of the positive andnegat.ve influences which technologyhas had on societal concerns anddecisions.

1170. Recognize that controversy exisrsconcerning attempts to limit researchconducted by scientists.

19

11

STANDARDS

H. (cont.) The student willexplain the interactionamong science, technologyand society.

SOCIAL STUDIES

Grade Level 8


1171. Recognize ways in which specificrapid chInges in technology impactupon society.

1172. Evaluate the effects of social andeconomic actions on science andtechnology.

1173. Evaluate ways in which naturalresources have been allocated,utilized and conserved in thecommunity, regions, the nation andin other societies.

1174. Analyze the significance ofspecialization to science andtechnology.

1175. Analyze the impact of technologyon science and society.

1176. Relate geo-physical changes tosocial and technological problems.

2 0

Comprehensive Test of Basic Skills --

Social Ftudies Objectives

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1

COURSE TITLE

COURSE CODE NUMBER 2100000

COURSE TITLE United States History

INSTRUCTIONAL LEVEL Basic

GRADE LEVEL

CREDIT 1

LENGTH OF COURSE Year

TEXTBOOK Branson,Margaret,America's Heritage(Lexinr,ton,Mass.:Ginn and Company,19f36).

2 3

COURSE OUTLINE BUS 2

BASIC UNITED STATES HISTORY

1.0 Skills1.1 Gathering Information

1.1.1. Tables1.1.2. Graphs1.1.3. Charts1.1.4. Timelines1.1.5. Maps1.1.6. Illustrations1.1.7. Textbook Survey

1.2 Study Skills1.2.1. Historical Referen-

ces1.2.2. Taking Notes1.2.3. Outlining1.2.4. Summarizing

4.0

3.5 French3.5.3. Marquette/Joliet3.5.4. LaSalle

3.6 English3.6.1. Cabot3.6.2. Drake3.6.3. The Armada

3.7 Early Settlement in Florida

English Colonization4.1 Motivation4.2 Earliest Colonies

4.2.1. Roanoke4.2.2. Jamestown4.2.3. Plymouth

1.3 Inquiry Skills1.3.1. Primary/Secondary 4.3 Colonies

Sources 4.3.1. Southern1.3.2. Fact/Opinion 4.3.2. New England1.3.3. Classifying Informa-

tion4.3.3. Middle

1.3.4.. Generalizing 4.4 Colonial Life1.3.5. Inference 4.4.1. New England1.3.6. Cause and Effect 4.4.2. Middle

4.4.3. Southern2.0 First Americans 4.4.4. Daily Life

2.1 Migration 4.4.5. Mercantile Theory2.2 Cultural Areas 4.4.6. Triangular

4.4.7. Our Democratic3.0 Discovery and Exploration Heritage

3.1 Vikings3.2 Background in Europe 5.0 The Revolution

3.2.1. Crusades - Marco 5.1 The French and Indian WarPolo 5.1.1. Causes

3.2.2. European Trade 5.1.2. Treaty of ParisRivalries (1763)

3.3.3. Renaissance 5.1.3. Florida under theEnglish

3.3 Portuguese3.4 Spanish 5.2 British Control - Colonial

3.4.1. Columbus, Vespucci,and Magellan

Resistance5.2.1. Proclamation of

3.4.2. Conquistadors 17635.2.2. Quartering Act

3.5 French 5.2.3. Stamp Act3.5.1. Cartier 5.2.4. Writs of Assistance3.5.2. Champlain 5.2.5. Boston Massacre

COME OUTLINEBUS 3


5.2 British Control - ColonialResistance5.2.6. Boston Tea Party5.2.7. Intolerable Acts

5.3 Revolution5.3.1. Advantages of Bri-

tish/Americans5.3.2. Lexington and Con-

cord5.3.3. Bunker Hill5.3.4. Declaration of

Independence5.3.5. Trenton and

Princeton5.3.6. Valley Forge5.3.7. Saratoga5.3.8. Yorktown5.3.9. Treaty of Mris

(1783)

5.4 Blacks in the Revolution

6.0 A Plan of Government6.1 Articles of Confederation

6.1.1. Weaknesses6.1.2. Land Ordinances6.1.3. Shays' Rebellion

6.2 Constitutional Convention6.2.1. The Meeting6.2.2. Compromises

6.3 The Constitution6.3.1. Concepts6.3.2. Three Branches6.3.3. Checks and Balances

6.4 Ratification and Bill ofRights6.4.1. Process6.4.2. Bill of Rights

7.0 Early National Period7.1 Washington's Administration

7.1.1. Cabinet7.1.2. Congress7.1.3. Federal Courts7.1.4. Hamilton's Financial

Plan

7.1 Washington's Administration7.1.5. Whiskey Rebellion7.1.6. Frontier Problems7.1.7. Political Parties

7.2 Adams' Administration7.2.1. XYZ Affair7.2.2. Alien and Sedition

Acts

7.3 Jefferson's Administration7.3.1. Political Change7.3.2. Embargo Act7.3.3. Barbary Pirates7.3.4. Louisiana Purchase

7.4 Madison's Administration7.4.1. Reasons for War of

18127.4.2. Areas of Action7.4.3. *The Star-Spangled

Banner"7.4.4. Hartford Convention

7.5 Monroe's Administration7.5.1. Era of Good Feeling7.5.2. Monroe Doctrine7.5.3. Acquisition of

Florida

7.6 New Transportation Systems7.7 United States begins to

industrialize

8.0 Jacksonian Democracy8.1 Sectionalism Begins8.2 Expansion of Democracy

8.2.1. Suffrage Widens8.2.2. Nominating Conven-

tions Begin8.2.3. Voting Changes

8.3 Jackson's Administration8.3.1. Tariff Issue8.3.2. Bank Issue

8.4 Reform Movement8.4.1. Abolitionist

Movement

COURSE OUTLINE BUS 4


8.4 Reform Movement8.4.2. Women's Rights Move

ment8.4.3. Temperance Movement8,4.4. Ideal Community8.4.5. Handicapped

9.0 Westward Expansion9.1 Moving Frontier9.2 Manifest Destiny9.3 Texas Independence

9.3.1. Moses and StephenAustin

9.3.2. Alamo and San Jacin-to

9.3.3. Republic and State-hood

9.4 Oregon9.4.1. Whitmans9.4.2. Treaty with Great

Britain

9.5 Mexican Cession9.5.1. Reasons for the War

with Mexico9.5.2. Outcome of Mexican

War

9.6 California9.6.1. Discovery of Gold9.6.2. Changes in Califor-

nia

10.0 Causes of the Civil War10.1 Sectional Differences10.2 Conflicts and Compromises

10.2.1. Slavery10.2.2. Missouri Compro-

miseCompromise of 1850Formation of theRepublican PartyKansas-NebraskaActUncle Tom's CabinDred ScottHarper's FerryElection of 1860

10.2.3.10.2.4.

10.2.5.

10.2.6.10.2.7.10.2.8.10.2.9.

11.0 The Civil War11.1 Secession and Formation

of the C.S.A.11.2 Comparison of Resources

and Strategies11.3 Battles

11.3.1.11.3.2.11.3.3.

11.3.4.

11.3.5.11.3.6.

11.3.7.

Fort SumterBull Run"Monitor" and"Virginia"("Merrimac")Antietam/Eman-cipation Procla-mationGettysburgGrant in theWestMarch to the Sea

11.4 Florida in the Wa...11.5 Appomattox11.6 Lincoln's Assassination

12.0 Reconstruction12.1 Lincoln's Plan12.2. Johnson's Plan12.3 Radical Republicans

12.3.1. Freedmen's Pli-ght

12.3.2. Impeachment12.3.3. Civil War Amend-

ment

12.4 Life under Reconstruction12.5 End of Reconstruction

13.0 Industrialization13.1 Growth of industry up to

186013.2 Industrial growth from

186013.2.1. Railroads13.2.2. Industrialists

and Inventors13.3 Results of Industrializa-

tion13.4 Florida's Industrial

Leaders

COURSE OUT LINE BUS 5


14.0 Disappearing Frontier14.1 Cattle Kingdom14.2 Pioneer Farmer14.3 Indian Problems14.4 Frontier Disappears

17.4 World War :17.4.1. Causes17.4.2. United States

Involvement inEurope

17.4.3. Treaty of Ver-15.0 Urban America sailles

15.1 Cities15.2 Immigration 18.0 Between the World Wars15.3 Problems/Adjustments of 18.1 The Twenties

Urbanization 18.1.1. Harding andCoolidge

16.0 Populists and Progressives 18.1.2. New Technology16.1 Labor Discontent 18.1.3. Prohibition

16.1.1. Knights of LaborAmerican Fadera-tion of LOlor

18.1.4. Social Changesin the 20's

16.1.2. Working Condi-tions

18.2 The Depression Era18.2.1. Causes18.2.2. Hoover's Attempts

16.2 Farm Discontent and the 18.2.3. Roosevelt's NewNational Grange Deal

16.3 Populist Movement16.3,1. Demands for 19.0 World War II

Reform 19.1 Rise of European Dictstors16.3.2. Influences 19.2 United States attempts

to remain neutral16.4 Progressives 19.3 Pearl Harbor

16.4.1. Roosevelt, Taft,and Wilson

19.4 War in Europe and thePacific

16.4.2. W.E.B. DuBoisand the N.A.A.C.P

19.5 Holocaust19.6 Relocation Camps in the

United States17.0 Rise to World Power 19.7 Truman and the Atomic

17.1 Spanish American War Bomb17.1.1. RUSS Maine"17.1.2. Manila Bay 20.0 Post World War II Period17.1.3. San Juan Hill 20.1 The United Nations17.1.4. Treaty of Paris 20.2 The Cold War

(1898) 20.2.1. Europe17.1.5. United States 20.2.2. Asia

Gains Common-wealth

17.1.6. Florida's Role inthe War

20.2.3. Other Hot Spots2.2.4. Florida's Role

in the CubanMissile Crisis

17.2 Panama Canal 20.3 Civil Rights Movement17.3 United States and Latin 20.4 Nixon to the Present

America

BUSS

COURSE TITLE: BASIC UNITED STATES HISTORY

UNIT 2.0: SKILLS

QOUNIY COURSE OUTLINE:

1.1. Gathering Information

1.1.1. Tables1.1.2. Graphs1.1.3. Charts1.1.4. Timelines1.1.5. Maps1.2.C. Illustrations1.1.7. Textbook Survey

1.2. Study Skills

1.2.1. Historical References1.2.2. Taking Notes2.2.3. Outlining1.2.4. Summarizing

1.3. Tnquiry Skills

1.3.1. Primary/Secondary Sources1.3.2. Fact/Opinion2.3.3. Classifying Information1.3.4. Generalizing1.3.5. Inference1.3.6. Cause and Effect

COUNTY PERFORMANCE OBJECTIVES:

1.1. Students will demonstrate the ability to gather informationby:

1. identifying specific facts from tables;2. identifying specific facts from graphs;3. identifying specific facts from charts;4. labeling information on a timeline;5. selecting speciiic facts from historical maps

by using a legend;6. identifying specific facts from illustrations;

and7. understanding and using various parts of the

text.

28

BUS 7

1.2. Student* w11 demonstrate knowledge of study skills by:

1. locating two appropriate sources of informationon a sub3ect;

2. taking notes from sources;3. outlining the material; end4. summarizing historical information.

1.3. To demonstrate knowledge of the tools of inquiry, studentswill:

2. determine if a reading is a primary or secondarysource;

2. identify statements as fact or opinion;3. classify information according to a given

criteria;4. make a generalized statement based on date;5. draw inferences from factual data; and6. identify events which are examples of a cause

and effect relationship.

DEPARTMENT OF EDUCATION INTENDED OUTCOMES:

Utilize the appropriate vocabulary, geographic, reference/study,critical thinking, and decision making skills. (I0 13)

Obtain appropriate information from diagrams,tables, or schedules (Minimum Student PerformanceStandard: Reading F-26)

Obtain appropriate information from indexes, tablesof contents, or dictionary entries (Minimum StudentPerformance Standard: Reading F-27)

Identify the appropriate source to obtain informationusing materials such as dictionaries, encyclopedias .atleaes, directories, and newspapers (Minimum StudentPerformance Standard: Reading F-29)

Arrange events in sequentiel order (Minimum StudentPerformance Standard: Writing B-16)

Apply the fiv steps of the decision making procesa:

1. Define the problem2. List altrnativs3. State criteria4. Evaluate alternatives5. Make a decision

BUSS

FREE EKIERPRISE AND CONSUMER EDUCATIONBININNABMILYN:

None

COMPREHENSIVE TEST OF BASIC SKILLS:

85. The student will demonstrate an understanding of the physicalenvironment or the ability to interpret maps and globes.

TEXTBOOK REFERENCES:

America's Heritage, Teacher's Resource Book, pages 7 - 10

3ty

BUS 9


UNIT 2.0: FIRST AMERICANS

COUNTY COURSE OUTLINE:

2.1. Migration

2.2. Cultural Areas


2.1. The student will illustrate the routes of the firstAmericans.

2.2. The student will compare the cultures of the firstAmericans.


Recognize relationships between past and present. (I0 1)

Identify important persons and events in United States history.(ICJ 3)

FREE ENTERPRISE AND CONSUMER EDUCATIONMINIMUM OBJECTIVES:

None


87. The student will demonstrate an understanding of historicalpersons, events, or eras.

89. The student will demonstrate an understanding of theactions of individuals or groups in American or othersocieties.

TEXTBOO)' REFERENCES:

America's Her;:tage, Pages 3 10

America's Heritage, Teacher's Resource Book, pages 11-12

31

BUS 10


UNIT 3.0: DISCOVERY AND EXPLORATION


3.1. Vikings

3.2. Background in Europe

3.2.1. Crusades - Marco Polo3.2.2. European Trade Rivalries3.3.3. Renaissance

3.3. Portuguese

3.4. Spanish

3.4.1. Columbus, Vespucci, end Magellan3.4.2. Conquistadors

3.5. French

3.5.1. Cartier3.5.2. Champlain3.5.3. Marquette/Joliet3.5.4. LaSalle

3.6. English

3.6.1. Cabot3.6.2. Drake3.6.3. The Armada

3.7. Early Settlement in Florida

COUNTY PERFgRMANCE OBJECTIVES:

3.1. The student will identify the time period, routes andreasons for Viking settlement in North America.

3.2. The student will demonstrate comprehension of the economicinfluences on exploration by:

1. identifying the importance of the Crusades and MarcoPolo's 3ourney which increased European demand fortrade with the East;

2. summarizing the European trade rivalries end Arab(Turkish) interference; and

3. explaining the Renaissance and its role in Europeanexploration.

32

BUS 11

3.3. The student will identify Portuguese explorers andtheir contributions.

3.4. The student will demonstrate knowledge of Spanish activityin the discovery and exploration period by:

1. identifying the role of Columbus, Vespucci andMagellan; and

2. listing Spanish Conquistadors and their areasof exploration.

3.5. The student will demonstrate knowledge of French activityin the New World by:

1. explaining the2. describing the3. describing the4. discussing the

role of Cartier;accomplishment of Champlain;travels of Marquette and Joliet; andaccomplishments of LaSalle.

3.6. The student will demonstrate knowledge of early EnglishAdventurism in the New World by:

1. identifying the importance of Cabot's voyages asgiving England a claim to North America;

2. identifying Drake's contribution to the Age ofExploration; end

3. identifying the importance of the defeat of theArmada in leading to English colonization efforts.

3.7. The student will demonstrate knowledge of early FloridaHistory by discussing its exploration and settlement.


Understand the importance of physical and cultural geographyupon the development of the United State.. (IO 2)

Identify important persons and events in Florida history.(I0 4)

FREE ENTERPRISE AND CONSUMER EDUCATIONgmamogJEcTzvE2:

None

COMERENENSIVE TEST oF pfisigAmo:

86. The student will demonstrate an understanding of economicconcepts, employment, technology, or commerce.

3

BUS 12

90. The student will demonstrate an understandin of theinterrelationships among geography, economics, history,political science and sociology.


Amniges:A_Himltase, pages 10 - 33

bmerica's Heritage, Teacher's Resource Book, pages 12 -15.145 - 148 (Activity Sheets)

34

BUS 1 3


UNIT 4.0: ENGLISH COLONIZATION


4.1. Motivation

4.2. Earliest Colonies


4.3. Colonies

4.3.1. Southern4.3.2. New England4.3.3. Middle

4.4. Colonial Life

4.4.1. New England4.4.2. Middle4.4.3. Southern4.4.4. Daily life4.4.5. Mercantile Theory4.4.6. Triangular Trade4.4.7. Our Democratic Heritage


4.1. The atudent will compare Spanish and French motives toEnglish motives for colonization.

4.2. The student will list important facts about the earliestEnglish settlements:

2. Roanoke;2. Jamestown; and3. Plymouth.

4 . The student will compare geographic end economic features ofthe English colonies:

1. Southern;2. New Engl'And; and3. Middle.

3 5

BUS 14

4.4. The student will identify characteristics of EnglishColonial life by:

1. describing the Puritan life of New England;2. describing the farms and religions of the Middle

Colonies;3. describing the plantation system of the Southern

Colonies;4. comrb-Lng the daily lives of colonIsts from the three

regions;5. defining r.ercantilism and giving examples of colonial

responsibilities under the theory;E.. drawing a triangular trade diagram indicating

products and directions;7. describing activities which led to the growth of

democratic ideals in the colonies.

DEPARTMENT OF EDUCATIuN INTENDED OUTCOMES:

Recognize that there are multiple interpretations of anyhistorical event. (I0 5)

Understand cause and effect relationships in historicaldevelopment. (10 7)

FREE ENTERPRISE AND CONSUMER EDUCATIONMINIMUM 0B3ECIIVE5:

Define advertising es a means to inform people about a firm'sproducts or services, or to persuade people to purchase a firm'sgoods or services rather than those produced by a competitor.(H45)

Recognize misleading and non-misleading advertising. (H46)

Define government regulations as rules of conduct for consumersand producers. (T 84)

COMPREHENSIVE TgsT OF gASIC SKI&O:

85. The student will demonstrate an understand,ing of thephysical environment or the ability to interpret maps andglobes.


