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U.S. History 10th Grade Social Studies Mapping/Pacing Guide2018-2019Topics &StandardsQuarter 1Unit 1: Historical Thinking; Foundations of American HistoryHistorical Thinking and Skills1.2.3.4.Historical events provide opportunities to examine alternative courses of action.The use of primary and secondary sources of information includes an examination of the credibility of each source.Historians develop theses and use evidence to support or refute positionsHistorians analyze cause, effect, sequence, and correlation in historical events, including multiple causation and long- and short-term causalrelations.Historical Documents5.6.7.8.9.The Declaration of Independence reflects an application of Enlightenment ideas to the grievances of British subjects in the American coloniesThe Northwest Ordinance addressed a need for government in the Northwest Territory and established precedents for the future governing of theUnited StatesProblems facing the national government under the Articles of Confederation led to the drafting of the Constitution of the United States. Theframers of the Constitution applied ideas of Enlightenment in conceiving the new governmentThe Federalist Papers and the Anti-Federalist Papers structured the national debate over the ratification of the Constitution of the United States9.The Bill of Rights is derived from English law, ideas of the Enlightenment, the experiences of the American colonists, early experiences of selfgovernment and the national debate over the ratification of the Constitution of the United StatesThe Bill of Rights is derived from English law, ideas of the Enlightenment, the experiences of the American colonists, early experiences of selfgovernment and the national debate over the ratification of the Constitution of the United States.Unit 2: Industrialization and ProgressivismIndustrialization, Immigration, and Urbanization10. The rise of corporations, heavy industry, mechanized farming and technological innovations transformed the American economy from an agrarianto an increasingly urban industrial society.11. The rise of industrialization led to a rapidly expanding workforce. Labor organizations grew amidst unregulated working conditions, laissez-fairepolicies toward big business, and violence toward supporters of organized labor.12. Immigration, internal migration and urbanization transformed American life.The Progressive Era14. The Progressive era was an effort to address the ills of American society stemming from industrial capitalism, urbanization and political corruptionJim Crow and the Great Migration12. Immigration, internal migration and urbanization transformed American life.13. Following Reconstruction, old political and social structures reemerged and racial discrimination was institutionalized

U.S. History 10th Grade Social Studies Mapping/Pacing Guide2018-2019Time FrameHistoricalThinkingandFoundationsof AmericaCurriculum Units &Assessment(Evidence)UBD FrameworkUnit: Historical ThinkingUnit: Historical Documents3 WeeksFormative/SummativeAssessments 3-5 tasks that reach DOK 34 AND/OR 2-3 FATPS/RAFTS At least 1 GRASP perquarter At least 1 Common ShortCycle per quarter*Assessments located within unitMcGraw-Hill AssessmentResources Lesson QuizLesson ReviewChapter AssessmentSelf-Check QuizOpportunities forintegrationResources(Curriculum orTextbook)Language ArtsMcGraw HillUnited States History &Geography- ModernTimes(Chapter 1-2)CCSS.ELA-LITERACY.RH.910.1Cite specific textual evidence tosupport analysis of primary andsecondary sources, attending tosuch features as the date andorigin of the information.CCSS.ELA-LITERACY.RH.910.2Determine the central ideas orinformation of a primary orsecondary source; provide anaccurate summary of how keyevents or ideas develop over thecourse of the text.-McGraw-Hill Text LiteracyResources Reading EssentialsGraphic NovelsBiographiesResearch andWriting SkillsContent/AcademicVocabularyOhio Public LibraryInformationNetworkTechnology andDifferentiated education.com(daily videos and current events)www.definedstem.com(GRASPS-Project based Learning)Defined StemDiscovery Learninghttp://sheg.stanford.edu/us(Reading Like a Historian lessons and ng Like a Historian(Professional Development, Documents, Archivedmaterials, non-fictional articles, exhibits)Differentiated Instruction and ELL supportlisted in online resources under LessonPlanning “Differentiation and Remediate.”

U.S. History 10th Grade Social Studies Mapping/Pacing Guide2018-2019IndustrializationandProgressivismUBD FrameworkUnit: Industrialization andProgressivism5 WeeksFormative/SummativeAssessments 4-6 tasks that reach DOK 34 AND/OR3-4 FATPS/RAFTS At least 1 GRASP perquarter At least 1 Common ShortCycle per quarter*Assessments located within unitMcGraw-Hill AssessmentResources Lesson QuizLesson ReviewChapter AssessmentSelf-Check QuizLanguage ArtsCCSS.ELA-LITERACY.RH.910.4Determine the meaning of wordsand phrases as they are used in atext, including vocabularydescribing political, social, oreconomic aspects ofhistory/social science.CCSS.ELA-LITERACY.RH.910.5Analyze how a text usesstructure to emphasize keypoints or advance an explanationor analysis.McGraw-Hill Text LiteracyResources Reading EssentialsGraphic NovelsBiographiesResearch andWriting SkillsContent/AcademicVocabularyOhio Public LibraryInformationNetworkMcGraw HillUnited States History &Geography- ModernTimes(Chapters ation.com(daily videos and current events)www.definedstem.com(GRASPS-Project based Learning)Defined StemDiscovery Learninghttp://sheg.stanford.edu/us(Reading Like a Historian lessons and ng Like a Historian(Professional Development, Documents, Archivedmaterials, non-fictional articles, exhibits)Differentiated Instruction and ELL supportlisted in online resources under LessonPlanning “Differentiation and Remediate.”

