Pitt County Schools Exceptional Children Department High School

Pitt County Schools Exceptional Children Department Cathy Keeter, Director Erica Stepps Connie Cheston, Pat Peoples, Rick Wilkerson December

High School Curriculum Pacing Guide

ELA

NCSCOS:

NCSCOS Extensions:

Survival Unit, Realism Unit, Problem/Solution Essays *Suggested Reading:

Last of the Mohicans

Grade 9: 1.01 Narrate personal experiences that offer an

audience: Scenes and incidents located effectively in time and place. Vivid impressions of being in a setting and a sense of engagement in the events occurring. Appreciation for the significance of the account. A sense of the narrator's personal voice.

1.02 Respond reflectively (individually and in groups) to a variety of expressive texts (e.g., memoirs, vignettes, narratives, diaries, monologues, personal responses) in a way that offers an audience: An understanding of the student's personal reaction to the text. A sense of how the reaction results from a careful consideration of the text. An

Grade 9: The learner will explore and express reflections and reactions to print and non-print text. Communicate personal experiences orally and in writing (product), expressing the student’s personal voice. Comprehend and respond to expressive materials that make connections between text and experience. The learner will explore, organize and use information from a variety of sources. Explore, interact with, demonstrate comprehension and/or sharing of informational materials that are read, heard or viewed.


awareness of how personal and cultural influences affect the response.

1.03 Demonstrate the ability to read, listen to and

view a variety of increasingly complex print and non-print expressive texts appropriate to grade level and course literary focus, by: Selecting, monitoring, and modifying as necessary reading strategies appropriate to readers' purpose. Identifying and analyzing text components (such as organizational structures, story elements, organizational features) and evaluating their impact on the text. Providing textual evidence to support understanding of and reader's response to text. Demonstrating comprehension of main idea and supporting details. Summarizing key events and/or points from text. Making inferences, predicting, and drawing conclusions based on text. Identifying and analyzing personal, social, historical or cultural influences, contexts, or biases. Making connections between works, self and related topics. Analyzing and evaluating the effects of author's craft and style. Analyzing and evaluating the connections or relationships between and among ideas, concepts, characters and/or experiences. Identifying and analyzing elements of

Make connections between and/or determine importance/relevance of sources of information. Use information from multiple sources to communicate or create an informational product. Develop and/or use criteria (rubric, visual structure, etc.) to make judgments about print and non-print materials. Explore, interact with, demonstrate understanding of, develop and/or evaluate criteria. Make distinctions based on criteria. Demonstrate understanding of impact of elements or parts to the work as a whole. The learner will explore and respond to types of text, concepts, elements and terms as a foundation for literary analysis. Explore, analyze and/or evaluate relationships of types of text, concepts, elements and terms. Extend understanding by creating products that exemplify specific types of text.


expressive environment found in text in light of purpose, audience, and context.


view a variety of increasingly complex print and non-print informational texts appropriate to grade level and course literary focus, by: Selecting, monitoring, and modifying as necessary reading strategies appropriate to readers' purpose. Identifying and analyzing text components (such as organizational structures, story elements, organizational features) and evaluating their impact on the text. Providing textual evidence to support understanding of and reader's response to text. Demonstrating comprehension of main idea and supporting details. Summarizing key events and/or points from text. Making inferences, predicting, and drawing conclusions based on text. Identifying and analyzing personal, social, historical or cultural influences, contexts, or biases. Making connections between works, self and related topics. Analyzing and evaluating the effects of author's craft and style. Analyzing and evaluating the connections or relationships between and among ideas, concepts, characters and/or experiences. Identifying

The learner will demonstrate an understanding of and/or apply conventions of grammar and language usage in written and spoken expression. Use appropriate conventions (including sentence formation, usage and mechanics) for purpose, audience and context. Use standard English for clarity, technical language for specificity and informal usage for effect. Extend vocabulary knowledge by learning and using new words.


and analyzing elements of informational environment found in text in light of purpose, audience, and context.