3f;


BUS 15

AMniEg:DARLAtaSe. pe9es 37 83

America's Heritage, Teacher's Resource Book, pages 17 - 26;149 - 154 (Activities)

37

SUS 16


UNIT 5.0: THE REVOLUTION

gOUNTY cguRsE OUTLINE:

5.1. The French and Indian War

5.1.1. Cowie,5.1.2. Treaty of Paris (1763)5.1.3. Florida under the English

5.2. British Control - Colonial Resistance

5.2.1. Proclamation of 17635.2.2. Quartering Act5.2.3. Stamp Act5.2.4. Writs of Assistance5.2.5. Boston Massacre5.2.C. Boston Toa Party5.2.7. Intolerable Acts

5.3. Revolution

5.3.1. Advantages of British/Americans5.3.2. Lexington and Concord5.3.3. Bunker Hill5.3.4. Declaration of Independence5.3.5. Trenton and Princeton5.3.6. Valley Forge5.3.7. Saratoga5.3.8. Yorktown5.3.9. Treaty of Paris (1783)

5.4. Blacks in the Revolution


5.1. The stueent will understand how the French and Indian Waraffected American Colonial life by:

1. listing the causes of the war;2. discussing the lements of the Treaty of Paris (1763);

and3. describing how Florida was affected by the war.

5.2. The student will understand how the colonies grewincreasingly resistant to British control in North Americaby:

1. describing colonial defiance of the Proclemetion oi 1763;2. discussing the in,ustices of the Quartering Act;3. deacribing the violence brought about by the Stamp Act;4. defining Writs of Assistance;

38

BUS 17

5. discussing the Boston Massacre;6. describing the Boston Tea Party; and7. outlining the Intolerable Acts.

5.3. The student will demonstrate a knowledge of the significantvents of the American Revolution by:

1. listing the advantages and disadvantages of eachside;

2. discussing the importance of the battles at Lexington andConcord;

3. describing the battle at Bunker Hill;4. analyzing the Declaration of Independence;5. discussing the significance of Trenton and Princeton;6. describing the hardships of Valley Forge;7. identifying Saratoga as a turning point;8. identifying the consequence with the battle of Yorktown;

and9. listing the provisions of the Treaty of Paris of 1783.

5.4. The student will discuss the role of American blacks in theRevolution

DEEABTVENT OF EDUC8TION INTENDED OUTCOMES:

Identify the contributions of various ethnic and culturalgroups to the development of the pluralistic society of theUnited States. (IC) 6)

Recognize the impact of values and ideals reflected inUnited States documents and symbols on society past andpresent. (ICI 8)

FREE ENTERPRISE AND CONSUMER EDUCATIONtunlyma_gazgozym:Define sgverneent_Eegulatieng as rules of conduct for consumersand producers. (T 83)

Identiy kinds of taxes individuals may be required to pay.CT 84)


87. The student will demonstrate an understanding of historicalpersons, events or eras.

89. The student will demonstrate an understanding of individualsor groups. in American or other societies.

TEXTBOOK RgEEBENCES:

BUS 18

bEtEic9:0-Unitagt. pages 83 113. 614 - 616

6mericais Heritage, Teacher's Resource Book, pages 26 - 33;155 - 160 (activities)

40

BUS 19


UNIT 6.0: A PLAN OF GOVERNMENT

6.1. Articles of Confederation

6.1.1. Weaknesses6.1.2. Land Ordinances6.1.3. Shays Rebellion

6.2. Constitutional Convention

6.2.1. The MeetingCompromises

6.?. The Constitution

6.3.1. Concepts6.3.Z. Three Bran,--hes

Checks ano Balance

6.ft. Ratification ana bill of Rise

6.4.1. Process6.4.Z. Eii of Raot-,tt.

COUNTY PERFORMANCE OE,MCTIVEE,:

t,.. The student will demonstrate know1ed?e of the Aitaclei=Cc,nfeceration ty:

1. listand the weaknesses of the Aatiole of

Confederation;Z. explaanino the significane of the Land Oacinances:

and3. discussing the causes and effects of Shays'

Rebellion.

6.2. The student will understand tt=e significance ot theConstitutional Convention by:

1. listing reasons for caUiiig a meeting to consideI aplan for reviing the Articles of Confedelatic,n; one

2. identifying the malor compromises reached wr,Ilewriting the Constitution.

6.3. The student will identify the Constitution as the foundationof a strong central government by:

1. recognizing the relationship of Federal and Stategovernments and the balance of power;

2. identifying the three branches of government andlis*.ng the function of each; and

3. describing the concept of checks and balances.

4

BUS 20

6.4. The student will demonstrate knowledge of the ratificationof the Constitution and the Bill of Rights by:

1. i ntifying the process for adoption of theConstitution; and

2. explaining the Bill of Rights and why it wasadopted.

DEPARTMENT OF EDUCATION INTENDE OUTCOMES:

Understand the rights. liberties, and obligations ofcitizenship. (I0 p.)

Recognize the political development of the United Fotates. tIC.

FREE ENTERPRISE AND CONSUMER EDUI:ATIONMINIMUM OP.JECTIVES:

None

COMFREHENEIVE TEST OF BASIC Si:ILL-5:

67. The student will demonstrate an unoerstanoing of historic*:pc.rsons, events, or eras.

66. The student will demonstrate an understanding of thestructures or functions of 9overnment.

TEXTBOOK RE7EFEN:*ES:

America's Heritage, pages 116 231 and 617 -

America's Heritage, Teaf7hei's Resource Book, pa9es 33161 164 (Activities)

BUS 21


UNIT 7.0: EARLY NATIONAL PERIOD


7.1. Washington's Administration

7.1.1. Cabinet7.2.2. Congress7.1.3. Federal Courts7.1.4. Hamilton's Financial Plan7.2.5. Whiskey Rebellion7.1.6. rrontier Problems7.1.7. Political Parties

7.2. Adams' Administration

7.2.1. XYZ Affair7.2.2. Alien end Sedition Acts

7.3. Jefferson's Administration

7.3.1. Political Change7.3.2. Embargo Act7.3.3. Barbary Pirates7.3.4. Louisiana Purchase

7.4. Madison's Administration

7.4.1. Reasons for War of 18127.4.2. Areas of Action7.4.3. "The Star-Spangled Banner"7.4.4. Hartford Convention

7.5. Monroe's Administration

7.5.1. Era of Good Feeling7.5.2. Monroe Doctrine7.5.3. Acquisition of Florida

7.6. gew Transportation Systems

7.7. United States begins to industrialize

4 3

BUS 22

COUNTY PERFgRMANCR OBJ§CTIVES:

7.1. The student will demonstrate knowledge of Washington'sAdministration by:

1. xplaining the origin of the Cabinet system;2. listing some early legislative tasks of the first

Congress;3. explaining the origin and structure of the Federal

Court System;4. explaining Hamilton's financial plan;5. explaining the significance of the Whiskey Rebellion;6. identifying the frontier problem and solution

regarding the Indians and the Spanish; and7. comparing the first political parties.

7.2. The student will demonstrate knowledge of Adams'Administration by:

1. explaining the XYZ Affair; and2. explaining the Alien and Sedition Acts.

7.3. The student will demonstrate knowledge of Jefferson'sAdministration by:

1. discussing the peaceful transfer of power that comeswith the election of 1800;

2. explaining the purpose of the Embargo Act;3. describing the problem with the Barbary Pirates; and4. describing the effects of the acquisition and

location of the Louisiana Purchase.

7.4. The student will demonstrate knowledge of Madison'sAdministration by:

1. explaining the reasons for the War of 1812;2. locating end explaining the ma3or areas of conflict

in the War of 1812;3. telling how "The Star Spangled Banner" was written;

and4. identifying the idea of secession proposed by the

Hartford Convention.

7.5. The student will demonstrate knowledge of Monroe'sAdministration by:

1. describing the "Era of Good Feelings";2. explaining the Monroe Doctrine; and3. explaining the reasons for the United States takeover

end evntual acquisition of tho areas of Florida.

4 4

BUS 23

7.6. The student will list/locate examples of transportationdevelopments by the mid-19th Century.

7.7. The atudent will discuss the beginning of industrializationin the United States.

DEPABTMENT OF EDUCATION INTENDED OUTCOMES:

Recognize relationships between past and present. (10 1)

Identify important persons and events in Florida history. (IO 4)

FREE ENTERPRISE AND CONSUMER EDUCATIONmIngum OBJECTIVEg:

Compare saving with a financial institution to saving at home(N64)


amnimItAgrAgge, pages 138 201

America's Heritage, Teacher'. Resource Book, pages 142 - 51,165 - 172 (Activities)

)4 rt-

BUS 24


UNIT 8.0: JACKSONIAN DEMOCRACY


8.1. Sectionalism Begins

8.2. Expansion of Dem->cracy

8.2.1. Suffrage Widens6.2.2. Nominating Conventions Begin8.2.3. Voting Changes

8.3. Jackson's Administration

8.3.1. Tariff Issue8.3.2. Bank Issue

8.4. Reform Movement

8.4.2. Abolitionist Movement8.4.2. Women's Rights Movement8.4.3. Temperance Movement8.4.4. Ideal Community8.4.5. Handicapped


8.1. The student will define sectionalism and identify issuesdividing the nation during Jackson's era.

8.2. The student will demonstrate an understanding of theexpansion of democracy by:

1. listing the restrictions to suffrage and comparingthese to the earlier National Period;

2. defining nominating convention and the role the commonman played; and

3. listing the changes in the electoral system andrecognizing that these changes led to a more democraticnation.

8.3. The student will identify ma3or issues of Jackson'sAdministration by:

I. stating the differences between North and South on theissue of the tariff and describing the NullificationCrisis; and

2. describing Jackson's quarrel with the Bank and assessingits outcome.

4f;

BUS 25

8.4. The student will trace the development of reforms in theJacksonian Era by:

1. explaining the goals of the Anti-Slavery Movement;2. identifying the leaders of the Women's Rights movement;3. defining the Temperance Movement;4. identifying end describing one ideal community; end5. identifying Dorothea Dix as an early reformer for

prisons, hospitals and the handicapped.


Recognize that there are multiple interpretations of anyhistorical event. (IO 5)

Understand the rights, liberties, and obligations of citizenship.(10 11)

Utilize the appropriate vocabulary, geographic, reference/study,critical thinking, and decision making skills. (ID 13)

Obtain appropriate information from diagrams, tablesor schedules (Minimum Student Performance Standard: ReadingF-26)

Obtain appropriate information from indexes, tables ofcontents, or dictionary entries (Minimum Student PerformanceStandard: Reading F27)

Identify the appropriate source to obtain Informationusing materials such as dictionaries, encyclopedias,atlases, directories, and newspapers (Minimum StudentPerformance Standard: Writing 8-16)

Apply the five steps of the decision making process:

1. Define the problem2. List alternatives3. State criteria4. Evaluate alternatives5. Make a decision

FREE ENTERPRISE AND CON§UMER EDUCATIONVINIM-0450111§:

Mon*

ONEBEHINNYI_TIO_gE_DONAKIWA:

87. The student will demonstrate an understanding of historicalpersons, events end eras.

BUS 26

90. The tudent will demonstrate an understanding of theinterrelationships among geography, economics, history,political science end sociology.

TEXTBOOK REFERENCES

hmerica's..HerLtage, pages 204 - 242

6perice's Heritage, Teacher's Resource Book, pages 53 - 63,173 - 183 (Activities)

48

BUS 27


UNIT 9.0: WESTWARD EXPANSION

cOUNIYAOURSE OUT6INE:

9.1. Moving Frontier

9.2. Manifest Destiny

9.3. Texas Independence

9.3.1. Moses and Stephen Austin9.3.2. Alamo and San Jacinto9.3.3. Republic and Statehood

9.4. Oregon

9.4.1. Whitmans9.4.2. Treaty with Great Britain

9.5. Mexican Cession

9.5.1. Reasons for the War with Mexico9.5.2. Outcome of Mexican War

9.6. California

9.6.1. Discovery of Gold9.6.2. Changes in California


9.1. The student will identify reasons why Americans moved west.

9.2. The student will define Manifest Destiny as it appliesto American history and locate territorial additions.

9.3. The student will demonstrate an understanding of thesettlement of Texas by:

1. identifying the first Americans to settle in Texas;2. explaining how Texans won their independence in the

battles of the Alamo and San Jacinto; and3. describing the problems faced by the Republic of Texas.

BUS 28

9.4. The student will demonstrate an understanding of thesettlemnnt of the Oregon country by:

1. identifying the first Americana to settle in Oregonincluding the Whitmans; and

2. describing the agreement reached between the UnitedStates and Great Britain to divide the Oregon Country.

9.5. The student will demonstrate an understanding of theannexation of the Mexican Cession by:

1. listing end explaining the reasons why the United Stateswent to war with Mexico; and

2. describing the outcome of the Mexican War.

9.6. The student will demonstrate a knowledge of California by:

1. describing the effects of the discovery of gold; and2. listing the changes which occured as a result.

pEuRTnEETAF.IpucanoN_INIppEp_ouToBEs:

Understand the importance of physic41 and cultural geographyupon the development of the United States. (I0 2)

Understand cause and effect relationships in historicaldevelopment. (I0 7)

EREE ENTERPRISE AND CONSUNER EDUCATIONNINIMUM OBJECTIVES:

None


85. The student will demonstrate an understanding of thephysical environment or the ability to interpret maps endglobes.



BUS 29

6nrig2:11.112rila9 pesos 245 272

America's Heritage, Teacher's Resource Book, pages 65 - 69,184 - 187 (Activities)

51

BUS 30


UNIT 10.0: CAUSES OF THE CIVIL WAR

muttly_comm QUTLINE:

10.1. Sectional Differences

10.2. Conflicts and Compromises

10.2.1. Slavery10.2.2. Missouri Compromise10.2.3. Compromise of 185010.2.4. Formation oi the Republican Party10.2.5. Kansas-Nebraska Act10.2.6. UBc1g_TeeLe_gpk,in10.2.7. Dred Scott10.2.8. Harpers Ferry10.2.9. Election of 1860

COUNTY PERFORMANCE OBJECTIVEC.

10.1. The student will list differences in geography,society, and politics between the North and South.

10.2. The student will demonstrate comprehension of the eventsleading to the Civil War by:

1. discussing the effects of slavery;2. identifying the issue irwolved in the Missouri

Compromise and the provsions;3. listing the provisions of the Compromise of 1850 and

the arguments that were teNporarily solved;4. discussing the Republican Party's platform and

the implication of the Party's formation to the South;5. identifying that the Kansas-Nebraska Act repealed the

Missouri Compromise;6. describing the impact of Harriet Beecher Stowe's

book Ups' lom's Wan on the North end the South;7. explaining the Supreme Court ruling in the Dred Scott

decision;8. identifying the characters involved in the Harper's

Ferry Raid and the impact on the growing sectionalconflict; and

9. discussing the election of Lincoln and the South'sdecision to secede.

BUS 31

DEPARTMENT OF EDUCATION INIENDED ounomEs:

Recognize the impact of values and ideals reflected in UnitedStates documents and symbols on society past and present. (I0 8)

Utilize the appropriate vocabulary, geographic, refernce/study,critical thinking, and decision making skills. (IO 13)



Identify the appropriate source to obtaininformation using materials, such ea dictionaries,encyclopedias, atlases, directories and newspapers(Minimum Student Performance Standard: F-29)

Arrange events in sequential order (Minimum StudentPerformance Standard: Writing 8-16)

Apply the five steps of the decision makingprocess:

1. Define the problem2. List alternatives3. State criteria4. Evaluate alternatives5. Make a decision ID 13

FREE ENTERPRISE AND_cosunEmpucAlLoNdiffINHADMILM:

None


89. The student will demonstrate an underetanding of the actionsof individuals or groups in American or other societies.

90. The student will demonstrate an understanding of theinterrelationships among geography, conomics, history,political science and sociology.

IEXTBOOK REFERENCES:

America's Heritage, pages 275 - 290

AgnAges_HerAlage, Teacher's Resource Book, pages 71 - 74,188 - 189 (Activities)

53BEST COPY AVAILABLE

BUS 32


UNIT 11.0: THE CIVIL WAR


11.1. Secession and Formation of the C.S.A.

11.2. Comparison of Resources and Strategies

11.3. Battles

11.3.1. Fort Sumter11.3.2. Bull Run11.3.3. "Monitor" end "Virginia" ("Merrimac")11.3.4. Antietam/Emancipation Proclamation11.3.5. Gettysburg11.3.6. Grant in the West11.3.7. March to the Sea

11.4. Florida in the War

11.5. Appomattox

11.6. Lincoln's Assassination


11.1. The student will define secession nd explain why theC.S.A. was formed.

11.2. The student will identify the resources of the North andthe South and the strategy of each at the outbreak of War.

11.3. The student will demonstrate knowledge of Civil Warbattles by:

1. identifying where and when the first shots of the warwere fired;

2. describing the First Battle of Bull Run;3. explaining the significance of the "Monitor" and the

"Merrimac" in naval warfare;4. discussing the effects of the Emancipation Proclamation

which was issued as a result of the Battle of Antietam;5. explaining why the Battle of Gettysburg was a turning

point of the war;6. identifying the mayor contributions of Grant in the

Western Theater of War;7. identifying the significance of Sherman's March to the

Sea .

a)r

BUS 33

11.4. The student will discuss the two mayor bIttles of theCivil War in Florida and Florida's contlibutions in theCivil War.