U.S. History 10th Grade Social Studies Mapping/Pacing Guide2018-2019Topics &StandardsUnit 3: Foreign Affairs from Imperialism to Post-World War IAmerican Imperialism and World War I15. As a result of overseas expansion, the Spanish-American War and World War I, the United States emerged as a world powerPost-World War IQuarter 216. After WWI, the United States pursued efforts to maintain peace in the world. However, as a result of the national debate over the Versailles Treatyratification and the League of Nations, the United States moved away from the role of world peacekeeper and limited its involvement in internationalaffairsUnit 4: Prosperity, Depression, and the New DealSocial Change in the Roaring Twenties17. Racial intolerance, anti-immigrant attitudes and the Red Scare contributed to social unrest after World War I18. An improved standard of living for many, combined with technological innovations in communication, transportation and industry, resulted in socialand cultural changes and tensions19. Movements such as the Harlem Renaissance, African-American migration, women’s suffrage and Prohibition all contributed to social changeThe Great Depression20. The Great Depression was caused, in part, by the federal government’s monetary policies, stock market speculation, and increasing consumer debt.The role of the federal government expanded as a result of the Great DepressionUnit 5: From Isolation to World WarU.S. Entry into World War II21. During the 1930s, the U.S. government attempted to distance the country from earlier interventionist policies in the Western Hemisphere as well asretain an isolationist approach to events in Europe and Asia until the beginning of WWIIThe American Home Front22. The United States mobilization of its economic and military resources during World War II brought significant changes to American society

U.S. History 10th Grade Social Studies Mapping/Pacing Guide2018-2019Time FrameForeignAffairs fromImperialismto Post-WorldWar I3 WeeksCurriculum Units &Assessment(Evidence)UBD FrameworkUnit: Imperialism and WWIFormative/SummativeAssessments 3-5 tasks that reach DOK3-4 AND/OR 2-3 FATPS/RAFTS At least 1 GRASP perquarter At least 1 Common ShortCycle per quarter*Assessments located within unitMcGraw-Hill AssessmentResources Prosperity,Depression,and the NewDealLesson QuizLesson ReviewChapter AssessmentSelf-Check QuizUBD FrameworkUnit: The Great Depression,New Deal Interwar Period1919-1941Opportunities forintegrationLanguage ArtsCCSS.ELALITERACY.RH.9-10.3Analyze in detail a series ofevents described in a text;determine whether earlierevents caused later ones orsimply preceded them.McGraw-Hill TextLiteracy Resources ReadingEssentialsGraphic NovelsBiographiesResearch andWriting SkillsContent/Academic VocabularyOhio PublicLibraryInformationNetworkLanguage ArtsCCSS.ELALITERACY.RH.9-10.8Assess the extent to which thereasoning and evidence in aResources(Curriculum orTextbook)Technology and DifferentiatedLearningMcGraw Hillwww.connected.mcgraw-hill.comUnited States Historywww.discoveryeducation.com& Geography(daily videos and current events)Modern Times(Chapter 7)www.definedstem.com(GRASPS-Project based Learning)Defined StemDiscovery Learninghttp://sheg.stanford.edu/us(ReadingLike a Historian lessons and ng Like aHistorian(Professional Development, Documents, Archived materials,non-fictional articles, exhibits)Differentiated Instruction and ELL support listedin online resources under Lesson Planning“Differentiation and Remediate.”McGraw Hillwww.connected.mcgraw-hill.comUnited States Historywww.discoveryeducation.com& Geography(daily videos and current events)Modern Times

U.S. History 10th Grade Social Studies Mapping/Pacing Guide2018-20193 WeeksFormative/SummativeAssessments 3-5 tasks that reach DOK3-4 AND/OR 2-3 FATPS/RAFTS At least 1 GRASP perquarter At least 1 Common ShortCycle per quarter*Assessments located within unitMcGraw-Hill AssessmentResources FromIsolation toWorld War2 WeeksLesson QuizLesson ReviewChapter AssessmentSelf-Check QuizUBD FrameworkUnit: America in WWIItext support the author'sclaims.CCSS.ELALITERACY.RH.9-10.9Compare and contrasttreatments of the same topic inseveral primary and secondarysources.McGraw-Hill TextLiteracy Resources (Chapters 8-10)www.definedstem.comDefined Stemhttp://sheg.stanford.edu/usDiscovery LearningReading Like aHistorianLanguage Arts(ReadingLike a Historian lessons and essional Development, Documents, Archived materials,non-fictional articles, exhibits)Differentiated Instruction and ELL support listedin online resources under Lesson Planning“Differentiation and Remediate.”ReadingEssentialsGraphic NovelsBiographiesResearch andWriting SkillsContent/Academic VocabularyOhio .9-10.4Determine the meaning ofwords and phrases as they areused in a text, includingvocabulary describingpolitical, social, or economic(GRASPS-Project based Learning)McGraw Hillwww.connected.mcgraw-hill.comUnited States Historywww.discoveryeducation.com& Geography(daily videos and current events)Modern Times(Chapters 11-12)www.definedstem.com(GRASPS-Project based Learning)Defined Stem

U.S. History 10th Grade Social Studies Mapping/Pacing Guide2018-2019Formative/SummativeAssessments 3-5 tasks that reach DOK3-4 AND/OR 2-3 FATPS/RAFTS At least 1 GRASP perquarter At least 1 Common ShortCycle per quarter*Assessments located within unitMcGraw-Hill AssessmentResources Lesson QuizLesson ReviewChapter AssessmentSelf-Check Quizaspects of alyze how a text usesstructure to emphasize keypoints or advance anexplanation or analysis.McGraw-Hill TextLiteracy Resources ReadingEssentialsGraphic NovelsBiographiesResearch andWriting SkillsContent/Academic VocabularyOhio d.edu/usDiscovery Learning(ReadingLike a Historian lessons and ng Like aHistorian(Professional Development, Documents, Archived materials,non-fictional articles, exhibits)Differentiated Instruction and ELL support listedin online resources under Lesson Planning“Differentiation and Remediate.”