2.02 Explain commonly used terms and concepts by: Clearly stating the subject to be defined. Classifying the terms and identifying distinguishing characteristics. Organizing ideas and details effectively. Using description, comparison, figurative language, and other appropriate strategies purposefully to elaborate ideas. Demonstrating a clear sense of audience and purpose.

2.03 Instruct an audience in how to perform

specific operations or procedures by: Considering the audience's degree of knowledge or understanding. Providing complete and accurate information. Using visuals and media to make presentations/products effective. Using layout and design elements to enhance presentation/product.

2.04 Form and refine a question for investigation,

using a topic of personal choice, and answer that question by: Deciding upon and using appropriate methods such as interviews with


experts, observations, finding print and non-print sources, and using interactive technology or media. Prioritizing and organizing the information. Incorporating effective media and technology to inform or explain. Reporting (in written and/or presentational form) the research in an appropriate form for a specified audience.

4.01 Evaluate the effectiveness of communication

by: Examining the use of strategies in a presentation/product. Applying a set of predetermined standards. Creating an additional set of standards and applying them to the presentation/product. Comparing effective strategies used in different presentations/products.

4.02 Read and critique various genres by: Using preparation, engagement, and reflection strategies appropriate for the text. Identifying and using standards to evaluate aspects of the work or the work as a whole. Judging the impact of different stylistic and literary devices on the work.


view a variety of increasingly complex print and non-print critical texts appropriate to


grade level and course literary focus, by: Selecting, monitoring, and modifying as necessary reading strategies appropriate to readers' purpose. Identifying and analyzing text components (such as organizational structures, story elements, organizational features) and evaluating their impact on the text. Providing textual evidence to support understanding of and reader's response to text. Demonstrating comprehension of main idea and supporting details. Summarizing key events and/or points from text. Making inferences, predicting, and drawing conclusions based on text. Identifying and analyzing personal, social, historical or cultural influences, contexts, or biases. Making connections between works, self and related topics. Analyzing and evaluating the effects of author's craft and style. Analyzing and evaluating the connections or relationships between and among ideas, concepts, characters and/or experiences. Identifying and analyzing elements of critical environment found in text in light of purpose, audience, and context.

5.01 Read and analyze various literary works by:

Using effective reading strategies for preparation, engagement, reflection.


Recognizing and analyzing the characteristics of literary genres, including fiction (e.g., myths, legends, short stories, novels), nonfiction (e.g., essays, biographies, autobiographies, historical documents), poetry (e.g., epics, sonnets, lyric poetry, ballads) and drama (e.g., tragedy, comedy). Interpreting literary devices such as allusion, symbolism, figurative language, flashback, dramatic irony, dialogue, diction, and imagery. Understanding the importance of tone, mood, diction, and style. Explaining and interpreting archetypal characters, themes, settings. Explaining how point of view is developed and its effect on literary texts. Determining a character's traits from his/her actions, speech, appearance, or what others say about him or her. Explaining how the writer creates character, setting, motif, theme, and other elements. Making thematic connections among literary texts and media and contemporary issues. Understanding the importance of cultural and historical impact on literary texts. Producing creative responses that follow the conventions of a specific genre and using appropriate literary devices for that genre.

5.02 Demonstrating increasing comprehension


and ability to respond personally to texts by selecting and exploring a wide range of genres. 5.03 Demonstrate the ability to read, listen to and view a variety of increasingly complex print and non-print literacy texts appropriate to grade level and course literary focus, by: Selecting, monitoring, and modifying as necessary reading strategies appropriate to readers' purpose. Identifying and analyzing text components (such as organizational structures, story elements, organizational features) and evaluating their impact on the text. Providing textual evidence to support understanding of and reader's response to text. Demonstrating comprehension of main idea and supporting details. Summarizing key events and/or points from text. Making inferences, predicting, and drawing conclusions based on text. Identifying and analyzing personal, social, historical or cultural influences, contexts, or biases. Making connections between works, self and related topics. Analyzing and evaluating the effects of author's craft and style. Analyzing and evaluating the connections or relationships between and among ideas, concepts, characters and/or experiences. Identifying and analyzing elements of literary


environment found in text in light of purpose, audience, and context.