11.5. The student will describe the events and results ofAppomattox.

11.6. The student will describe the events surrounding Lincoln'sassassination.


Recognize relationships between past end present. (10 1)

Identify importnnt persons and events in Florida history. (10 4)

Utilize the approrpiate vocabulary, geographic. referenceistudy,critical thinking, and decision making skills. (10 13)


Obtain appropriate information from indexes, tablesof contents, or dictionary entre. (Minimum StudentPerformance Standard: Reading F-z7

Identify the appropriate source to ottain informationusing materials such as dictionaries. encyclopedias,atlases, directories and newspapers (Minimum StudentPerformance Standard: F-2S)

Arrange events in sequential order (Minimum StudentPerformance Standard: Writing B-16)


1. Define the problem2. List alternatives3. State cr-teria4. Evaluate alternatives5. Make a decision


None


Bus 34

86. The student will demonstr. an understanding of economicconcepts, employment. tech..Ilogy or commerce.

87. The student will demonstrate an understanding of historicalpersons. events or eras.


America's Heritaqe, paqes 192 - 297

America's Herita;le, Teacher's Resource Book, pages 74 75,

191 - 194 (Activities\

5 f;

BUS 35


UNIT 12.0: RECONSTRUCTION

12.1. Lincoln's Plan

12.2. Johnson's Plan

12.3. Radical Republicans

12.3.1. Freedmen's Plight12.3.2. Impeachment12.3.3. Civil War Amendment

12.4. Life under Reconstruction

12.5. End of Reconstruction

COUNTY PERFQRNANCE OBJECTIVES:

12.1. The student will describe Lincoln's Ten Percent Plan forthe South.

12.2. The student will deacribe President Johnson'sReconstruction Plan and its impact on Congrsss.

12.3. The student will explain the impact of the RadicalRepublicans by:

1. describing the life of the Freedman right after the war;2. discussing the impeachment of Andrew Johnson; and3. explaining the provisions and results of the three Civil

War Amendment.

12.4. The student will describe life in the South duringReconstruction.

12.5. The student will explain how the Reconstruction Era endedand its afternath.

DEPARTMENT OF EDUCATION INTENDED OUTCONES:

Understand cause and effect relationships in historicaldevlopment. (I0 7)

Recognize the impact of values and ideals reflected in UnitedStates documents and symbol. on society past and present. (ID 8)

FREE ENTERPRISE AND CONSUMER EDUCATIONBINIBLINANNIIM:

None

57

BUS 36

COMPREHENSIVE TEST OF BA§IC SKILLS:

89. The student will demonstrate en understanding of theactions of individuals or groups in American or othersocieties.

90. The student will demonstrate an understanding of theinterrelationships among geography, economics, history,political scionce end sociology.

Igngoo_RgEgRgNcEs:

America's HerLtage, pages 300 - 317

hmerica's Heritgge, Teacher's Resource Book, pages 77 - 81,193 - 197 (Activities)

58

BUS 37

COURSE TITLE: BASIC UNIIED STATES HIsToRY

UNIT 13.0: INDUSTRIALIZATION


23.1. Growth of industry up to 1860

13.2. Industiial growth from 1860

2.1. Railroads12.2.2. Industrialists and Inventors

12.2. Results of Industriali=atiun

Floilda's industrial leaders

CO1:NTY PERFORMAN%:.1 OE:ECTIVES:

Tne s*_udent will Identify Aey fidure in America's eariyindustrializatic.n.

17%.Z. The student will deronstrate a kn7)wleade of the eleriel:tsma6e the States a ma:!.7.r industrial power

by:

dis....usa.n9 the deve:opl,...nt oi the rerilioade:ant:.

li*-.Ln.? the ma7or leaders anti invertc.rsin A Merl

The student will describe the benefits and pioblems ofliving in an industrial society.

la.4. The sttdent will identify the industrialists who haf:. ama:Ior impact on Florida's growth.

DEPARTMENT OF EDUCATION INTENDED OLT-C11,MEF::

Understand the importance of physical and cultural geographyuprm the development of the United States history. (I0 Z)

Identify important persons and events in United States histc.ry.(10 B)

Understand the basic concepts of the free enterprise system aspracticed in the Uniteu States. (I0 10)

511

BUS 38


Define consumption as the use of goods and services. (X-50)

Define impulse buying. (K-53)

Define planned buying. (h54)


SE.. The student will demonstrate an widerstandind of eCOnOPICconcepts, employment, technology, or commerce.

67. The student will demonstrate an understanding of historicalpexsc,nr, event e. or eras.

TEX-ZOCI: REFERENCEZ:

Ameliga's Heiltaae. pages 16S - 01 (review). 3::

America's Heritmac, Teacher's ResOUTCO pager_ 49 -

171 /7Z (revIew,, BS 7, 9.E - 204 (Activatles

CU

BUS 39


UNIT 14.0: DISAPPEARING FRONTIER


14.1. Cattle Kingdom

14.2. Pioneer Farmer

14.3. Indian Problems

14.4. Frontier Disappears


14.1. The student will define Cattle Kingdom and identify itsboundaries.

24.2. The student list the problems faced by thepioneer farmer.

14.3. The student will explain the conflict between NativeAmericans end pioneer settlers.

14.4. The student will describe how the western frontiereventually disappeared.


Understand the basic concepts of the free enterprise system aspracticed in the United States. (I0 10)


None


89. The student will demonstrate an understanding of the actionsof individuals or groups in American or other societies.

90. The student will demonstrate an understanding of theinterrelationships among geography, economics, history,political science, and sociology.

Gi

BUS 40


America's Heritage, 346 - 363

America's Heritacte, Teacher's Resource Book, paoes 69 - 93;201 (ActIvatles

BUS 41


UNIT 15.0: URBAN AMERICA

20UNTY 2OURSE OUTLINE:

15.1. Cities

15.2. Immigration

15.3. Problems/Adnustments of Urbanization


15.1. The student will explain the reasons for the growth es:cities and the impact of city life on American society.

15.2. The student will identify manor ethnic groups whoimmigrated to the United States during the Old Immigrationand the New Immigration periods.

15.3. The student will list manor domestic problems resultingfrom urbanization.

NEABIVENT OF mcAnon INTgNUR_oungmEs

Recognize that there are multiple interpretations of anyhistorical event. (I0 5)

Identify the contributions of various ethnic and cultural groupsto the development of the pluralistic society of the UnitedStates. (IQ 6)

FREE ENTERPRISE AND CONSUMER EDUCATIONMINIMUM QBJECTIVES:

None



90. The student will demonstrate an understanding of theinterrelationships among geography, conomics, history,political scince, and sociology.

BEST COPY AVAILABLE

63


fiEniallak-Unit2S2P pages 366 - 389

fimerica's Heritage, Teacher's Resource Book, pages 95 - 99,207 - 211 (Activities)

G 4

SUS 42

BUS 4 3


UNIT 16.0 POPULISTS AND PROGRESSIVES

gamy COURSE OUTLINE:

16.1. Labor Discontent

16.1.1. Knights of Labor/American Federation of Labor16.1.2. Working conditions

16.2. Farm Discontent and the National Grange

16.3. Populist Movement

16.3.1. Demands for reform16.3.2. Influences

16.4. Progressives

16.4.1. Roosevelt, Taft, and Wilson16.4.2. W.E.B. DuBois and the N.A.A.C.P.


16.1. The student will evaluate problems of labor by:

1. identifying early labor unions; end2. discussing the role they played in improving working

conditions.

16.2. The student will demonstrate comprehension of farmdiscontent by explaining the purpose of the GrangeLaws passed in many states.

16.3. The student will demonstrate knowledge of the Populistmovement by:

1. showing how the Populist doctrine helped lead toeventual political and social reform; end

2. discussing the Populist's influence on government endpolicies.

16.4. The student will demonstrate knowledge of the Progressivemovement by:

1. identifying reforms of Presidents Roosevelt, Taft,and Harding; and

2. identifying W.E.B. Dubois and the N.A.A.C.P.

65

BUS 44

REFIRTMENT QF EDUgATION INTENDED OUTCOMES:

Understand that scientific and technological changes haveinfluenced the historical development of the United States.(I0 9)

Understand the basic concepts of the free enterprise system espracticed in the United States. (IC) 10)

FREE ENTERPRISE AND CONSUMER EDUCATIONIMEIMJAHOIns:None

COMPREHENSIVE TEST OE BASIC SKILLS:





Amer4ca's Heritage, Teacher's Resource Book, pages 101 - 107;222 - 215 (Activities)

CA;

BUS 4 5


UNIT 17.0: RISE TO WORLD POWER

gOUNTY COURSE OUTLINE:

17.1. Spanish American War

17.1.1. "USS Maine"17.1.2. Manila Bay17.1.3. San Juan Hill17.1.4. Treaty of Paris (1898)17.1.5. United States Gains Commonwealth17.1.6, Florida's Role in the War

17.2. Panama Canal

17.3. United States and Latin America

17.4. World War I

17.4.1. Causes17.4.2. United States Involvement in Europe17.4.3. Treaty of Versailles


17.1. The student will demonstrate a knowledge of the eventsand significance of the Spanish American War by:

1. identifying the "USS Maine";2. describing the Battle of Manila Bay;3. describing the Battle of San Juan Hill;4. listing the provisions of the Treaty of Paris

(1898);5. discussing the territorial possessions of the

United States in 1898; and6. discussing Florida's role in the invasion of Cuba

in 1898.

17.2. The student will explain the events surrounding thebuilding of the Panama Canal and its significance.

17.3. The student will discuss the background of UnitedStatel4 involvement in Latin America.

BUS 46

17.4. The student will demonstrate a knowledge of United Statesinvolvement in World War I by:

1. listing causes of the war;2. explaining how the United States was involved with

Allied nations; and3. listing the characters involved in and provisions

of the Treaty of Versailles.

DEPARTMENT OF gCUCATION INTENDED OUTCOMES:

Identify important persons and events in United States History.(10 3)

Understand causes and effects relationship in historicaldevelopment. CIO 7)

FREE ENTERPRISE AND CONSUMER EDUCATIONDINIMUM OBJECTIVES:

None



90. The student will demonstrate an understanding of theinterrelationships among geography, economics, history,political acience, and sociology.




GS

BUS 47


UNIT 18.0: BETWEEN THE WORLD WARS


18.1. The Twenties

18.1.1. Harding and Coolidge18.1.2. New Technology18.1.3. Prohibition18.1.4. Social Changes in the 20's

18.2. The Depression Era

18.2.1. Causes18.2.2. Hoover's attempts18.2.3. loosevelts New Deal

COUNTY PEREgRMANCE OBJECTIVES

18.1. The student will demonstrate knowledge of the 1920's by:

1 identifying events or policies of the Harding/Coolidge period;

2. listing examples of new technology;3. explaining Prohibition; and4. identifying some social movements.

18.2. The student will demonstrate knowledge of the DepressionEra by:

1. identifying underlying causes of the GreatDepression;

2. describing President Hoover's efforts to combatthe growing depres on; and

3. summarizing New Deal programs begun byF.D. Roosevelt.

pEPOTegNT OF EDUCATION INTENDED OUTCOMES:

Identify important persons and events in United States history.(I0 3)

Understand the basic concepts of the free nterprise system aspracticed in the United States. (10 10)

Recognize the poli ical development of the United States. (I0 12)

89

BUS 48


BIBLUNADIEUIns:None


86. The student will demonstrate an understanding of economicconcepts, mployment, technology, or commerce.


TEXTBOOK REFERENCW



7 0

BUS 49


UNIT 19,0: WORLD WAR II


19.1. Rise of European Dictators

19.2. United States attempts to remain neutral

19.3. Pearl Harbor

19.4. War in Europe end the Pacific

19.5. Holocaust

19.6. Relocation Camps in the United States

19.7. Truman and the Atomic Bomb


19.1. The student will identify the three maJor Europeandictators and describe life under each.

19.2. The student will discuss the United States' attempt toremain neutral at the outbreak of World War II.

19.3. The student will identify the events surrounding theJapanese bombing of Pearl Harbor.

19.4. The student will identify ma3or events in the European andPacific Theaters in World War II.

19.5. The student will describe the Holocaust.

19.6. The student will describe the reasons for Japsnese-AmericanRelocation camps and resulting problems.

19.7. The student will discuss the reasons for Truman's decisionto use the atomic bomb and its aftermath.

REPARTMENT OF EDUCATION INTENDN OUTCODES:

Understand cause and effect relationships in historicaldevelopment. (IQ 7)

Utilize the appropriate vocabulary, geographic, reference/study,critical thinking, and decision making skills. (I0 13)


71

BUS 50

Obtain appropriate information from indexes,tables of contents, or dictionary entries (MinimumStudent Performance Standard: Reading F-27)

Identify the appropriate source to obtaininformation using materiels such as dictionaries,encyclopedia., atlases, directories, and newspapers(Minimum Student Performance Standard: Reading F-29)

Arrange events in sequential order (MinimumStudent Performance Standard: Writing 8-16)



FREE ENTERPRISE AND CONSUMER EDUCATIONtINIMUM OBJECTIVES:

None





America's HeEitgage, pages 482 - 503

beerica's Hpritage, Teacher's Resource Book, pages 121 - 124;225 - 226 (Activities)

72

BUS 51


UNIT 20.0. POST WORLD WAR II PERIOD

COUNTY COURSE OUTLINEi

20.1. The United Nations

20.2. The Cold War

20.2.1. Europe20.2.2. Asia20.2.3. Other Hot spots20.2.4. Florida's Role in the Cuban Missile Crisis

20.3. Civil Rights Movement

20.4. Nixon to the Present


20.1. The student will explain the establishment and purpose ofthe United Nations.

20.2. The student will show en undc?rstanding of the Cold Warby:

1. explaining post-war events in Europe;2. explaining events in Asia;3. identifying areas of conflict between East and

West; ald4. describing events in Florida during the Cuban

Missile Crisis.

20.3. The student will identify the mayor characters and eventsin the American Civil Rights Movement.

20.4. The student will list the ma.ior events which have occurredsince the election of Richard Nixon.


Understand that scientific and technologiyal changes haveinfluenced the historical development of the United States.(I0 9)

Understand the basic concepts of the free enterprise system aspracticed in the United States. (I0 10)

FREE ENTERPRISE AND CONSUMER EDUCATIONnaigug_sTwAns:

None

73

BUS 52


87. The student will demonstrate an understanding of histories::

persons, events, or eras.


TEXTBCOK REFEREN,2ES:

America's Heritage, pages 5oa - 575

America's Herita0e, Teacher's Resource Boox;, pages ,124

227 - 24Z (Activities)

74

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COURSE TITLE

COURSE CODE NUMBER 2100010

COURSE TITLE United States Pistory

INSTRUCTIONAL LEVEL Averapse

GRADE LEVEL 8

CREDIT

LENGTH OF COURSE Year

TEXTBOOK Batchelor,John E.,Davidson,Jane:; W. The AmerIcan .(En7lewoo0 CliffsPrintle TV11 rsublishinfT Co.,14g;.-)

7 (;

1 COURSE OUTLINE US 2

UNITED STATES HISTORY



1.2 Study Skills1.2.1. Historical Ref-

erences1.2.2. Taking Notes1.2.3. Outlining1.2.4. Summarizing

1.3 Inquiry Skills1.3.1. Primary/Secondary

SourcesFact/OpinionClassifyingInformationGeneralizingInferenceCause and Effect

1.3.2.1.3.3.

1.3.4:1.3.5.1.3.6.

2.0 First Americans2.1 Migration2.2 Cultural Areas

3.0 Discovery and Exploration3.1 Vikings3.2 Background in Europe

3.2.1. Crusades - MarcoPolo

3.2.2. European TradeRivalries

3.3.3. Renaissance

3.3 Portuguese3.4 Spanish

3.4.1. Columbus, Vespucciand Magellan

3.4.2. Conquistadors

3.5 French3.5.1. Cartier

3.5 French3.5.2. Champlain3.5.3. Marquette/Joliet3.5.4. LaSalle

3.6 Dutch and Sweedes3.7 English


3.8 Early Settlement inFlorida

4.0 English Colonization4.1 Motivation4.2 Earliest Colonies


4.3 Colonies4.3.1. New England4.3.2. Middle4.3.3. Southern

4.4 Colonial Life4.4.1. New England4.4.2. Middle4.4.3. Southern4.4.4. Daily Life4.4.5. Mercantile Theory4.4.6. Triangular Trade4.4.7. Our Democratic

Heritage

5.0 The Revolution5.1 The French and Indian War

5.1.1. Causes5.1.2. Treaty of Paris

(1763)5.1.3. Florida under the

English

5.2 British Control -Colonial Resistance5.2.1. Navigation Acts

alb

COUIISE OUTLINE US 3


5.2 British Control - ColonialResistance5.2.2. Proclamation of

17635.2.3. Quartering Act5.2.4. Stamp Act5.2.5. Townshend Acts5.2.6. Writs of Assistance5.2.7. Boston Massacre5.2.8. Boston Tea Party5.2.9. 'Intolerable Acts

5.3 Revolution5.3.1. Advantages of

British/Americans5.3.2. Lexington and

Concord5.3.3. Bunker Hill5.3.4. Second Continental

Congress5.3.5. Declaration of

Independence5.3.6. Foreign Assistance5.3.7.. Trenton and

Princeton5.3.8. Saratoga5.3.9. Valley Forge

5.3.10. Other Battle Fronts5.3.11. Yorktown5.3.12. Treaty of Paris

(1783)

5.4 Blacks in the Revolution

6.0 A Plan of Government6.1 Articles of Confederation


6.2 Constitutional Convention6.2.1. The Meeting6.2.2. Compromises

6.3 The Constitution6.3.1. Federalism6.3.2. Electoral College6.3.3. Executive

6.3 The Constitution6.3.4. Legislative6.3.5. Judicial6.3.6. Checks and Balance

6.4 Ratification and Bill ofRights6.4.1. Adoption6.4.2. Federalists and

Anti-Federalists6.4.3. The Amendments

7.0 Early National Period7.1 Washington's Administratio

7.1.1. Cabinet7.1.2. Congress7.1.3. Federal Courts7.1.4. Hamilton's Finan-

cial Plan7.1.5. Whiskey Rebellion7.1.6. Frontier Problems7.1.7. Political Parties7.1.8. Neutrality Pro-

clamation

7.2 Adams' Administration7.2.1. XYZ Affair7.2.2. Alien and Sedition

Acts7.2.3. Kentucky and

Virginia Resolu-tions

7.3 Jefferson's Administration7.3.1. Political Change7.3.2. Marbury v. Madison7.3.3. Louisiana Purchase7.3.4. Barbary Pirates7.3.5. Embargo Act

7.4 Madison's Administration7.4.1. Reasons for War of

18127.4.2. Areas of Action7.4.3. "The Star-Spangled

Banner"7.4.4. Hartford Convention

416

78

COURSE OUTLINEUS 4


7.5 Monroe's Administration7.5.1. Era of Good

Feelings7.5.2. Monroe Doctrine7.5.3. Acquisition of

Florida

7.6 United States Begins toIndustrialize

7.7 New Transportation Systems


8.2.1. Suffrage Widens8.2.2. Nominating Conven-

tions begin8.2.3. Voting Changes

8.3 Jackson's Administration8.3.1. Tariff Issue8.3.2.. Bank Issue


Movement8.4.2. Women's Rights8.4.3. Handicapped8.4.4. Temperance Movement

8.5 American Culture

9.0 Westward Expansion9.1 Moving Frontier9.2 Manifest Destiny9.3 Oregon

9.3.1. Whitmans9.3.2. The Oregon Trail9.3.3. Treaty with Great

Britain

9.4 Texas Independence9.4.1. Moses and Stephen

AustinAlamo and SanJacintoRepublic andStatehood

9.4.2.

9.4.3.

9.5 Mexican Cession9.5.1. Reasons for the

War with Mexico9.5.2. Outcome of Mexican

War

9.6 California9.6.1. Discovery of gold9.6.2. Changes in

California


10.2.1. Slavery10.2.2. Missouri Compromise10.2.3. Compromise of 185010.2.4. Uncle Tom's Cabin10.2.5.

10.2.6.10.2.7.

10.2.8.10.2.9.

Kansas-NebraskaActDred ScottFormation of Repub-lican PartyHarpers FerryElection of 1860

11.0 The Civil War11.1 Secession and Formation of

the C.S.A.11.2 Comparison of Resources


11.3.1.11.3.2.11.3.3.

11.3.4.11.3.5.

11.3.6.11.3.7.

Fort SumterBull Run"Monitor" and"Virginia"("Merrimac")Grant in the WestAntietam/Emancipa-tion ProclamationGettysburgMarch to the Sea

11.4 Florida in the War11.5 Appomattox

12.0 Reconstruction12.1 Lincoln's Plan

deb

79

1

COURSE OUTLINE US 5


12.2 Lincoln's Assassination12.3 Johnson's Plan12.4 Radical Republicans

12.4.1. Freedmen's Plight12.4.2. Radical Recon-

struction12.4.3. Impeachment12.4.4. Amendments

12.5 Life under Reconstruction12.6 End of Reconstruction

12.6.1. The Election of1876

12.6.2. Social and Polit-ical Changes inthe South

13.0 Industrialization13.1 Growth of Industry up to

186013.2 Industrial Growth from

186013.2.1. Railroads13.2;2. Industrialists

and Inventors

13.3 Results of Industrialists13.4 Labor Discontent

13.4.1. Working Condi-tions

13.4.2. Knights of Labor/American Federa-tion of Labor

13.5 Florida's IndustrialLeaders

14.0 Disappearing Frontier14.1 Indian Problems14.2 Cattle Kingdom14.3 Pioneer Farmers14.4 Farm Discontent and the

National Grange

15.0

I

Urban America15.1 Immigration15.2 Cities

16.0 Populists and Progressives16.1 Pqpulist Movement16.2 Progressives

16.2.1. Muckrakers16.2.2. Social Reforms16.2.3. Roosevelt, Taft,

and Wilson16.2.4. W.E.B. DuBois and

the N.A.A.C.P.

17.0 Rise to World Power17.1 America in the Pacific17.2 Spanish American War

17.2.1. "USS Maine"17.2.2.17.2.3.17.2.4.

17.2.5.

17.2.6.

Manila BaySan Juan HillTreaty of Paris(1898)United StatesGains CommonwealthFlorida's Role inthe War

17.3 Panama Canal17.4 United States and Latin

America17.5 World War I

17.5.1.17.5.2.

17.5.3.

17.5.4.

CausesUnited StatesInvolvement inEuropeTreaty of Ver-saillesLeague of Nations

18.0 Between the World Wars18.1 The Twenties

18.1.1.

18.1.2.18.1.3.18.1.4.

Harding and Cool-idgeNew TechnologyProhibitionSocial Changes inthe 20's

18.2 The Depression Era18.2.1. Causes18.2.2. Hoover's Attempts18.2.3. Roosevelt's New

Deal

su

1

1

COURSE OUTLINE


19.0 World War II19.1 Rise of European

Dictators19.2 United States attempts to

remain neutral19.3 Pearl Harbor19.4 War in Europe and the

Pacific19.5 Holocaust19.6 Relocation Camps in the

United States19.7 Truman and the Atomic

Bomb

20.0 Post World War II Period20.1 The United Nations20.2 The Cold War

20.2.1.20.2.2.20.2.3.20.2.4.

EuropeAsiaOther Hot SpotsFlorida's Role inthe Cuban MissileCrisis

20.3 Civil Rights Movement20.4 Nixon to the Present

US 6

S1

US 7

COURSE TITLE: UNITED STATES HISTORY

UNIT 1.0: SKILLS



1.1.1. Tablas1.1.2. Graphs1.1.3. Charts1.2.4. Timelines1.1.5. Napo1.1.6. Illustrations1.1.7. Textbook Survey

1.2. Study Skill.

1.2.1. Historical Reference1.2.2. Taking Notes1.2.3. Outlining1.2.4. Summarizing

2.3. Inquiry Skills




1. interpreting specific facts from tables;2. interpreting specific facts from graphs;3. interpreting specific facts from charts;4. labeling end explaining information on 4

timeline;5. selecting specific fact. from historical maps

by using a legend;6. identifying specific facts from illustrations;

and7. understanding and using various parts of the

text.

8'

US 8

1.2. Students will demonstrate knowledge of study skills by:

1. locating and evaluating appropriate sourcesof information on a sub3ect;

2. taking notes from sources;3. outlining material; and4. summaLazing historical informaton.


1,, determine if a reading is a primary or secondarysource;


criteria;4. make a generalized statement based on data;5. draw inferences from factual data; and6. identify events which are examples of a cause


DEPARTMENT OF EDUCATION INTENDED OUTCOMZS:

Utilize the appropriate vocabulary, geographical, reference/study, critical thinking, and decision making skills. CIO 13)


Obtain appropriate information from indexes. tablesof contents, or dictionary entries (Minimum StudentPerformance Standard: Reading F-27)

Identify the appropriate source to obtain informationusing materials such as dictionaries encyclopedias,atlases, directories, and newspapers (Minimum StudentPerformance Standard: Reading F-29)

Arrange events in sequwatial order (Minimum StudentPerformsnc4 Standard: Writing B-16)

Apply the five steps of the decision making proces :

1. Define the problem2. List alternatives3. State criteria4. Evaluate "Alternative*5. Make a 16ision

S3

US 9


None

STANDARDS OF EXECLLENCE:

Non.


85. The student will domonatrate an underatanding of the phyaicalnvironment or the ability to interpret mope and globes.


IbILAB2E1.2211.12t12B. Teacher'. Edition, page viii xii

Teacher'a Reaource Manual, El - E32

84

US 10



COUNTY COUWJE OUTLINE:

2.1. Migration

2.2. Cultural Areas


2.1. The student will illustrate the routes of the firstAmericana.

2.2. The student will compare the cultures of the firstAmericans.

pgPARTMENT OF EDUCATION INTgNDED OUTCOMES:

Understand .:;he relationships between past and present. (I0 1)

Explain the importance of individuals, events, and periods inUnited States history. (I0 3)


None

STANDARDS OF EXCELLENCE:

Synthesize information and ideas from conflicting sources.(A1015)

ZOMPREMENSIVE TEST OF BASIC SKILI.S:

87. The student will demonstrate an understanding of historicalpersons, events, or ores.

89. The student will demonstrate en understanding of theactions of indi.iduals or groups in American or othersocieties.


The American Nation, Pages 18 - 29, pages 32 - 45

The American Notion, Teacher's Edition, pages Tl - 15

Teacher's Resource Manual, 81 - 813, D1 - D5

US 11




3.1. Vikings



3.3. Portuguese

3.4. Spanish

3.4.1. Columbus, Vespucci, and Magellan3.4.2. Conquistadors

3.5. French


3.6. Dutch and Sweedes

3.7. English


a.a. Early Settlement in Florida


3.1. The student will identify the time period, trace the routesand explain the reasons for Viking aettlement in NorthAmerica.

Ef;

US I2

3.2. The student will demonstrate comprehension of the conomicinfluences on exploration by:

1. evaluating the importance of the Crusades and MarcoPolo's 3ourney which increased European demand fortrade with the East;

2. summarizing the European trade rivalries and Arab(Turkish) interference; and

3. explaining the Renaissance and its role in Europeanexploration.

3.3. The student will identify the Portuguese explorers andtheir contribution*.


1. recognizing the role of Columbus, Vespucci endMagellan; and

2. listing Spanish Conquistador.. and their areasof exploration.


1. explaining the role of Cartier;2. describing the accomplishments of Champlain;3. tracing the travels of Marquette and Joliet; and4. discussing the accomplishments of LaSalle.

3.6. The student will demonstrate knowledge of Dutch and Swedishexploration by identifying the areas claimed by each.

3.7. The student will demonstrat knowledge of early EnglishAdventurism in the New World by:

1. recognizing the importance of Cabot's voyages asgiving England a claim to North America;

2. summarizing Drake's contribution to the Age ofExploration; and

3. evaluating the importance of the defeat of theArmada in leading to English colonization efforts.

3.8. The student will demonstrate knowledge of early FloridaHistory by summarizing its exploration and settlement.

87

US 13


Explain the impact of cultural and physical geography upon thedevelopment of the United States. (I0 2)


ggg ENTERPRI§EAR_CONSUMEKERUCaTIONINIMMNAMCIIVES:

None

STANDARDS OF EXCELLENCE

Explain the short and long range effects of specific changes asthey relate to major state, national and world events. (B1027)

ouggligNspa TuT OF BaSIC gKILS:


90. The student will demonstrate an understanding of theinterrelationships among geography, economics. history,political science and sociology.


1112-AM2EiS2B-N2tian, Pages 48 88

'he American Nation, Teacher's Edition, pages T5 - T8

Teacher's Resource Manual B13 - 826, D6 - D11

88

US 14




4.1. Motivation

4.2. Earliest Colonies


4.3. Colonies

4.3.1. New England4.3.2. Middle4.3.3. Southern

4.4. Colonial Life

4.4.1. New England4.4.2. Middle4.4.3. Southern4.4.4. Daily life4.4.5. Mercantile Theory4.4.6. Triangular Trade4.4.7. Our Democratic Heritage


4.1. The student will compare Spanish and French motives toEnglish motives for colonization.

4.2. The student will summarize important facts about theearliest English settlements:


4.3. The student will describe geographic and economic featuresof the English colonies:

1. New England;2. Middle; and3. Southern.

S;)

US 15


1. analyzing the Puritan life of New England;2. describing the farms and religions of the Middle

Colonies;3. describing the plantation system of the Southern

Colonies;4. comparing the daily lives of colonist. from the three

regions;5. defining mercantilism and explaining xamples of

colonial responsibilities under the theory;6. drawing triangular trade diagram indicating

products and directions;7. tracing events which led to the growth of

democratic ideals in the colonies.


Understand that there are multiple interpretations of anyhistorical event. (IO 5)

Understand how cause and effect relationship* precipitatechange in the development of the United States. (IO 7)


Define advertising as a means to inform people about a firm'sproducts or services, or to persuade people to purchase a firm'sgoods or services rather then those produced by a competitor.(H45)

Recognize misleading and non-misleading advertising. (H46)

Define governm2nt Eegglgtions as rules of conduct for consumersand producers. (T 83)


Given a dilemma ei-cuation, identify possible consequences andpropose reasons for each. (F1111)

ampere and contrast the concept of toleration of religion withthe concept of freedom of religion. (01135)

0


85. The student will demonstrate an understanding ofphysical environment or the ability to interpretglobes.

86. The student will demonstrate an understanding ofconcepts, mployment, technology, or commerce.

US 16

themaps and

economic


The Amrican Nation, pages 88 - 141

The American Notion, Teachr's Edition, pages T9 - T15

Teacher's Resource Manual, pages B26 - 844, D12 - D22

91

US 1 7





5.1.1. Causes5.1.2. Treaty of Paris (1763)5.1.3. Florida under the English


5.2.1. Navigation Acts5.2.2. Proclamation of 17635.2.3. Quartering Act5.2.4. Stamp Act5.2.5. Townshend Acts5.2.6. Writs of Assistance5.2.7. Boston Massacre5.2.8. Boston Tea Party5.2.9. Intolerable Acts

5.3. Revolution

5.3.1. Advantages of British/Americans5.3.2. Lexington and Concord5.3.3. Bunker Hill5.3.4. Second Continental Congress5.3.5. Declaration of Independence5.:2.6. Foreign Assistance5.3.7. Trenton and Princeton5.3.8. Saratoga5.3.9. Valley Forge

5.3.10. Other Battle Fronts5.3.12. Yorktown5.3.12. Treaty of Paris (1783)



5.1. The student will understand how the French and Indian Waraffected American Colonial life by:

1. summarizing the causes of the war;2. discussing the elements of the Treaty of Paris (1763);

end3. describing how Florida was affected by the war.

US 18

5.2. The student will understand how the colonies grewincreasingly resistnt to British control in North Americaby:

2. evaluting colonial feelings about the Navigation Acts;2. describing colonial defiance of the Proclamation of 2763;3. discussing the in3ustices of the Quartering Act;4. describing the violence brought about by the Stamp Act;5. ;summarizing the provision* of the Townshend Acts;6. explaining Writs of Assistance;7. discussing the Boston Massacre;6. evaluating the effect of the Boston Tea Party; and9. evaluating the Intolerable Act*.

5.3. The atudent will demonstrate a knowledge of the significantevents of the American Revolution by:

1. listing the advantages and disadvantages of eachside;


3. describing the battle at Bunker Hill;4. discussing the actions of the Second Continental

Congrese;5. analyzing the Declaration of Independence;6. evaluating what foreign assistance was received by the

Americans;7. discussing the significance of Trenton and Princeton;8. identifying Saratoga as a turning point;9. describing the hardships of Valley Forge10. tracing the development of the war through other battle

fronts;11. identifying the consequence of the battle of Yorktown;

and12. listing the provisions of the Treaty of Paris of 1783;

5.4. The atudent will discuss the role of American blacks in theRevolution


Explain the significance of the contributions of various ethnicend cultural groups to the development of the pluralistic societyof tho United States. (I0 6)

Understand the impact of values and ideals reflected inUnited States historical documents and symbols on society pastend present. (IO 8)

93

US 19

FREE EATERPRISE AND CONSUMER EDUCATIONungml_gwpwrIvEg:

Define ggvermnt reggl2tiong as rules ,f conduct for consumersand producers. (T 83)

Identify kinds of taxes individuals may be required to pay.(T 84)

STANRARDS OF EXCELLPC§:

Synthesize information and ideas from cunflicting sources (A1015)

Explain the short and long range effects of specific changes asthey relate to ma,or state, national and world events. (B1027)

Analyze historical documents to infer at least two definitionsof patriotism (e.g., loyalty to country, loyalty to country'sideals). (G1138)



89. The student will demonstrate an understanding of individualscr groups in American or other societies.


The American Nation, pages 148 - 193, 774 - 777

The American Natirm, Teacher's Edition, pages 116 - 121

Teacher's Resource Manual, pages 846 - 863, D23 - D32

9 4

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6.2.1. The Meeting6.2.2. Compromise*

6.3. The Constitution

6.3.1. Federalism6.3.2. Electoral College6.3.3. Executive6.3.4. Legislative6.3.5. Judicial6.3.6. Checks and Balances

6.4. Ratification and Bill of Rights

6.4.1. Adoption6.4.2. Federalists and Anti-Federalists6.4.3. The Amendments


6.1. Tho student will demonstrate knowledge of the Articlet ofConfederation by:

1. summarizing the weaknesses of the Articles ofConfederation;

2. explaining the significance of the Land Ordinances;and

3. discussing the causes and effects of Shays'Rebellion.

6.2. The student will understand the significance of theConstitutional Convention by:

1. evaluating reasons for calling a meeting to considera plan for revising the Articles of Confederation;and

2. interpreting the major compromises reached whilewriting the Constitution.

BEST COPY AVAiLABLE

US 21

6.3. The student will identify the Constitution as the foundationof a strong central government by:

1. explaining the concept of Federalism;2. describing the features of the electoral process;3. summarizing the qualifications and responsibilities

of the Executive Branch;4. summarizing the qualifications and responsibilities

of the Legislative Branch;5. summarizing the qualifications and responsibilities

of the Judicial Branch; and6. explaining the system of Checks and Balances and how

it function,3.

6.4. The student will demonstrate knowledge of the ratificationof the Constitution and the Bill of Rights by:

1. describing the process for adoption of theConstitution;

2. classifying the ma,or differences between theFederalists and Anti-Federalists which led to twointerpretations of the Constitution; and

3. explaining the amending process and reviewing theamendments with emphasis on the Bill of Rights.