6.01 Demonstrate an understanding of

conventional written and spoken expression that: Uses varying sentence types (e.g., simple, compound, complex, compound-complex) purposefully, correctly, and for specific effect. Selects verb tense to show an appropriate sense of time. Applies parts of speech to clarify and edit language. Addresses clarity and style through such strategies as parallelism; appropriate coordination and subordination; variety and details; appropriate and exact words; and conciseness. Analyzes the place and role of dialects and standard/nonstandard English. Uses vocabulary strategies such as roots and affixes, word maps, and context clues to discern the meanings of words.

6.02 Discern and correct errors in spoken and written English by: Avoiding fragments, run-ons, and comma splices. Selecting correct subject-verb agreement, consistent verb tense and appropriate verbs. Using and placing modifiers correctly. Editing for spelling and mechanics (punctuation and capitalization).


Grade 10: 1.01 Produce reminiscences (about a person,

event, object, place, animal) that engage the audience by: Using specific and sensory details with purpose. Explaining the significance of the reminiscence from an objective perspective. Moving effectively between past and present. Recreating the mood felt by the author during the reminiscence.

1.02 Respond reflectively (through small group discussion, class discussion, journal entry, essay, letter, dialogue) to written and visual texts by: Relating personal knowledge to textual information or class discussion. Showing an awareness of one's own culture as well as the cultures of others. Exhibiting an awareness of culture in which text is set or in which text was written. Explaining how culture affects personal responses. Demonstrating an understanding of media's impact on personal responses and cultural analyses.


view a variety of increasingly complex print

Grade 10: The learner will explore and express reflections and reactions to print and non-print world text. Comprehend print and non-print expressive world text. Communicate reactions orally and in writing to world text and experience. The learner will explore, organize, and use information from sources to generate and answer questions. Explore, interact with, demonstrate comprehension and/or sharing of informational materials that are read, heard or viewed. Use sources of information to determine problems, solutions, causes and effects and their relationships. Use information from sources to communicate or create an informational product. Interpret and/or evaluate experiences, world events, literature, language and/or ideas.


and non-print expressive texts appropriate to grade level and course literary focus, by: Selecting, monitoring, and modifying as necessary reading strategies appropriate to readers' purpose. Identifying and analyzing text components (such as organizational structures, story elements, organizational features) and evaluating their impact on the text. Providing textual evidence to support understanding of and reader's response to text. Demonstrating comprehension of main idea and supporting details. Summarizing key events and/or points from text. Making inferences, predicting, and drawing conclusions based on text. Identifying and analyzing personal, social, historical or cultural influences, contexts, or biases. Making connections between works, self and related topics. Analyzing and evaluating the effects of author's craft and style. Analyzing and evaluating the connections or relationships between and among ideas, concepts, characters and/or experiences. Identifying and analyzing elements of expressive environment found in text in light of purpose, audience, and context.


view a variety of increasingly complex print

Make distinctions based on criteria. Make generalizations and connections between experiences, world events, literature, language and/or ideas. Demonstrate understanding of impact of elements or parts to work(s) as a whole. The learner will explore and respond to a variety of world print and non-print texts. Explore, analyze and/or evaluate relationships of types of text (genres), concepts, elements and terms, as found in a variety of world texts. Extend understanding by creating products that exemplify specific types of text. The learner will demonstrate an understanding of and/or apply conventions of grammar and language usage in written and spoken expression. Use appropriate conventions (including sentence formation, usage and mechanics) for purpose, audience and context. Use standard English for clarity, technical language