Understand the rights, liberties, and obl4gations ofcitizenship in various periods of U. S. History. (I0 11)

Understand the political development of the United States. (IC)12)


None


Evaluate the function of both lobby and interest groups. (G 1131)

Analyze the role of the bureaucracy in relationship to thePresidency, the Congress and the Courts. (G 1239)

Infer, using the Florida Constitution, the powers granted tostates by the Federal Constitution. (G 1141)

Identify and discuss the effectiveness of local, state orfederal laws designed to protect people and the environmnt.(H 2262)

US 22

CONEREUEN§IVETE§T OF §ASIC


88. The student will demonstrate an understanding of thestructures or functions of government.

IPTDON_REFMNCES:

The American Nation, pages 1106 - 213, 778 - 799

The American Nation, Teacher's Edition, pages T22 - T24

Tescher'§ Resource Manuel, ps..tes 864 - 870, 1)33 - D36, Cl - C27

US 23





7.1.1. Cabinet7.1.2. Congress7.1.3. Federal Courts7.1.4. Hamilton's Financial Plan7.1.5. Whiskey Rebellion7.1.6. Frontier Problems7.1.7. Political Parties7.1.8. Neutrality Proclamation


7.2.1. XYZ Affair7.2.2. Alien and Sedition Acts7.2.3. Kentucky and Virginia Resolutions

7.3. Jefferson's Adwinistration

7.3.1. Political Change7.3.2. Marbury v. Madison7.3.3. Louisiana Purchase7.3.4. Barbary Pirates7.3.5. Embargo Act




7.5.1. Era of Good Feelings7.5.2. Monroe Doctrine7.5.3. Acquisition of Florida

7.6. United States Begins to Industrialize

7.7. New Transportation Systems

US 24


7.1. The student will demonstrate knowledge of Washington'sadministration by:

1. explaining the origin of the Cabinet system;2. summarizing some early Legislative tasks of the first

Congress;3. explaining the origin and structure of the Federal

Court System;4. evaluating Hamilton's financial plan;5. analyzing the significance of the Whiskey Rebellion:6. identifying the frontier problem and solution

regarding the Indians and the Spanish;7. comparing the characteristics of the first political

parties; and8. evaluating the Neutrality Proclamation and its

goal.


1. describing the XYZ Affair;2. explaining the Alien and Sedition Acts; and3. evaluating the Kentucky and Virginia resolutions as

a Republican protest.


1. discussing the peaceful transfer of power that comeswith the election of 1800;

2. tracing the early development of the Supreme Courtthrough the Marbury v. Madison case;

3. evaluating the effects of the acquisition andlocation of the Louisiana Purchase;

4. describing the problem with the Barbary Pirates; endS. expILning the purpose and results of the Embargo

Act.


1. explaining the reasons for the War of 1812;2. locating and describing the major conflicts in the

War of 1812;3. summarizing how "The Star-Spangled Banner" was

written; and4. identifying the idea of secession proposed by the


9 9

US 2 5

7.5. The student will demonstrate knowledge of Monroe'sadministration by:

1. describing the "Era of Good Feelings";2. xplaining the Monroe Doctrine; and3. summarizing the reasons for the United States

takeover and eventual acquisition of the areas ofFlorida.

7.6. The student will trace the development of earlyindustrialization in the United States.

7.7. The student will list/locate examples of transportationdevelopments by the mid-19th century.

DEPaRTMENT OF EDUCATION INTENDED OUTCOMES:

Understand the relationships between past and present. (TO 1)

Explain the importance of individuals, events, and periods inFlorida history. (IO 4)


Compare saving with a financial institution to saving at home(N 64)

pipapp_oE_ExcELLEgm:

Explain the significance of specific changes from theperspectives of various ethnic groups, social classes andcultures. (B 1030)

IEXTBOOK REFERENCgS:

The American Nation pages 220 - 283

The American Nation, Teacher's Edition, pages 125 T32

Tgagber's Resgurce ffanual, pages B72 - B93, D37 D49

1( 9

US 26

COURSE 7ITLh: UNITED STATES HISTORY




8.2. Expansion of Democracy

8.2.1. Suffrage Widens8.2.2. Nominating Conventions begin8.2.3. Voting Changes




8.4.1. Abolitionist Movement8.4.2. Women's Rights6.4.3. Handicapped8.4.4. Temperance Movement

8.5. American Culture


8.1. The student will define sectionalism and identify issuesdividing the nation during Jackson's era.


1. recognizing the restrictions to suffrage and comparngthese to the earlier National Period;

2. defining nominating convention and analyzing the role thecommon man played; and

3. evaluating the changes in the electoral system andrecognizing that these changes led to a moredemocratic nation.

8.3. The student will identify ma3or issues of Jackson'sadministration by:

1. comparing the North and the South on the issue of thetariff end describing the Nullification Crisis; and

2. summarizing Jackson's quarrel with the Bank and ossessingits outcome.

11'1

US 27


1. explaining the goals of the Anti-Slavery Movement;2. identifying the loaders of the women's rights movement;3. identifying Dorothea Dix as an arly reformer for

prisons, hospitals and the handicapped; and4. evaluating the Temperance Movement.

8.5. The student will describe the themes used by Americanwriter, during the Jacksonian Period.

241268INNTAE-ERY0110N INTENDED QUTCOMES:

Understand that there ere multiple interpretations of anyhistorical event. (10 5)

Understand the rights, liberties, and obligation* of citizenshipin various periods of U.S. History.(I0 11)

Utilize the appropriate vocabulary, geographical, reference/study, critical thinking, and decision making skills. (I0 13)



Identify the appropriate source to obtain informationusing materials such as dictionaries, encyclopedias,atlases, directories, and newspapers (Minimum StudentPerformance Standard: Writing B-16)



FREE ENTERPRISE AND CONSUMER EOUCATIONNAHUM OBJECTIVES:

None

US 2 8

STANDARDS OF pCp.LENCE:

Given e dlomite situation, identify poesible consequences andpropose reasons for each. (F 1111)

Explain how the political party system, including third parties,functions in the United State. and in Florida. (G 1130)

POEBEHENNYE_MI-M-DalgANW&:87. The student will demonstrate an understanding of historical

persons, events end eras.

90. The student will demonstrate an understanding of theinterrelationships among geogrphy, economics, history,political science and sociology.

TEXTBOOK RgEERENCES:

Tbe American Nation pages 290 - 305 and 350 - 365

The American Nation, Teacher's Edition, pages T33 - T35,T42 - T43

Teacher's Resource Manual pages B96 - 81021. B118 - B124,D50 - D53, D63 - D66

13

US 29


UNIT 9.0: WESTWARD EXPANSION

OUNTY_20kRSEAUT6INE:



9.3. Oregon

9.3.1. Whitmans9.3.2. The Oregon Trail9.3.3. Treaty with Great Brit!iin





9.6. California

9.6.1. Discovery of gold9.6.2. Changes in California


9.1. The student will Identify reasons why Americans moved West.

9.2. The student will define Manifest Destiny as it appliesto American history end locate territorial additions.

9.3. The student will demonstrate an understanding of thesettlement of the Oregon Country by:

1. identifying the first Americans to settle in Oregonincluding the Whitmens;

2. describing the hardships travelers on the Oregon Trailfaced; and

3. describing the agreement reached between the UnitedStates and Great Britain to divide the Oregon Country.

US 30

9.4. The stident will demonstrate en understanding of thesettlement of Texas by:

11 identifying the first Americans to settle in Texas;2. explaining how Texans won their independence in the

battles of the Alamo and San Jacinto; and3. describing the problems faced by the Republic of Texas.


1. listing and explaining the reasons why the United Stateswent to war with Mexico; and



1. describing the effects of the discovery of gold; and2. listing the changes which occured as a result.

DEEARTMENT OF EDUgATIO INTENDED OUTCOMES:

Explain the impact of cultural and physical geography upon thedevelopment of the United States. (I0 2)

Understand how cause and effect relationships precipitate changein the development of the United States. (I,/ 7)

FREE ENTERPRISE AND CONSUMER EDUCATIONUNIMUM OBJECTIyES:

None


Identify bias and how it affects explanation of data. (A 1016)

Given a dilemma situation, identify possible consequences andpropose reasons for each. (F 1111)


85. The student will demonstrate an understanding of thephysical environment or the ability to interpret maps andglobes.


BEST COPY AVAILABLE

11 5


US 31

IbeAmismlatim, pages 308 - 329


Teacher's Resource Manual, pages B103 8110, D54 D58

1 ( 6

1

US 32





10.2. Conflicts end Compromises

10.2.1. Slavery10.2.2. Missouri Compromise10.2.3. Compromise of 185010.2.4. Upcle Toe's gebin10.2.5. Kanses-Nebraska Act10.2.6. Dred Scott10.2.7. Formation of Republican Party10.2.8. Harpers Ferry10.2.9. Election of 1860

COUNTY PERFORMANCL OBJECTIVES:

10.1. The student will compare economic, social, end politicaldifferences between the North and South.


1. evaluating the effects of slavery;2. identifying the issue involved in the Missouri

Compromise and the provisions;3. listing the provisions of the Compromise of 1850 and

the arguments that were temporarily solved;4. describing the impact of Harriet Beecher Stowe's

book Uncle Tom's Cabin on the North and the South;5. identifying that the Kansas-Nebraska Act repealed the

Missouri Compromise;6. xplaining the Supreme Cou:rt ruling in the Dred Scott

decision;7. discussing the Republican Party's platform and

the implication of the Party's formation to the South;8. identifying the pitrsonalities involved in the Harpers

Ferry Raid and the impact on the growing sectionalconflict; and

9. analyzing the election of Lincoln and the South'sdecision to secede.

107

US 33


Understand the impact of values and ideals reflected in UnitedStates historical documents and symbols on society pest andpresent. (IO 8)

Utilize the appropriate vocabulary, geographical, reference/study, critical thinking, and decision making &kills. (I0 13)

Obtain appropriate information from diagrams,tables, or schedules (Minimum Student PerformanclStandard: Reading F-26)

Obtain appropriate information from indexes, tablesof contents, or dictionary entries (Minimum StudentPerformance Standsrd: Reading F-27)

Identify the appropriate source to obtaininformation using materials such as dictionaries,encyclopedias, atlases, directories and newspapers(Minimum Student Performance Standard: F-29)





None



Analyze the role of the blIreaucracy in relationship to thePresidency, the Congress and t.he Courts. (G 1139)



90. The student will demonstrate an understanding of theinterrelationships among geography, economics, history,political science and sociology.

1 e

US 34

TEXTBOOK REFEBENCEs:

IbtAmnign_nt1200 pages 332 - 347 and 372 - 386

The Amrican Nation, Tacher's Edition, pages 139 - 141,T44 - T46

Teacher's Resource 1enue1, pages B111 - 8117, B127 - 8134,D59 - D62, D67 - D71

1C9

US 35




21.1. Secession and Formation of that C.S.A.


11.3. Battles

11.3.1. Fort Sumter21.3.2. Bull Run11.3.3. "Monitor" and "Virginia" ("Merrimac")11.3.4. Grant in the West11.3.5. Antietam/Emancipation Proclamation11.3.6. Gettysburg11.3.7. March to the See

11.4. Florida in the War

11.5. Appomattox

MINTY PERFORMANCE OBJECTIVES:

11.1. The student will define secession and explain why theC.S.A. war, formed.

11.2. The student will compare the resources of the North andthe South and the strategy of each at the outbreak of War.

11.3. The atuaent will demonstrate knowledge of Civil Warbattles by:


2. describing the First Battle of Bull Run;3. explaining the significance of the "Monitor" and the

"Merrimac" in naval warfare;4. summarizing the maser contributions of Grant in the

Western Theater of War;5. analyzing the effects of the Emancipation Proclamation

which was issued as a result of the Battle of Antiot^m;6. explaining why the Battle of Gettysburg was a turning

point of the war; and7. evaluating the significance of Sherman'. March to the

Sea.

110

US 36

11.4. The stndent will discuss the two ma,or battles of theCivil War in Florida and Florida's contributions duringthe Civil War.

11.5. The student will describe tho events and resu3La ofAppomattox.


Understand relationships between past and praaent. tIO 1)

Explain the importance of individua.,,s, events end periods inFlorida history. (ICI 4)

Utilize the appropliate vocabulary, geographical, reference/study, critical thinking, and decision making skills. (IO 13)


Obtain appropriate information from indexes, tablesof contents, or dictionary entries (Minimum StudentPerformance Standard: Reading F-27

Identify the appropriate source to obtain informationusing materials such es dictionaries, encyclopedJas,atlases, directories and newspapers (Minimum StudentPerformance Standard: F-29)



1. Define tha problem2. List alternatives3. State criteria4. Evaluate alternatives5. Make a decision

FREE ENTERPRISE AND CONSUMER EDUCATIONNIMUM OBJECTIVE§:

None

11 l

US 37

STANDARDS OF EACELLENCE:

Select and defend a position or course of action consistent withestablished criteria. (A 1017)

Develop a set of criteria for judging proposed courses of actionin terms of actual and projected consequences. (A 1018)


86. The student will demonstrate an understanding of economicconcepts, employment, technology or commerce.



The American Nation, pages 386 - 413

The AmerAgah_Hat/on, Teacher's Edition. T46 T50

Teacher's Resource Manual, pages B233 - 8142, D72 - D76

112

US 38







12.4.1. Freedmen's Plight12.4.2. Radical Reconstruction12.4.3. Tr.peachment12.4.4. Amendments



12.6.1. The Election of 187612.6.2. Social and Political Changes in the South


12.1. The student will describe Lincoln's Ten Percent Plan.

12.2. The student will summarize the events surrounding Lincoln'sassassination.

12.3. The student will describe President Johnson'sReconstruction Plan and its impact on Congress.

12.4. The student will explain the rise of the RadicalRepublicans by:

1. describing the life of the Freedman after the War;2. summarizing the Radical's Reconstruction Plan;3. discussing the impeachment of Andrew Johnson; and4. explaining the provisions and impact of the three

Amendments passed during Reconstruction;

12.5. The student will describe life in the South duringReconstruction.

12.6. The student will explain how the Reconstruction Ere endedand its aftermath by:

1. discussing the disputed election of 1876 and itssolution; and

2. tracing the rebirth of white supremacy in the Southand the passage of "Jim Crow" laws.


US 39

Understand how cause and effect relationship* precipitate changein the developmsnt of the United States. (IC) 7)

Understand the impact of values and ideals reflected in UnitedStates documents and symbols on society past and present. (I0 8)

FREE ENTERPRISE AND CONSUMER EDUCATIONBINIBuri_o@JNIUM:

None

STapaRD OF ENCW.ENCE:

Define the concept of due praceaa and give examples of its usein the United States. (G 1133)

Give examples, both positive and negative, of due process.(G 1134)





The American Nation, pages 416 431

The American Nation, Teacher's Edition, pages 151 - 153

Teacher's Resource ManualL pages B243 - B147, D77 - D80

l'4

US 40

COURSE TITLE:

UNIT 13.0:



INDUSTRIALIZATION


13.2. Industrial growth from 1860

13.2.1. Railroads13.2.2. Industrialists and Inventors

13.3. Results of Industrialization


13.4.1. Working Conditions13.4.2. Knights of Labor/American Federation of Labor

13.5. Florida's Industrial Leaders


13.1. The student will identify key figures in America's earlyindustrial-tetion.

13.2. The student will demonstrate a knowledge of the elementswhich made the United States a manor industrial powerby:

1. discussing the development of the railroads; and2. listing the manor industrial leaders and inventors

in America and evaluating their impact.

13.3. The student will describe the benefits and problems ofliving in an industrial society.

13.4. The student will evaluate problems of labor by:

1. discussing early working conditions; and2. identifying early labor unions and the role they

played in improving conditions.

13.5. The student will identify the industrialists who had amanor impact on Florida's growth.

11 5


US 41

Explain the impact of cultural and physical geography upon thedevelopment of the United States. (ID 2)

Explain the importance of individuals, events, and periods inUnited States history. (IO 3)

Evaluate how scientific and technological changes have influencedthe historical development of the United States. (I0 9)

Explain the basic concepts of the free enterprise system aspracticed in the United States. (IO 10)


Define cgnsumption as the use of goods and services. (K-50)

Define imgulse buying. (K-53)

Cjfine glagned buXiBS. (K54)


Describe a potential business and explain how natural resources,labor, capital goods and entrepeneurial skills would be involvedin its operation. (I) 1064)

Identify the risks associated in alternative types of consumerpersonal inveGtment. (D 1072)





TheAmeEiggg_Nation, pages 265 - 276 (review), pag:2,0 460 - 477


Teacher's Resource Manual pages B160 - B167, 086 - 089

US 42






14.3. Pioneer Farmers

14.4. Farm Discontent and the National Grange


14.1. The student will describe the conflict between NativeAmericans and pioneer settlers.

14.2. The student will define Cattle Kingdom and explain itsinfluence on the history of the United States.

14.3. The studert will list the problems faced by thepioneer icrm,:r.

14.4. The student will demonstrate ccmprehension of farmdiatltontent by sxplaining the purpose of the Grange Lawspaesed in many states.

70EPARTtIENT OF EDUCATION INTENDED OU1COMES:

Exp3ain the has..c: concepts of the free enterprise system aspra.7ticed in the Untted States. (I0 10)

FREE ENTERPRISE AND CONSUMER EDUCATIONMINIMUM OBJECTIvES:

None


Synthesize information and ideas from conflicting sources.(A 1015)


89. The student will demonstrate an understanding of the actionsof individuals or groups in Amerlcan or other societies.


1 7


US 4 3


The American Nation, Teacher's Edition, pages T54 T56

Teacher's Resource Manual, pages b152 8159; D81 - D85

1 s




15.1. Immigration

15.2. Cities


US 44

15.1. The student will identify major ethnic groups whoimmigrated to the United States during the Old Immigrationand the New Immigration periods.

15.2. The student will explain the reasons for the growth ofcitiea and the impact of city life on American society.

DEPARTMENT OF EDUCATION INTENDED OUTCOMES

Understand that there are multiple interpretations of anyhistorical event. (I0 5)

Explain the significance of the contributions of various ethnicand cultural groups to the development of the pluralistic societyof the United States. (IQ 6)

FREE ENTERPRISE AND CONSUMER EDUCATIONniNimunjwgcnygs:

None


Develop a set of criteria for Judging proposed courses of actionin terra of actual and projected consequences. (A 1016)





US 45

The American Nation, pages 4SJ - 497


Teacher's Resource Manual, pages B168 - B174, D90 - D94

120

1)546




16.1 Populist Movement

16.2. Progressives

16.2.1. Muckrakers16.2.2. Social Reforms16.2.3. Roosevelt, Taft, and Wilson16.2.4. W.E.B.DuBoia and the N.A.A.C.P.


16.1. The student will demonstrate knowledge of the PopulistMovement by diccussing the Populist's influence ongovernment and policies.

16.2. The student will demonstrate knowledge of the ProgressiveMovement by:

1. evaluating the influence of the Muckrakers on theProgressive Movement;

2. analyzing the social reforms which resulted from theProgressive Movement;

3. summarizing reforms of Presidents Roosevelt, Taft,and Harding; and

4. explaining the contribution of W.E.B. Dubois and theN.A.A.C.P.


Understand how cause and effect relationships precipitate changein the development of the United States. (IC) 7)

FREE ENTERPRISE AND CONSUMER EDUCATIONmingum OBJECTIVgS:

None



121

US 47



89. The student will demonstrate an understanding of the actionsof individuals or groups in American or other eocieties.



The American Nation Teacher's Edition, pages T63 T65

IggcberLgAgnurce Manual, pages 8276 8 283, D94 - D98

I."A.40

US 48

COURSE TITLE:

UNIT 17.0:


17.1. America in the Pacific


UNITEO STATES HISTORY

RISE TO WORLD POWER

17.2.1. "USS Maine"17.2.2. Manila Bay17.2.3. San Juan Hill17.2.4. Treaty of Paris (1898)17.2.5. United States Gains Commonwealth17.2.6. Florida's Role in the War

17.3. Panama Canal

17.4. United States and Latin Americfs

17.5. World War I

17.5.1. Causes17.5.2. United States Involvement in Europe17.5.. Treaty of Versailles17.5.4. League of Nations

COUATY PERFORMANCE OBJECTIVES:

17.1. The student will explain the background of America'sinvolvement and interest in the Pacific.

17.2. The student will demonstrete a know/edge of the eventsand significance of the Spanish American War by:

1. explaining the irportance of "USS Maine";2. describing tho Battle of Manil Bay;3. describing the Battle of San Juan Hill;4. summarizing the provisions of the Treaty of Paris


United States in 1898; and6. discussing Florida's role in the invasion of Cuba

in 18W1.

17.3. The student will trace the event, surrounding thebuilding of the Panama Canal and its significance.

17.4. The student will discuss the backuremnd of the UnitedStates involvement in Latin America.

123

BEST COPY AVAILABLE

US 4 9

17.5. The student will demonstrate a knowledge of United Statesinvolvement in World War I by:

1. summarizirg causes of the war;2. explaining how the United States was involved with

Allied nations;3. listing the personalities involved in and

provisioLs of the Treaty of Versailles; and4. analyzing the reasons why the United States

refused to 3oin the League of Nations.

DEEARTMENT OF ECUCAIION INTODED OUTCOME§:

Explain the imporLance of individuals, events, and periods inUnited States history. (I0 3)

Understand how cause and effect relationships precipitatechrnge in historical development of the United States. (10 7>

EREE ENTERPRISE AND CONSUMER EDUCATIONMINIMUM OBJECTIVES:

None


Iidentify bias and how it affects explanation of data. (A 1016)



90. The student will demonstrate ar understanding of theinterrelationships among geography, economics, history,political science, and sociology.


The American Nation, pages 526 567

The American Nation, Teacher's Edition, pages T66 - 171

Teacher's Resource Manual, pages 3184 B197, D99 D105

174

US 50



cOUNTY COURSE OUTLINE:

18.1. The Twenties

18.1.1. Harding and Coolidge18.1.2. New Technology18.1.3. Prohibition18.1.4. Social Changes in the 20's

18.2. The Depression Era

18.2.1. Causes18.2.2. Hoover's Attempts16.2.3. Roosevelt's New Deal

COUNTY PERFORMANCE OBJECTIVES


1. describing events or policies of the Harding-Cool-idge period;

2. listing examples of new technology of the period;3. evaluating the effects of Prohibition; and4. discussing social movements during the Twenties.

18.2. The student will demonstrate knowledge of the DepressionEra by:

1. summarizing underlying causes of the GreatDepression;

2. describing President Hoover's efforts to combatthe growing depression; and

3. summarizing New Deal programs begun byF.D. Roosevelt.



Explain the basic concepts of the free enterprise system aspracticed in the United States. (ID 10)

Recognize the political development of the United States. (I0 12)

US 51

FREE ENTERPRISE AND CONSUMER EDUCATIONUNIETANNILYE5:

None


Propose alternatives, based on economic principles, for resolvingsome currel.t issues. (D 1065)

Explain the difference between elastic and inelastic demand andstate an example of each. (D 1069)

Describe the mechanism in a market economy that generatesequilibrium prices. (D 1071)

cOMPREHENSIVE TEST OF BASIC SKILLS:




The American Nation, 26 - 27, pages 574 - 619

The American Nation, Teacher's Edition, pages 172 - 177

Teacher's Resource Manual, pages B200 - B214, D106 - D114

12 G

US 52


UNIT 19.0: WORLD WAR II




19.3. Pearl Harbor

19.4. War in Europe and the Pacific

19.5. Holocaust




19.1. The student will Identify the three major Europeandictators and describe life under each.


19.3. The student will trace the events surrounding theJapanese bombing of Pearl Harbor.

19.4. The student will summarize major events in the European andPacific Theaters in World War II.


19.6. The student will discuss the reasons for Japanese-AmericanRelocation camps and resulting problems.

19.7. The student will discuss and evaluate the reasons forTruman's decision to use the Atomic bomb and its aftermath.


Understand how cause and effect relationships precipitate changein historical development of the United States. (IO 7)

Utilize the appropriate vocabulary, geographical, reference/study, critical thinking, and decision making skills. (IQ 13)


127

US 5 3


Identify the appropriate source to obtaininformation using materials such as dictionaries,encyclopedias, atlases, directories, end newspapers(Minimum Student Performance Standard: Reading F-29)

Arrange events in sequential order (MinimumStudent Performance Standard: Writing 8-16)



FREE ENTERPRISE AND CONSUMER EDUCATIONEINIMUM gaJECTIVES:

None


Evaluate the effects of social and economic actions on scienceand technology. (H 1172)

Analyze the significance of specialization to science andtechnology. (H 1174)

Analyze the impact of technology on science and society.(H 1175)




'ppm( REFgRENgES:


Ibe_Amerisem;atien, Teacher'. Edition, pages T78 - Tel

Teacher's Resource Manuel, pages 8215 - 223, D115 - D119

12S

US 54



COUNTY COURSE OUTLINEI


20.2. The Cold War

20.2.1. Europe20.2.2. Asia20.2.3. Other Hot Spots20.2.4. Florida's Role in the Cuban Missile Crisis

20.3. Civil Rights Movement




20.2. The student will show an understanding of the Cold Warby:

1. explaining post-war events in Europe;2. explaining events in Asia;3. identifyirg areas of conflict between East and

West; and4. describing events in Florida during the Cuban

Missile Crisis.

20.3. The student will identify the ma,or personalities andevents in the American Civil Rights Movement.

20.4. The student will list the mayor events which have occurredsince the election of Richard Nixon.

DEPARTMENT OF EpUCaTION INTENNE, OUTCOMES:

Evaluate how scientific and technological changes have influencedthe historical development of the United States. (IO 9)

Explain the basic concepts of the free enterprise system aspracticed in the United States. (IO 10)

EREE ENTERPRISE AND CONSUMER EDUCATIONMINIMUM STANDARDS:

None

129

Us 55

ST6NDARDS OF EXCELLENCE:

Distinguish betwen and give xamples of inequality end inequity.(G 1136)

cONFREHENSIVE TEST OF BUIC SKILLS:

87. The student will desonstrate an understanding of historicalpersons, events, or res.



Tb2 Amerig2n Nation, pages 650 - 737

Ilm_Amerisen_metion, Teacher's Edition, pm9es T82 - T92

Teacher's Resource Manual, pages 8225 - 8254. D120 - D134

130

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COURSE CODE NUMBER

COURSE TITLE

INSTRUCTIONAL LEVEL

COURSE TITLE

GRADE LEVEL

CREDIT

LENGTH OF COURSE

2100020

'Tnited states Flstory

Advanced

1

Year

TEXTBOOK larrntv,..7ohn A.AmerIcan H1v7:-)ry"rinn10 :Pnrc.r,nrt,Brace,ThvanovIch,lYPfl.

132

AUS 2

COURSE OUTLINE

ADVANCED UNITED STATES HISTORY


3.5 French3.5.2. Champlain

1.1.1. Tables 3.5.3. Marquette/Joliet1.1.2. Graphs 3.5.4. LaSalle1.1.3. Charts1.1.4. Timelines 3.6 Dutch and Sweedes1.1.5. Maps 3.7 English1.1.6. Illustrations 3.7.1. Cabot1.1.7. Textbook Survey 3.7.2. Drake

3.7.3. The Armada1.2 Study Skills

1.2.1. Historical Refer-ence

3.8 Early Settlement in Florida

1.2.2. Taking Notes 4.0 English Colonization1.2.3. Outlining 4.1 Motivation1.2.4. Summarizing 4.2 Earliest Colonies

4.2.1. Roanoke1.3 Inquiry Skills 4.2.2. Jamestown

1.3.1. Primary/Secondary 4.2.3. PlymouthSources

1.3.2. Fact/Opinion 4.3 Colonies1.3.3. Classifying Infor-

mation4.3.1. New England4.3.2. Southern

1.3.4. Generalizing 4.3.3. Middle1.3.5. Inference1.3.6. Cause and Effect 4.4 Colonial Life

4.4.1. Women2.0 F rst Americans 4.4.2. Land

2.1 Migration 4.4.3. Slavery2.2 Cultural Areas 4.4.4. Economy

4.4.5. Mereantilism/Tri-3.0 Discovery and Exploration angular Trade

3.1 Vikings 4.4.6. Daily Life3.2 Background in Europe 4.4.7. Government

3.2.1. Crusades - MarcoPolo 5.0 The ?evolution

3.2.2. European Trade 5.1 The French and Indian WarRivalries 5.1.1. Causes

3.2.3. Renaissance 5.1.2. Treaty of Paris(1763)

3.3 Portuguese 5.1.3. Florida under the3.4 Spanish English

3.4.1. Columbus, Vespucci,and Magellan 5.2 British Control Colonial

3.4.2. Conquistadors Resistance5.2.1. Navigation Acts

3.5 French .5.2.2. Proclamation of3.5.1. Cartier 1763

133

6.0

AUS 3

COURSE OUTLINE


5.2

5.3

British Control - ColonialResistance5.2.3. Sugar Act5.2.4. Quartering Act5.2.5. Stamp Act5.2.6. Declaratory Act5.2.7. Writs of Assistance5.2.8. Townshend Acts5.2.9. Boston Massacre

5.2.10. Boston Tea Party5.2.11. Intolerable Acts

Revolution5.3.1. Advantages of

British/Americans

lor

6.3 The Constitution6.3.3. Executive6.3.4. Legislative6.3.5. Judicial6.3.6. Checks and Balances

6.4 Ratification and Bill ofRights6.4.1. Adoption6.4.2. Federalists and

Anti-Federalists6.4.3. The Amendments

7.0 Early National Period7.1 Washington's Administratiom

5.3.2. Lexington and Con-cord

7.1.1. Cabinet7.1.2. Judiciary Act of

5.3.3. Bunker Hill 17895.3.4. Second Continental

Congress7.1.3. Hamilton's Finan-

cial Plan5.3.5. Declaration of In-

dependence7.1.4. Neutrality Pro-

clamation5.3.6. Foreign Assistance 7.1.5. Frontier Problems5.3.7. Trenton and 7.1.6. Whiskey Rebellion

Princeton 7.1.7. Farewell Address5.3.8. Saratoga 7.1.8. Political Parties5.3.9. Valley Forge

5.3.10. Southern Campaign 7.2 Adams' Administration5.3.11. Western Campaign 7.2.1. XYZ Affair5.3.12. Yorktown 7.2.2. Alien and Sedition5.3.13. Treaty of Paris Acts

(1783) 7.2.3. Kentucky andVirginia Resolu-

5.4 Blacks in Revolution tions

A Plan of Government 7.3 Jefferson's Administration6.1 Articles of Confederation 7.3.1. Political Changes

6.1.1. Land Ordinances 7.3.2. Marbury v. Madison6.1.2. Weaknesses 7.3.3. Louisiana Purchase6.1.3. Shays' Rebellion 7.3.4. The Navy

7.3.5. Embargo Act6.2 Constitutional Convention

6.2.1. The Meeting 7.4 Madison's Administration6.2.2. Compromises 7.4.1. Reasons for War of

18126.3 The Constitution 7.4.2. Areas of Action

6.3.1. Federalism .7.4.3. "The Star-Spangled6.3.2. Electoral College Banner"

134

AUS 4COURSE OUTLINE


7.4 Madison's Administration7.4.4. Hartford Conven-

tion

7.5 Monroe's Administration7.5.1. Acquisition of

Florida7.5.2. Era of Good Feel-

ings7.5.3. Monroe Doctrine

7.6 United States Begins toIndustrialize

7.7 New TransportationSystems


8.2.1. Suffrage Widens8.2.2. Nominating Con-

ventions Begin8.2.3. Voting Changes

8.3 Jackson's Administration8.3.1. Tariff Issue8.3.2. Bank Issue


Movement8.4.2. Women's Rights8.4.3. Ideal Community8.4.4. Handicapped8.4.5. Temperance

Movement

8.5 American Culture

9.0 Westward Expansion9.1 Moving Frontier9.2 Texas Independence

9.2.1. Moses and StephenAustin

9.2.2. Alamo and SanJacinto

9.2.3. Republic and State-hood

9.3 Manifest Destiny9.4 Oregon

9.4.1. Whitmans9.4.2. The Oregon Trail9.4.3. Treaty with Great

Britain

9.5 Mexican Cession9.5.1. Reasons for the

War with Mexico9.5.2. Outcome of Mexican

War

9.6 California9.6.1. Discovery of gold9.6.2. Changes in Cali-

fornia


10.2.1. Missouri Compro-miseCompromise of 1850SlaveryUncle Tom's CabinKansas-NebraskaFormation of theDred ScottHarper's FerryElection of 1860

10.2.2.10.2.3.10.2.4.10.2.5.10.2.6.10.2.7.10.2.8.10.2.9.

11.0 The Civil War11.1 Secession and Formation

of the C.S.A.11.2 Comparison of Resources


11.3.1.11.3.2.11.3.3.

11.3.4.

11.3.5.11.3.6.11.3.7.

Fort SumterBull Run"Monitor" and"Virginia"("Merrimac")Antietam/Emanci-pation Proclama-tionGettysburgGrant in the WestMarch to the Sea

135

=WOMEN!

COURSE OUTLINE


AUS 5

12.0

13.0

11.4 Flcrida in the War11.5 Appomattox

Reconstruction12.1 Lincoln's Plan12.2 Lincoln's Assassination12.3 Johnson's Plan12.4 Radical Republicans

12.4.1. Freedmen's Plight12.4.2. Radical Recon-

struction12.4.3. Impeachment12.4.4. Amendments

12.5 Life under Reconstruc-tion

12.6 End of Reconstruction12.6.1. The Election of

187612.6.2. Social and Po-

litical Changesin the South

Industrialization13.1 Growth of industry up

15.0 Urban America15.1 Immigration15.2 Cities15.3 Problems/Adjustments of

Urbanization

16.0 Populists and Progressives16.1 Farm Discontent and the

National Grange16.2 Populist Movement

16.2.1. Demands forReform

16.2.2. Influences

16.3 Progressives16.3.1. Muckrakers16.3.2. Reformers in the

Courts16.3.3. Roosevelt and

the Trusts16.3.4. Wilson and Reform16.3.5. W.E.B. DuBois

and the N.A.A.C.R

17.0 Rise to World Powerto 1860 17.1 America in the Pacific

13.2 Industrial growth from 17.2 United States and Latin1860 America

13.2.1. Railroads 17.3 Spanish American War13.2.2. Industrialists

and Inventors17.3.1. "USS Maine"17.3.2. Manila Bay17.3.3. San Juan Hill

13.3 Results of Industriali-zation

17.3.4. Treaty of Paris(1898)

13.4 Labor Discontent 17.3.5. United States13.4.1. Working Condi-

tionsGains Common-wealth

13.4.2. Knights of Labor/American Federa-tion of Labor

17.3.6. Florida's Role inthe War

17.4 Panama Canal13.5 Florida's Industrial 17.5 World War I

Leaders 17.5.1. Causes17.5.2. United States

14.0 Disappearing Frontier Involvement in14.1 Indian Problems Europe14.2 Cattle Kingdom . 17.5.3. Treaty of Ver-14.3 Pioneer Farmers sailles14.4 Frontier Disappears 17.5.4. League of Nations

136

AUS 6COURSE OUTLINE


18.0 Between the World Wars18.1 The Twenties

18.1.1. Foreign Policy18.1.2. Social Changes18.1.3. Prohibition18.1.4. New Technology18.1.5. Harding and

Coolidge

18.2 The Depression Era18.2.1. Causes18.2.2. Hoover's Attempts18.2.3. Roosevelt's New

Deal

19.0 World War II19.1 Rise of European Dicta-

tors19.2 United States attempts

to remain neutral19.3 Pearl Harbor19.4 Relocation Camps in the

United States19.5 War'in Europe19.6 Holocaust19.7 War in the Pacific19.8 Truman and the Atomic

Bomb

20.0 Post World War II Period20.1 The United Nations20.2 The Cold War

20.2.1.20.2.2.20.2.3.20.2.4.