and non-print informational texts appropriate to grade level and course literary focus, by: Selecting, monitoring, and modifying as necessary reading strategies appropriate to readers' purpose. Identifying and analyzing text components (such as organizational structures, story elements, organizational features) and evaluating their impact on the text. Providing textual evidence to support understanding of and reader's response to text. Demonstrating comprehension of main idea and supporting details. Summarizing key events and/or points from text. Making inferences, predicting, and drawing conclusions based on text. Identifying and analyzing personal, social, historical or cultural influences, contexts, or biases. Making connections between works, self and related topics. Analyzing and evaluating the effects of author's craft and style. Analyzing and evaluating the connections or relationships between and among ideas, concepts, characters and/or experiences. Identifying and analyzing elements of informational environment found in text in light of purpose, audience, and context.

2.02 Create responses that examine a

for specificity and informal usage for effect. Extend vocabulary knowledge by learning and using new words.


cause/effect relationship among events by: Effectively summarizing situations. Showing a clear, logical connection among events. Logically organizing connections by transitioning between points. Developing appropriate strategies such as graphics, essays, and multimedia presentations to illustrate points.

2.03 Pose questions prompted by texts (such as

the impact of imperialism on Things Fall Apart) and research answers by: Accessing cultural information or explanations from print and non-print media sources. Prioritizing and organizing information to construct a complete and reasonable explanation.

4.01 Interpret a real-world event in a way that:

Makes generalizations about the event supported by specific references. Reflects on observation and shows how the event affected the current viewpoint. Distinguishes fact from fiction and recognizes personal bias.

4.02 Analyze thematic connections among literary works by: Showing an understanding of cultural context. Using specific references


from texts to show how a theme is universal. Examining how elements such as irony and symbolism impact theme.

4.04 Analyze the ideas of others by identifying the

ways in which writers: Introduce and develop a main idea. Choose and incorporate significant, supporting, relevant details. Relate the structure/organization to the ideas. Use effective word choice as a basis for coherence. Achieve a sense of completeness and closure.

4.05 Evaluate the information, explanations, or

ideas of others by: Identifying clear, reasonable criteria for evaluation. Applying those criteria using reasoning and substantiation.


view a variety of increasingly complex print and non-print critical texts appropriate to grade level and course literary focus, by: Selecting, monitoring, and modifying as necessary reading strategies appropriate to readers' purpose. Identifying and analyzing text components (such as organizational structures, story elements, organizational features) and evaluating their impact on the


text. Providing textual evidence to support understanding of and reader's response to text. Demonstrating comprehension of main idea and supporting details. Summarizing key events and/or points from text. Making inferences, predicting, and drawing conclusions based on text. Identifying and analyzing personal, social, historical or cultural influences, contexts, or biases. Making connections between works, self and related topics. Analyzing and evaluating the effects of author's craft and style. Analyzing and evaluating the connections or relationships between and among ideas, concepts, characters and/or experiences. Identifying and analyzing elements of critical environment found in text in light of purpose, audience, and context.

5.01 Read and analyze selected works of world

literature by: Using effective strategies for preparation, engagement, and reflection. Building on prior knowledge of the characteristics of literary genres, including fiction, non-fiction, drama, and poetry, and exploring how those characteristics apply to literature of world cultures. Analyzing literary devices such as allusion, symbolism, figurative language, flashback, dramatic


irony, situational irony, and imagery and explaining their effect on the work of world literature. Analyzing the importance of tone and mood. Analyzing archetypal characters, themes, and settings in world literature. Making comparisons and connections between historical and contemporary issues. Understanding the importance of cultural and historical impact on literary texts.