EuropeAsiaOther Hot SpotsFlorida's Rolein the CubanMissile Crisis

20.3 Domestic Issues20.3.1.20.3.2.

MinoritiesAnti-War Move-ment/CivilDisobedience

20.3.3. Women's Rights20.3.4. Nuclear Question

20.4 Nixon to the Present

137

AUS

COURSE TITLE: ADVANCED UNITED STATES HISTORY

UNIT 1.0: SKILLS




1.2. Study Skills

1.2.1. Historical Reference1.2.2. Taking Notes1.2.3. Outlining1.2.4. Summarizing

1.3. Inquiry Skills


COUNTY PERFORKA,NCE OBJECTIVES:


1. analyzing specific facts from tables;2. analyzing specific facts from graphs;3. analyzing specific facts from charts;4. labeling and explaining information on a

timeline;5. selecting

by using aspecificlegend;

facts from historical maps

6. inferringand

specific facts from illustrations;

7. understanding and using various parts of thetext.

13S

AUS 8

1.2. Students will demonstrate knowledge of study skills by:

1. locating and evaluating appropriate sourcesof information on a sub3ect;

2. taking notes from sources;3. outlining material; and4. summarizing historical information.


1. determine if a reading is a primary or secondarysource;


criteria;4. make a generalized statement based on data;5. draw inferences from factual data; and6. identify events which are examples of a cause






Identify the appropriate source to obtain informationusing materials such as dictionaries, encyclopedias,atlases, directories, and newspapers (Minimum StudentPerformance Standard: Reading F-29)




139

FREE ENTERPRISE AND CONSUMER EDUCATIONgingumAsJEginqs:

None

STANDARDS OF EXECLLENCE:

None


AUS 9


TEXTBOOK REFFRENCES:

American History, Teacher's Edition, page Tiii Tvi

Teacher's Resource Book, pages 1 - 23

110

AUS 10




2.1. Migration

2.2. Cultural Areas


2.1. The student will illustrate the routes of the firstAmericans.

2.2. The student will compare the cultuxas of the firstAmericans.

DEPARTMENT OF gpUgATION IETENDEp OUTCOMES:

Analyze the relationships between pest end present. (I0 1)

Assess the impact that ma3or individuals, events, and periodshave had on United States History. (I0 3)

FREE ENTERPRISE AND CONSUMER EDUCATIONmimplum_ongrIvo:

None


Synthesize information and ideas from conflicting sources.(A1015)

ONERMENsIn_Ig2I OF BANc_sKILLs:



IENTBOOK REFERpiggs:

American History, Pages 2 - 10

American History, Teacher's Edition, pages T11 - T13

141

AUS 11




3.1. Vikings



3.3. Portuguese

3.4. Spanish

3.4.1. Columbus. Vespucci, and Magellan3.4.2. Conquistadors

3.5. French


3.6. Dutch and Sweedes

3.7. English


3.8. Early Settlement in Florida


3.1. The student will identify the time period, trace the routesand determine the reasons for Viking settlement in NorthAmerica.

142

AUS 12

3.2. The atudent will demonstrate comprehension of the economicinfluences on exploration by:

1. evaluating the importance of the Crusades and MarcoPolo's 3ourney which increased European demand fortrade with the East;

2. summarizing the European trade rivalries and Arab(Turkish) interference; and

3. explaining the Renaissance and assessing its rolein European exploration.

3.3. The student will identify the Portuguese explorers andtheir contributions.


1. comparing the role of Columbus, Vespucci andMagellan; and

2. listing Spanish Conquistadors and analyzing theirinfluence.


1. explaining the role of Cartier;2. assessing the accomplishments of Champlain;3. tracing the travels of Marquette end Joliet; and4. discussing the accomplishments of LaSalle.

3.6. The student will demonstrate knowledge of Dutch and Swedishexploration by identifying the areas claimed by each.

3.7. The student will demonstrate knowledge of early EnglishAdventurism in the New World by:

1. analyzing the importance of Cabot's voyages;2. evaluating Drake's contribution to the Age of

Exploration; and3. assessing the importance of the defeat of the

Armada in leading to English colonization efforts.

3.8. The student will demonstrate knowledge of early FloridaHistory by summarizing its exploration and settlement.

143

AUS 13


Understand the importance of physicml and cultural geographyupon the development of the United States. (I0 2)

Identify important persons and events in Florida history. (I'D 4)

FREE ENTERPRISE AND CONSUMER EDUCATION511100ABJECIIITs:

None

STANDARDS OF ExcgLvvg

Explain the short and long range effects of specific changes asthey relate to ma3or state, national and world events. (B1027)





American History, pages 11 - 36, 48 - 51

American History, Teacher's Edition, pages 113 - 116

144

AUS 14




4.1. Motivation

4.2. Earliest Colonies/


4.3. Colonies

4.3.1. New England4.3.2. Southern4.3.3. Middle

4.4. Colonial Life

4.4.1. Women4.4.2. Land4.4.3. Slavery4.4.4. Economy4.4.5. Mercantilism/Triangular Trade4.4.6. Daily Life4.4.7. Government


4.1. The student will compare Spanish and French motives toEnglish motives for colonization.

4.2. The student will summarize important facts about theearliest English settlements:


4.3. The student will describe geographic and economic featuresof the English colonies and classify them as:

1. New England;2. Southern; and3. Middle.

145

AUS 15


I. assessing the role of Colonial Women;2. assessing the importance of land;3. tracing the development of slavery;4. comparing the economics of the South and North;5. explaining the responsibilities of the Colonies

under Mercantilism and drawing a triangular tradediagram;

6. comparing rural and town life; and7. analyzing the development of Colonial government.


Understand that there are multiple interpretations of anyhistorical event. (IO 5)

Analyze how cause and effect relationships precipitate change inthe development of the United States. (IO 7)

FREE ENTERPRISE AND CONSUMER EDUCATIONnINIMUM 0§2ECTIVE§:

Define advertising as a means to inform people about a firm'sproducts or services, or to persuade people to purchase a firm'sgoods or services rather than those produced by a competitor.(H45)

Recognize misleading and non-misleading advertising. (1446)

Define government regulations as rules of conduct for consumersand producers. CT 83)


Given a dilemma situation, identify possible consequences andpropose reasons for each. (F1111)

'Compare and contrast the concept of toleration of religion withthe concept of freedom of religion. (GI135)

1 4

AUS 16





bmerican Higtory, pages 36 48, pages 52 - 98


147

AUS 17





5.1.1.5.1.2.5.1.3.

CausesTreaty of Paris (1763)Florida under the English


5.2.1.5.2.2.5.2.3.5.2.4.5.2.5.5.2.6.5.2.7.5.2.8.5.2.9.

5.2.10.5.2.11.

Navigation ActsProclamation of 1763Sugar ActQuartering ActStamp ActDeclaratory ActWrits of AssistanceTownshend ActsBoston MassacreBoston Tea PartyIntolerable Acta

5.3. Revolution

5.3.1.5.3.2.5.3.3.5.3.4.5.3.5.5.3.6.5.3.7.5.3.8.5.3.9.

5.3.10.5.3.11.5.3.12.5.3.13.

Advantages of British/AmericansLexington and ConcordBunker HillSecond Continental CongressDeclaration of IndependenceForeign AssistanceTrenton and PrincetonSaratogaValley ForgeSouthern CampaignWestern CampaignYorktownTreaty of Paris (1783)



5.1. The student will understand how the French and Indian Waraffected American Colonial life by:

1. summarizing the causes of the war;2. analyzing the Treaty of Paris (1763); and3. describing how Florida was affected by the wor.

14S

AUS 18

5.2. The student will understand how the colonies grewincreasingly resistant to British control in North Americaby:

1. evaluting colonial feelings about the Navigation Acts;2. assessing colonial defiance of the Proclamation of 1763;3. determining the impact of the Sugar Act on the Colonies;4. discussing the in3ustices of the Quartering Act;5. describing the violence brought about by the Stamp Act;6. explaining the purpose of the Declaratory Act;7. explaining Writs of Assistance;8. summarizing the provisions of the Townshend Acts;9. discussing the Boston Massacre;10. analyzing the effects of the Boston Tea Party; and11. evaluating the Intolerable Acts.

5.3. The student will demonstrate a knowledge of the significantes:ents of the American Revolution by:

1. assessing the advantages and disadvantages of eachside;


3. describing the battle at Bunker Hill;4. evaluating the actions of the Second Continental

Congress;5. analyzing the Declaration of Independence;6. evaluating the foreign assistance received by the

Americans;7. discussing the significance of Trenton and Princeton;S. recognizing Saratoga as a turning point;9. describing the hardships of Valley Forge;10. describing military action in the South;11. discussing military action in the West;12. identifying the consequence with the battle of Yorktown;13. listing the provisions of the Treaty of Paris of 1783.

5.4. The student will discuss the role of American blacks in theRevolution

pgpbETKENT OF gpucffigN_INTupED ouTcomEs:

Analyze the significance of the contributions of various ethnicand cultural groups to the development of the pluralistic societyof the United States. (IQ 6)

Analyze the impact of values and ideals reflected in UnitedStates documents and symbols on society past and present.(I0 8)

149

MIS 19

FREE ENTERPRISE AND CONSUMER EDUCATIONNINIMMANNIIM:Define governeen_regulations as rules of conduct for consumersand producers. (T 83)

Identify kinds of taxes individuals may be required to pay.CT 84)


Synthesize information and ideas from conflicting sources CA1015)

Explain the short and long range effects of specific changes asthey relate to major state, national and world events. (B1027)

Analyze historical documents to infer at least two definitionsof patr4otism (e.g., loyalty to country, loyalty to country'sideals). (G1138)


87. The student will demonstrate an understanding of historicalpersona, events or eras.

89. The student will demonstrate an understanding of individualsor groups in American or other societies.


American History, pages 98 - 155, 165 - 167


150

AUS 20




6.1.1. Land Ordinances6.1.2. Weaknesses6.1.3. Shays' Rebellion


6.2.1. The Meeting6.2.2. Compromises

6.3. The Constitution

6.3.1. Federalism6.3.2. Electoral College6.3.3. Executive6.3.4. Legislative6.1.5. Judicial6.3.6. Checks end Balances

6.4. Ratification and Bill of Rights

6.4.1. Adoption6.4.2. Federalists and Anti-Federalists6.4.3. The Amendments

COUNTY PgREQBNaNgE_ONECIIVES:

6.1. The student will demonstrate knowledge of the Articles ofConfederation by:

1. assessing the significance of the Land Ordinances;

2. analyzing the weaknesses of the Articles ofConfederation and

3. discussing the causes and effects of Shays'Rebellion.

6.2. The student will understand the significance of theConstitutional Convention by:

1. evaluating the reasons for calling a meeting toconsider a plan for revising the Articles ofConfederation; and

2. analyzing the mayor compromises reached whilewriting the Constitution.

151

AUS 21

6.3. The tudent will identify the Consti-ltion es the foundationof a strong central government by:

1. explaining the concept of Federalism;2. describing the features of the electoral process;3. summarizing the qualifications and responsibilities

of the Executive Branch;4. summarizing the qualifications and responsibilities

of the Le2islative Branch;5. analyzing thy* -:1,alifications and responsibilities

of the Judiciu. Branch;6. explaining the system of Checks and Balances and how

it functions.

6.4. The -student will demonstrate knowledge of the ratificationof the Constitution and the Bill of Rights by:

1. describing the process for adoption of theConstitution;

2. classifying the maJor differences between theFederalists and Anti-Federalists which led to twointerpretations of the Constitution; and

3. explaining the amending process and reviewing theamendments with emphasis on the Bill of Rights


Compare the rights, liberties, and obligations of citizenship invarious periods of U. S. History. (IO 11)

Analyze the political development of the United States. (10 12)


None


Evaluate the function of both lobby and interest groups. (G 1131)

Analyze the role of the bureaucracy in relationship to thePresidency, the Congress and the Courts. (G 1239)

Infer, using the Florida Constitution, the powers granted tostates by the Federal Constitution. (G 1141)

Identify and discuss the ffectiveness of local, state orfederal laws designed to protect people and the environment.(H 1162)

.1.5 re.,

AUS 22



SS. The student will demonstrate an understanding of thestructures or functions of government.

TEXTBOOK REFEBgNCES:

American History, pages 158 206, 212 - 214


153

AUS 23





7.1.1. Cabinet7.1.2. Judiciary Act of 17897.1.3. Hamilton's Financial Plan7.1.4. Neutrality Proclamation7.1.5. Frontier Problems7.1.6. Whiskey Rebellion7.1.7. Farewell Address7.1.8. Political Parties


7.2.1. XYZ Affair7.2.2. Alien and Sedition Acts7.2.3. Kentucky and Virginia Resolutions

7.3. Jefferson's Administration

7.3.1. Political Change7.3.2. Marbury v. Madison7.3.3. Louisiana Purchase7.3.4. The Navy7.3.5. Embargo Act




7.5.1. Acquisition of Florida7.5.2. Era of Good Feelings7.5.3. Monroe Doctrine

7.6. United States Begins to Industrialize

7.7. New Transportation Systems

AUS 24


7.1. The student will demonstrate knowledge of Washington'sadministration by:

1. explaining the origin of the Cabinet system;2. discussing the importance of the Judiciary

Act of 1789;3. evaluating Hamilton's financial plan;4. evaluating the Neutrality Proclamation and its

goal;5. identifying the frontier problem and solution

regarding the Indians and the Spanish;6. analyzing the significance of the Whiskey Rebellion;7. summarizing the intent of Washington's Farewell

address; and8. comparing the characteristics of the first political

parties.


1. describing the XYZ Affair;2. explaining the Alien and Sedition Acts; and3. evaluating the Kentucky and Virginia resolutions as

a Republican protest.


1. analyzing the peaceful transfer of power that comeswith the election of 1800;

2. tracing the early development of the Supreme Courtthrough the Marbury v. Madison case;

3. evaluating the effects of the acquisition andlocation of the Louisiana Purchase;

4. describing Jefferson's use of the Navy; and5. explaining the purpose and results of the Embargo

Act.


1. explaining the reasons for the War of 1812;2. locating and deacribing the major conflicts in the

War of 1812;3. summarizing how "The Star-Spangled Banner" was

written; and4. identifying the idea of secession proposed by the


155

AUS 25

7.5. The student will demonstrate knowledge of Monroe'sadministration by:

1. summarizing the reasons for the United Statestakeover and eventual acquisition of the areas ofFlorida;

2. describing the "Era of Good Feelings"; and3. explaining the Monroe Doctrine.

7.6. The student will trace the development of earlyindustrialization in the United States.

7.7. The student will list/locate examples of transportationdevelopments by the mid-19th century.


Analyze the relationships between past and present. (I0 1)

Assess the impact that ma3or individuals, events, and periodshave had in Florida history. (I0 4)

FREE ENTERPRISE AND CONSUMER EDUgATIONMINIMUM OBJECTIVES:

Compare saving with a financial institution to saving at home.(N 64)

STONDARDS OF EXCELLENCE:

Explain the significance of specific changes from theperspectives of var.i.ous ethnic groups, social classes andcultures. (8 1030)


American History, pages 209 312

American Hiptory, Teacher's Edition, pages T38 - T57

156

AUS 26





8.2. Expansion of Democracy

8.2.1. Suffrage Widens8.2.2. Nominating Conventions Begin8.2.3. Voting Changes




8.4.1. Abolitionist Movement8.4.2. Women's Rights8.4.3. Ideal Community8.4.4. Handicapped8.4.5. Temperance Movement

8.5. American Culture


8.1. The student will define sectionalism and determine issuesdividing the nation during Jackson's era.


1. recognizing the restrictions to suffrage and comparingthese to the earlier National Period;

2. defining nominating convention and analyzing the role ofthe common man; and

3. analyzing the changes in the electoral system andrecognizing that these changes led to a moredemocratic nation.

157

AUS 27

8.3. The student will identify major issues of Jackson'sadministration by:

1. comparing the differences between the North and South onthe issue of the tariff and summarizing the NullificationCrisis; and

2. evaluating Jackson's quarrel with the Bank and assessingits outcome.


1. summarizing the goals of the Anti-Slavery Movement;2. identifying the leaders of the women's rights movement;3. identifying and describing ideal communities;4. identifying Dorothea Dix as an early reformer for

prisons, hospitals and the handicapped; and5. assessing the Temperance Movement.

8.5. The student will describe the themes used by Americanwriters during the Jacksonian Period.


Understand that there are multiple interpretations of anyhistorical event. (10 5)

Compare the rights, liberties, and obligations of citizenship invarious periods of U. S. History. (I0 11)




158

MIS 28

Identify thv appropriate source to obtain informationusing materials such as dictionaries, encyclopedias,atlases, directories, and newspapers (Minimum StudentPerformance Standard: Writing 8-16)




None


Given a delemma situation, identify possible consequences andpropose reasons for each. (F 1111)

Explain how the political party system, including third parties,functions in the United States and in Florida. (G 1130)


87. The student will demonstrate an understanding of historicalpersons, events and eras.



6mm/0mA/story, pages 318 343, 376 414

American History, Teacher's Edition, pages T58 T64, andT74 - T78

1 5 9

AUS 29


UN/T 9.0: WESTWARD EXPANSION

COgNTY COURSE OMTLINE:





9.4. Oregon

9.4.1. Whitmana9.4.2. The Oregon Trail9.4.3. Treaty with Great Britain



9.6. California

9.6.1. Discovery of gold9.6.2. Changes in California

COUNTY PERFORMaNCE OBJECTIVES:

9.1. The student will determine reasons why Americans moved West.

9.2. The student will demonstrate an understanding of thesettlement of Texas by:

1. identifying the first Americans to settle in Texas;2. tracing how Texans won their independence in the

battles of the Alamo and San Jacinto; and3. summarizing the problems faced by the Republic of Texas.

9.3. The student will define Manifest Destiny as it appliesto American history and locate territorial additions.

AUS 30

9.4. The atudent will demonstrate an understanding of thesettlement of the Oregon country by:

1. identifying the first Americana to settle in Oregonincluding the Whitmans;

2. describing life on the Oregon Trail; and3. evaluating the agreement reached between the United

States and Great Britain to divide the Oregon Country.


1. listing and explaining the reasons why the United Stateswent to war with Mexico; and



1. determining the effects of the discovery of gold; and2. listing the changes which occured as a result.