5.02 Demonstrate increasing comprehension and ability to respond personally to texts by: Selecting and exploring a wide range of works which relate to an issue, author, or theme of world literature. Documenting the reading of student-chosen works.


view a variety of increasingly complex print and non-print literacy texts appropriate to grade level and course literary focus, by: Selecting, monitoring, and modifying as necessary reading strategies appropriate to readers' purpose. Identifying and analyzing text components (such as organizational structures, story elements, organizational features) and evaluating their impact on the text. Providing textual evidence to support understanding of and reader's response to


text. Demonstrating comprehension of main idea and supporting details. Summarizing key events and/or points from text. Making inferences, predicting, and drawing conclusions based on text. Identifying and analyzing personal, social, historical or cultural influences, contexts, or biases. Making connections between works, self and related topics. Analyzing and evaluating the effects of author's craft and style. Analyzing and evaluating the connections or relationships between and among ideas, concepts, characters and/or experiences. Identifying and analyzing elements of literary environment found in text in light of purpose, audience, and context.

6.01 Demonstrate an understanding of

conventional written and spoken expression by: Employing varying sentence structures (e.g., inversion, introductory phrases) and sentence types (e.g., simple, compound, complex, compound-complex). Analyzing authors' choice of words, sentence structure, and use of language. Using word recognition strategies to understand vocabulary and exact word choice (Greek, Latin roots and affixes, analogies, idioms, denotation, connotation). Using vocabulary strategies


such as context clues, resources, and structural analysis (roots, prefixes, etc.) to determine meaning of words and phrases. Examining textual and classroom language for elements such as idioms, denotation, and connotation to apply effectively in own writing/speaking. Using correct form/format for essays, business letters, research papers, bibliographies. Using language effectively to create mood and tone.

6.02 Edit for: Subject-verb agreement, tense choice, pronoun usage, clear antecedents, correct case, and complete sentences. Appropriate and correct mechanics (commas, italics, underlining, semicolon, colon, apostrophe, quotation marks). Parallel structure. Clichés trite expressions. Spelling.


Math

NCSCOS:

NCSCOS Extensions:

Geometry

Grade 9-12: 1.01 Write equivalent forms of algebraic

expressions to solve problems. Apply the laws of exponents. Operate with polynomials. Factor polynomials.

1.02 Use formulas and algebraic expressions, including iterative and recursive forms, to model and solve problems.

1.03 Model and solve problems using direct

variation.

2.02 Use the parallelism or perpendicularity of lines and segments to solve problems.

Grade 9-12: Develop number sense for real numbers. Develop flexibility in solving mathematical problems by selecting strategies and using appropriate technology. Solve problems using two- and three- dimensional shapes. Demonstrate or model transformation of figures in a plane. Solve perimeter, area, and volume problems. Describe, compare and classify geometric figures.


Science

NCSCOS:

NCSCOS Extensions:

Earth Science: Geology

Grade 9-12: 1.01 Identify questions and problems in the earth

and environmental sciences that can be answered through scientific investigations.

1.02 Design and conduct scientific investigations to answer questions related to earth and environmental science. Create testable hypotheses Identify variables. Use a control or comparison group when appropriate. Select and use appropriate measurement tools. Collect and record data. Organize data into charts and graphs. Analyze and interpret data. Communicate findings.

1.03 Evaluate the uses of satellite images and

imaging techniques in the earth and environmental sciences.

1.04 Apply safety procedures in the laboratory and

in field studies: Recognize and avoid potential hazards. Safely manipulate materials and equipment needed for scientific

Grade 9-12: Conduct scientific investigations to answer questions related to earth and environmental science. Identify appropriate uses of natural resources. Economic uses. Conservation/stewardship. Environmental impact. Observe and investigate the results of geological processes (what are rocks and why are they here). Earthquakes as a result of tectonic movement. Maps. Observe and describe evidence of the geologic and biological past (dinosaurs).


investigations. 1.05 Analyze reports of scientific investigations and environmental issues from an informed scientifically literate viewpoint including considerations of: Appropriate sample. Adequacy of experimental controls. Replication of findings. Alternative interpretations of the data. 1.06 Identify and evaluate a range of possible

solutions to earth and environmental issues at the local, national, and global level including considerations of: Interdependent human and natural systems. Diverse perspectives. Short and long range impacts. Economic development, environmental quality and sustainability. Opportunities for and consequences of personal decisions. Risks and benefits of technological advances.

2.01 Analyze the dependence of the physical properties of minerals on the arrangement and bonding of their atoms. 2.02 Analyze the historical development of the theory of plate tectonics. 2.03Investigate and analyze the processes


responsible for the rock cycle: Analyze the origin, texture and mineral composition of rocks. Trace the path of elements through the rock cycle. Relate rock formation to plate tectonics. Identify forms of energy that drive the rock cycle. Analyze the relationship between the rock cycle and processes in the atmosphere and hydrosphere.

2.04 Analyze seismic waves including velocity

and refraction to: Infer Earth's internal structure. Locate earthquake epicenters. Measure earthquake magnitude. Evaluate the level of seismic activity in North Carolina.

2.05 Create and interpret topographic, soil and geologic maps using scale and legends.

2.06 Investigate and analyze the importance and

impact of the economic development of earth's finite rock, mineral, soil, fossil fuel and other natural resources to society and our daily lives: Availability. Geographic distribution. Conservation/Stewardship. Recycling. Environmental impact. Challenge of rehabilitation of disturbed lands.

2.07 Analyze the sources and impacts of

society's use of energy. Renewable and non-


renewable sources. The impact of human choices on Earth and its systems.

3.01 Assess evidence to interpret the order and

impact of events in the geologic past: Relative and absolute dating techniques. Statistical models of radioactive decay. Fossil evidence of past life. Uniformitarianism. Stratigraphic principles. Divisions of Geologic Time. Origin of the earth system. Origin of life.

3.02 Evaluate the geologic history of North Carolina.


Social Studies

NCSCOS:

NCSCOS Skills:

Emerging U.S. (Progression) and Industrialization (Business Structures)

Grade 9: 1.01 Read for literal meaning.

1.02 Summarize to select main ideas. 1.03 Draw inferences. 1.04 Detect cause and effect. 1.05 Recognize bias and propaganda. 1.06 Recognize and use social studies terms in

written and oral reports. 1.07 Distinguish fact and fiction. 1.08 Use context clues and appropriate sources

such as glossaries, texts, and dictionaries to gain meaning.

2.01 Use appropriate sources of information. 2.02 Explore print and non-print materials.

Grade 9: The learner will acquire strategies for reading social studies materials and for increasing social studies vocabulary. The learner will acquire strategies to access a variety of sources, and use appropriate research skills to gather, synthesize, and report information using diverse modalities to demonstrate the knowledge acquired. The learner will acquire strategies to analyze, interpret, create, and use resources and materials. The learner will acquire strategies needed for applying decision-making and problem-solving techniques both orally and in writing to historic, contemporary, and controversial world issues. The learner will acquire strategies needed for effective incorporation of computer technology in the learning process.


2.03 Utilize different types of technology. 2.05 Utilize community-related resources such

as field trips, guest speakers, and interviews.

2.06 Transfer information from one medium to another such as written to visual and statistical to written.

2.07 Create written, oral, musical, visual, and

theatrical presentations of social studies information.

3.01 Use map and globe reading skills. 3.02 Interpret graphs and charts. 3.03 Detect bias. 3.04 Interpret social and political messages of cartoons. 3.05 Interpret history through artifacts, arts, and media.

4.01 Use hypothetical reasoning processes. 4.02 Examine, understand, and evaluate


conflicting viewpoints.

4.03 Recognize and analyze values upon which judgments are made.

4.04 Apply conflict resolutions. 4.05 Predict possible outcomes. 4.06 Draw conclusions. 4.07 Offer solutions. 4.08 Develop hypotheses.

5.01 Use word processing to create, format, and produce classroom assignments/projects. 5.02Create and modify a database for class assignments.

5.03 Create, modify, and use spreadsheets to

examine real-world problems. 5.04 Create nonlinear projects related to the

social studies content area via multimedia presentations.