Analyze the importance of physical and cultural geographyupon the development of the United States. (ID 2)

Analyze how cause and effect relationships precipitate change inthe development of the United States. (I0 7)

eREE ENTERPRISE AND CONSUMER EDUCATIONMINIMUM OBJECTIVES:

None


Identify bias and how it affects explanation of date. (A 1016)


COMPREUNSIVE IgsT OF gAgigAKILs:



161


AUS 31

tiM2Kican_ifiet2EX, pages 346 368

American Historx, Teacher's Edition, pages T65 - T69

162

AUS 32





10.2. Conflicts and Compromises

10.2.1. Missouri Compromise10.2.2. Compromise of 185010.2.3. Slavery10.2.4. Uncle Iom's Cabin10.2.5. Kansas Nebraska Act10.2.6. Formation of the Republican Party10.2.7. Dred Scott10.2.8. Harpers Ferry10.2.9. Election of 1860


10.1. The student will compare economic, social, and politicaldifferences between the North and the South.


1. summarizing the issue involved in the MissouriCompromise and its provisions;

2. listing the provisions of the Compromise of 1850 andthe arguments that were temporarily solved;

3. assessing the effects of slavery;4. analyzing the impact of Harriet Beecher Stowe's

book Uncle Tom's Cabin on the North and the South;5. identifying that the Kansas-Nebraska Act repealed the

Missouri Compromise and the effects;6. discussing the Republican Party's platform and

the implication of the Party's formation to theSouth;

7. analyzing the Supreme Court ruling in the Dred Scottdecision;

8. identifying the characters involved in the HarpersFerry Raid and the impact on the growing sectionalconflict; and

9. analyzing the election of Lincoln and the South'sdecision to secede.

1 63

AUS 33


Analyze the impact of values and ideals reflected in UnitedStates historical documents and symbols on society past andpresent. (IO 8)

Utilize the appropriate vocabulary, geographical, reference/atudy, critical thinking, and decision making skills. (ID 13)



Identify the appropriate source to obtaininformation using materials such as dictionaries,encyclopedias, at3sses, directories and newspapers(Minimum Student Performance Standard: F-29)


Apply the five stepA of the decision makingprocess:

1. Define the problem2. List alternatives3. State criteria4. Evaluate alternatives5. Make a decision IC) 13

FREE ENTERPRISE AND cOSUMER gmcaTIONMINIMUM OBJECTIVES:

None



Analyze the role of the bureaucracy in relationship '...o thePresidency, the Congress and the Courts. (G 1139)




164


brericap Higtory, pages 364 - 373 and 420 - 447

American History, Teacher's Edition, pages T66 - T74 andT78 - TS3

165

AUS 34

AUS 35




11.1. Secession and Formation of the C.S.A.


11.3. Battles

11.3.1. Fort Sumter11.3.2. Bull Run11.3.3. "Monitor" and "Virginia" ("Merrimac")11.3.4. Antietam/Emancipation Proclamation11.3.5. Gettysburg11.3.6. Grant in the West11.3.7. March to the Sea

17,.4. Florida in the War

11.5. Appomattox


11.1. The student will define secession and analyze why tieC.S.A. was formed.

11.2. The student will contpare the resources of the North andthe South and the strategy of each at the outbreak of War.

11.3. The student will demonstrate knowledge of Civil Warbattles by:


2. describing the First Battle of Bull Run;3. analyzing the significance of the "Monitor" and the

"Merrimac" in naval warfare;4. analyzing the effects of the Emancipation Proclamation

which was issued alk a result of the Battle of Antietam;S. summarizing why the Battle of Gettysburg was a turning

point of the war; and6. summarizing the ma3or contributions of Grant in the

Western Theater of War;7. assessing the significance of Sherman's March to the

Sea.

166

AUS 36

11.4. The student will discuss the tc-g) ma3or battles of theCivil War in Florida and Florida's contributions duringthe Civil War.

11.5. The student will summarize the events and results ofAppomattox.


Analyze relationships between past and present. (ICI 1)

Assess the impact that ma,or individuals, events, and periodshave had in Florida history. (I0 4)

Utilize the approrpiate vocabularv, geographical, reference/study, critical thinking, end decision making skills. (IC 13)


Obtain appropriate information from indexes, tablesof contents, or dictionary entries (Minimum StudentPerformance Standard: Reading F-27

Identify the appropriate source to obtain informationusing materials such as dictionaries, encyclopedias,atlases, directories and newspapers (Minimum StudentPerformance Standard: F-29)




ugg ENTERPRISE AND CONSUMER EDUCATIONMINIMUM_PJECTIVES:

None

187

AUS 37


Select and defend a position or course of action consisten.. withestablished criteria. (A 1017)

Develop a set of criteria for judging proposed courses of actionin terms of actual and pro3ected consequences. (A 1018)

COMPREHENSIVE TE§T OF BASIC SKILLS:

86. The student will demonstrate an understanding of economicconcepts, employment, technology or commerce.



American History, pages 450 488


168

AUS 38







12.4.1. Freedmen's Plight12.4.2. Reclical Reconstruction12.4.3. Impeachment12.4.4. Amendments



12.6.1. The Election of 187612.6.2. Social and Political Changes in the South


12.1. The student will summarize Lincoln's Ten Percent Plan.

12.2. The student will summarize the events surrounding Lincoln'sassassination.

12.3. The student will describe President Johnson'sReconstruction Plan and its impact on Congress.

12.4. The student will explain the rise of the RadicalRepublicans by:

1. describing the life of the Freedman right after the War;2. summarizing the Radical's Reconstruct.:on Plan;3. discussing the impeachment of Andrew Johnson; and4. explaining the provisions and impact of the three

Amendments passed during Reconstruction;

12.5. The student will summarize life in the South duringReconstruction.

12.6. The student will explain how the Reconstruction Era endedand its aftermath by:

1. analyzing the disputed election of 1876 and itssolution; and

2. tracing the rebirth of white supremacy in the Southand the passage of "Jim Crow" laws.

169


AUS 39

Analyze how cause and effect relationships precipitate change inthe development of the United States. (IQ 7)

Analyze the impact of values and ideals reflected in UnitedStates documents and symbols on society past and present. (IC) 8)

FREE ENTERPRISE AND CONSUMER EDUCATIONbaamosjgcTIvgg:

None

STANDARD OF EXCELLENCE:

Define the concept of due process and give examples of its usein the United States. (G 1133)

Give examples, both positive and negative, of due process.(G 1134)



90. The student will demonstrate an understanding of theinterrelationships among geography, economics, history,political science end sociology.


American History, pages 491 - 516

american History, Teacher's Edition, pages T87 - 192

170

AUS 40


UNIT 13.0: INDUSTRIALIZATION



13.2. Industrial growth from 1860

13.2.1. Railroads13.2.2. Industrialists and Inventors

13.3. Results of Industrialization


13.4.1. Working Conditions13.4.2. Knights of Labor/American Federation of Labor

13.5. Florida's Industrial Leaders


13.1. The student will identify key figures in America's earlyindustrialization.

13.2. The student will demonstrate a knowledge of the elementswhich made the United States a major industrial powerby:

1. discussing the development of the railroads; and2. listing the major industrial leaders and inventors

in America and evaluating their impact.

13.3. The student will assess the benefits and problems ofliving in an industrial society.

13.4. The student will evalua 3 problems of labor by:

1. describing early working conditions; and2. identifying arly labor unions and evaluating

their success.

13.5. The student will identify the industrialists who had amajor impact on Florida's growth.

171

AUS 41


Analyze the relationships between the physical and culturalaspects of geography on the development of the United States. (IO2)

Assess the impact that ma3or individuals, events, and periodshave had on United States History. (IO 3)

Evaluate how scientific end technological changes have influencedthe historical development of the United States. (I0 9)

Analyze basic concepts of the free enterprise system as practicedin the United States. (10 10)

FREE ENTERPRISE AND CONSUMER EDUCATIONMINIMUM OBJgCTIVES:

Define consumption as the use of goods and services. (K-50)

Define inTulate buying. (K-53)

Define planned buying. (K54)


Describe a potential business and explain how natural resources.labor, capital goods and entrepeneurial skills would be involvedin its operation. (1) 1064)

Identify the risks associated in alternative types of consumerpersonal investment. (.0 1072)

COMPREHENSIVE TEST QF BAsIg SKILLS:




American History, pagea 551 568, 599 - 600


172

AUS 42






14.3. Pioneer Farmers

14.4. Frontier Disappears


14.1. The student will trace the conflict between NativeAmericans and pioneer settlers.

14.2. Thm student will define Cattle Kingdom and explain itsinfluence on the history of the United States.

14.3. The student will analyze the problems faced by thepioneer farmer.

14.4. The student will describe how the western frontiereventually disappeared.


Analyze basic concepts of the free enterprise system as practicedin the United States. (I0 10)


None


Synthesize information and ideas from conflicting sources.(A 1015)



90. The student will demonstrate an understanding of theinterrelationships among geography, economics, history,political science, and sogziology.

173


AUS 43


American History, Teachers Edition, pages T93 - T97

174

AUS 44




15.1. Immigration

15.2. Cities

15.3. Problems/Adjustments of Urbanization


15.1. The student will identify major ethnic groups whoimmigrated to the United States during the Old Immigrationand the New Immigration periods.

15.2. The student will determine the reasons for the growth ofcities and evaluate the impact of city life on Americansociety.

15.3. The student will list major domestic problems resultingfrom urbanization.

DEPARTMENT OF EDUCATION INTENDED OUTCOMES

Understand that there are multiple interpretations of anyhistorical event. (I05)

Analyze the significance of the contributions of various ethnicand cultural groups to the development of the pluralistic societyof the United States. (IO 6)

FREE ENTERPRISE AND CONSUMER EDUCATIONmpinum_oggcnns:

None

STANDARDS OF pCgLLENCE:

Develop a set of cric.eria -for judging proposed courses of actionin terms of actual and projected consequences. (A 1018)

goougHENSIVE Twr QF gAsIg SKILLS:



175


fie2Eigan Higtou, pages 568 - 575

AUS 45

American History, Teacher's Edition, pages 199 - T102

176

AUS 46




16 1. Farm Discontent and the National Grange

16.2. Populist Movement

16.2.1. Demands for Reform16.2.2. Influences

16.3. Progressives

16.3.1. Muckrakers16.3.2. Reformers in the Courts16.3.3. Roosevelt and the Trusts16.3.4. Wilson and Reform16.3.5. W.E.B. DuBois and the N.A.A.C.P.


16.1. The student wiAl demonstrate comprehension of farmdiscontent by evaluating the purpose of the Grange Lawspassed in many states.

16.2. The student will demonstrate knowledge of the PopulistMovement by:

1. showing how the Populist doctrine helped lead toeventual political and social reform; and

2. analyzing the Populist's 1nfluence on governmentand policies.

16.3. The student will demonstrate knowledge of the ProgressiveMovement by:

1. evaluating the influence of the Muckraker& on theProgressive Movement;

2. summarizing reforms of Presidents Roosevelt, Taft,and Herding;

3. analyzing Teddy Roosevelt's activities regardingtrusts:

4. citing examples of reform under President Wilson; and5. explaining the contribution of W.E.B. Dubois and the

N.A.A.C.P.

DEPARTMENT QF EDNATION INTENDED OUTCOMES:

Analyze how cause and effect relationships precipitate changein the development of the United States. (II) 7)

177

:14

AUS 47

FREE EN1ERPRISE AND CONSUMER EDUCATIONBow?! maciivEs:

None




87. The student will demonstrate an understanding of historicalpersons. events, or eras.



American History, pages 592 - 596 and 644 - 670

American History, Teacher's Edition, pages T102 - 1107 and1112 - T118

178

AUS 48


UNIT 17.0: RISE TO WORLD POWER


17.1. America in the Pacific

17.2. United States and Latin America


17.3.1. "USS Maine"17.3.2. Manila Bay17.3.3. San Juan Hill17.3.4. Treaty of Paris (1898)17.3.5. United States Gains Commonwealth17.3.6. Florida's Role in the War

17.4. Panama Canal

17.5. World War I

17.5.1. Causes17.5.2. United States Involvement in Europe17.5.3. Treaty of Versailles17.5.4. League of Nations


17.1. The student will summarize the background of America'sinvolvement and interest in the Pacific.

17.2. The student will discuss the background of UnitedStates involvement in Latin America.

17 3. The student will demonstrate a knowledge of thl eventsand significance of the Spanish American War by:

1. explaining the importance of the "VSS Maine";2. describing the Battle of Manila Bay;3. describing the Battle of San Juan Hill;4. summarizing the provisions of the Treaty of Paris


Unite,: States in 1898; and6. discussing Florida's role in the invasion of Cuba

in 1898.

17.4. The student will trace the events surrounding thebuilding of the Panama Canal end its significance.

179

1

1

AUS 49

17.5. The student will de lnstrate a knowledge of United Statesinvolvement in Wor'Au War I by:

1. summarizing the causes of the war;2. explaining how the United States was involved with

Allied nations;3. listing the personalities involved in and

evaluating the provisions of the Treaty ofVersailles; and

4. analyzing why the United States refused to jointhe League of Nations.

DEPARTMENT OF ECUCATION INTENDED OUTCOMES:

Assess the impact that mayor individuals, events, and periodshave had on United States History. (IO 3)

Analyze how causes and effects relationships precipitate changein the development of the United States. (.10 7)


None



COMPREHENSIVE 7i.5T OF BASIC SKILLS:




Amgrican History, pages 612 - 641 and 676 - 709

American history, Teacher's Edition, pages T107 - T12 andT118 T122

180




16.1. The Twenties

18.1.1. Foreign Policy18.1.2. Social Changes18.1.3. Prohibition18.1.4. New Techno,ogy18.1.5. Harding and Coolidge

18.2. The Depreseion Era

18.2.1. Causes18.2.2. Hoover's Attempts16.2.3. Roosevelt's New Deal

CCOrrY PERFORMANCE OBJECTIVES

AUS 50


1. analyzing the Post-World War I Foreign Policy ofthe United States;

2. evaluating social movements during the Twenties.3. evaluating the effects of Prohibition;4. listing examples of new technology of the period;

and5. describing events or policies of the Harding-

Coolidge period;

18.2. The student will demonstrate knowledse of the DepressionEra by:

1. analyzirog underlying causes of the GreatDepression;

2. assessing President Hoover's efforts to combatthe growing depreciation; and

3. summarizing New Deal programs begun byF.D. Roossvelt.

DEPARTMENT OF EDUCAIION INTENDED OUTCOMES:

Assess the impact that ma,or individuals, events, and periodshave had on United States history. (IO 3)

Analyze basic concepts of the free enterprise system as practicedin the Uni -d States. (IO 10)

181

AUS 51

Analyze the political development of the United States. (ID 22)


None


Propofte alternatives, based on economic principles, for resolvingsome current issues. (D 1065)

Explain the difference between elastic and inelastic demand andstate an example of each. (D 1069)

Describe the mechanism in a market economy that generatesequilibrium prices. (I) 1071)





American History, 709 768, and 667


182

AUS 52


UNIT 19.0: WORLD WAR II




19.3. Pearl Harbor


19.5. War in Europe

19.6. Holocaust

19.7. War in the Pacific



19.1. The student will identify the three major Europeandictators and assess life under each.


19.3. The student will trace the events surrounding theJapanese bombing of Pearl Harbor.

19.4. The student will discuss the reasons for Japanese-AmericanRelocation camps and resulting problems.

19.5. The student will summarize major events in the EuropeanTheater.


19.7. The student will identify major events in the PacificTheater.

£9.8. The student will discuss and evaluate the reasons forTruman's decision to use the Atomic bomb and its aftermath.

193

AUS 53

DEPARTMgNT OF EDUCATION INTENDED OUTCOMES:

Analyze how cause and effect relationships precipitate change inthe development of the United States. (I0 7)

Utilize the appropriate vocabulary, geographical, reference/study, critical thinking, and decision making skills. (IO 13)



Identify the appropriate source to obtaininformation using materials such as dictionaries,encyclopedias, atlases, directories, end newspapers(Minimum Student Performance Standard: Reading F-29)

Arrange events in sequential order (MinimumStudent Performance Standard: Writing B-16)




None


Evaluate the effects of social and economic actions on scienceand technology. (H 1172)

Analyze the significance of specialization to science andtechnology. (H 1174)

Analyze the impact of technology on science and society.(H 1175)

184

AUS 54

COMPRENENSIVE TEST OF BASIC SKILLS:





American History, Teacher's Edition, pages T132 T137

1 F 5

AUS 55



COUNTY COURSE OUTLINEL


20.2. The Cold War

20.2.1. Europe20.2.2. Asia20.2.3. Other Hot spots20.2.4. Florida's Role in the Cuban Missile Crisis

20.3. Domestic Issues

20.3.1. Minorities20.3.2. Anti-War Movement/Civil Disobedience20.3.3. Women's Rights20.3.4. Nuclear Question




20.2. The student will show an understanding of the Cold Warby:

1. explaining post-war events in Europe;2. explaining events in Asia;3. identifying areas of conflict between East and

West; and4. describing events in Florida during the Cuban

Missile Crisis.

20.3. The student will identify the major personalities andevents associated with Domestic Issues by:

1. describing the plight of minorities;2. analyzing the civil disobedience associated

with the Vietnam Wftr;3. discussing the Women's Movement; and4. assessing the problems associated with nuclear

power and weapons.

20.4. The student will list the major events which have occurredsince the election of Richard Nixon.

AUS 56

QgPaRTNNT OF EDUCATION INTENDED OUTCOMES:

Evaluate how scientific and technological changes have influencedthe historical development of the United States. (I0 9)

Analyze basic concepts of the free enterprise system as practicedin the United States. (ID 10)

FREE ENTERPRISE AND CONSUMER EDUCATIONNINIMUM STANDARDS:

None


Distinguish between and give examples of inequality and inequity.(6 1136)


87. The student will demonstrate an understanding of historicalpersons, events, or eraa.





1 S7

Documents

DOCUMENT RESUME TITLE United States History Curriculum ... · DOCUMENT RESUME ED 335 292 SD 030 425 TITLE United States History Curriculum. Eighth Grade Social. Studies Curriculum