Grade 10:

Grade 10:


1.09 Read for literal meaning.

1.10 Summarize to select main ideas. 1.11 Draw inferences. 1.12 Detect cause and effect. 1.13 Recognize bias and propaganda. 1.14 Recognize and use social studies terms in

written and oral reports. 1.15 Distinguish fact and fiction. 1.16 Use context clues and appropriate sources

such as glossaries, texts, and dictionaries to gain meaning.

2.01 Use appropriate sources of information. 2.02 Explore print and non-print materials. 2.03 Utilize different types of technology. 2.08 Utilize community-related resources such

as field trips, guest speakers, and interviews.

The learner will acquire strategies for reading social studies materials and for increasing social studies vocabulary. The learner will acquire strategies to access a variety of sources, and use appropriate research skills to gather, synthesize, and report information using diverse modalities to demonstrate the knowledge acquired. The learner will acquire strategies to analyze, interpret, create, and use resources and materials. The learner will acquire strategies needed for applying decision-making and problem-solving techniques both orally and in writing to historic, contemporary, and controversial world issues. The learner will acquire strategies needed for effective incorporation of computer technology in the learning process.


2.09 Transfer information from one medium to another such as written to visual and statistical to written.

2.10 Create written, oral, musical, visual, and

theatrical presentations of social studies information.

3.01 Use map and globe reading skills. 3.02 Interpret graphs and charts. 3.03 Detect bias. 3.04 Interpret social and political messages of cartoons. 3.05 Interpret history through artifacts, arts, and media.

4.03 Use hypothetical reasoning processes. 4.04 Examine, understand, and evaluate

conflicting viewpoints.

4.08 Recognize and analyze values upon which judgments are made.

4.09 Apply conflict resolutions.


4.10 Predict possible outcomes. 4.11 Draw conclusions. 4.12 Offer solutions. 4.08 Develop hypotheses.

5.01 Use word processing to create, format, and produce classroom assignments/projects. 5.02Create and modify a database for class assignments.

5.05 Create, modify, and use spreadsheets to

examine real-world problems. 5.06 Create nonlinear projects related to the

social studies content area via multimedia presentations.

Grade 11: 4.01 Compare and contrast the different groups of people who migrated to the West and describe the problems they experienced. 4.02 Evaluate the impact that settlement in the

Grade 11: The Great West and the Rise of the Debtor (1860s-1896) - The learner will evaluate the great westward movement and assess the impact of the agricultural revolution on the nation.


West had upon different groups of people and the environment. 4.03 Describe the causes and effects of the financial difficulties that plagued the American farmer and trace the rise and decline of Populism. 4.05 Describe innovations in agricultural

technology and business practices and assess their impact on the West.

5.01 Evaluate the influence of immigration and rapid industrialization on urban life. 5.02 Explain how business and industrial leaders accumulated wealth and wielded political and economic power. 5.03 Assess the impact of labor unions on

industry and the lives of workers.

5.04 Describe the changing role of government in economic and political affairs.

6.01 Examine the factors that led to the United States taking an increasingly active role in world affairs. 6.02Identify the areas of United States military,

Becoming an Industrial Society (1877-1900) - The learner will describe innovations in technology and business practices and assess their impact on economic, political, and social life in America. The emergence of the United States in World Affairs (1890-1914) - The learner will analyze causes and effects of the United States emergence as a world power. The Progressive Movement in the United States (1890-1914) - The learner will analyze the economic, political, and social reforms of the Progressive Period.


economic, and political involvement and influence.

6.03 Describe how the policies and actions of

the United States government impacted the affairs of other countries.

7.01 Explain the conditions that led to the rise of Progressivism. 7.02 Analyze how different groups of Americans made economic and political gains in the Progressive Period. 7.03 Evaluate the effects of racial segregation on different regions and segments of the United States' society. 7.04 Examine the impact of technological changes on economic, social, and cultural life in the United States.

Documents

Pitt County Schools Exceptional Children Department High School