School District of Palm Beach County
Secondary Social Studies
Introduction
Use and implementation of the activities contained in the winter packet are optional and
voluntary. Activities were selected based on traditionally difficult areas of student skill
mastery while at the same time providing worthwhile practice with historical inquiry.
Topics were chosen based on Next Generation Sunshine State Standards benchmarks
tested on the Florida End-Of-Course assessment.
Purpose of the Winter Packet
The activities in the winter packet were selected to allow students to experience some
fun with history over the winter break while simultaneously supporting practice with skills
they will need to demonstrate on assessments near the end of the school year. This
method of home-school academic connection serves to maintain acquired skills while
students are enjoying their winter break.
Activities in this packet are identified by Next Generation Sunshine State Standards
specifically targeted to grade level expectations for the students. Each activity has been
selected due to its high level of engagement and interest. Background information is
included for each activity in order to provide students with a supportive platform to
complete the contents of the packet.
Suggestions for Implementation
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Project-based Research
Essay Development/Writing Prompt
Topic Review
Make-up Assignments
High School US History Winter Packet 2015-2016
School District of Palm Beach County
Secondary Social Studies
Florida Standard(s):
1. LAFS.1112.RH.1.1 Cite specific textual evidence to support analysis of primary and
secondary sources, connecting insights gained from specific details to an
understanding of the text as a whole.
2. LAFS.1112.RH.1.2 Determine the central ideas or information of a primary or
secondary source; provide an accurate summary that makes clear the relationships
among the key details and ideas.
3. LAFS.1112.RH.1.3 Evaluate various explanations for actions or events and
determine which explanation best accords with textual evidence, acknowledging
where the text leaves matters uncertain.
4. LAFS.1112.RH.2.6 Evaluate authors’ differing points of view on the same historical
event or issue by assessing the authors’ claims, reasoning, and evidence.
5. LAFS.1112.RH.3.7 Integrate and evaluate multiple sources of information presented
in diverse formats and media (e.g., visually, quantitatively, as well as in words) in
order to address a question or solve a problem.
6. LAFS.1112.RH.3.9 Integrate information from diverse sources, both primary and
secondary, into a coherent understanding of an idea or event, noting discrepancies
among sources.
Lesson Topic 1: The Nature of Historical Inquiry
Benchmark(s):
SS.912.A.1.1: Describe the importance of historiography, which includes how historical
knowledge is obtained and transmitted, when interpreting events in history.
SS.912.A.1.2: Utilize a variety of primary and secondary sources to identify author,
historical significance, audience, and authenticity to understand a historical period.
SS.912.A.1.3: Utilize timelines to identify the time sequence of historical data.
SS.912.A.1.4: Analyze how images, symbols, objects, cartoons, graphs, charts, maps,
and artwork may be used to interpret the significance of time periods and events from
the past.
High School US History Winter Packet 2015-2016
School District of Palm Beach County
Secondary Social Studies
SS.912.A.1.5: Evaluate the validity, reliability, bias, and authenticity of current events
and internet resources.
Background:
Boring names, facts, dates - this is history for many people. But historians think about
history differently. They see themselves as detectives, often unsure about what
happened, what it means, and rarely able to agree amongst themselves. This process
of trying to figure out things you don't already know is as different from mindless
memorization as you can get.
Procedure:
Explore this interactive presentation at http://historicalthinkingmatters.org/why.html
where Professor Sam Wineburg discusses how historians investigate what happened in
the past. Focusing on the question of what happened at the Battle of Lexington in 1775,
this piece reveals that historical evidence is often fragmented and contradictory. Since
this is all that historians have to go on, Dr. Wineburg talks about the strategies
historians use to try to make sense out of this evidence.
Now access the “investigations” at http://historicalthinkingmatters.org/. Click on
“student,” and follow the prompts for any number of the following lessons:
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Spanish-American War SS.912.A.4.3 Examine the causes, course, and
consequences of the Spanish-American War
Scopes Trial SS.912.A.5.6 Analyze the influence that Hollywood, the Harlem
Renaissance, the Fundamentalist Movement, and Prohibition had in changing
American society in the 1920’s.
Social Security SS.912.A.5.11 Examine the causes, course, and consequences of
the Great Depression and New Deal.
Rosa Parks SS.912.A.7.6 Assess key figures and organizations in shaping the Civil
Rights Movement and Black Power Movement.
Lesson Topic 2: Populism and the Election of 1896
Benchmark(s):
SS.912.A.1.1: Describe the importance of historiography, which includes how historical
knowledge is obtained and transmitted, when interpreting events in history.
SS.912.A.3.1 Analyze the economic challenges to American farmers and farmers'
responses to these challenges in the mid to late 1800's.
Background: The Stanford Education Group “Reading Like a Historian” curriculum
engages students in historical inquiry. This lesson revolves around the central historical
High School US History Winter Packet 2015-2016
School District of Palm Beach County
Secondary Social Studies
question “Why did the Populist Party attract millions of supporters?” and features a set
of primary documents to interpret and analyze.
In the 1870’s and 1880’s, life for farmers became increasingly difficult. Farmers in the
West and South decided to organize politically. Their party was called the Populist
Party.
Procedure:
Review the PowerPoint mini-lecture on Populism at http://sheg.stanford.edu/node/31.
At the website, click on
“PowerPoint.”
What problems did the farmers face?
Why was the money supply such a significant issue for farmers at that time?
Refer first to Document A, and then to Document B. If possible, print each so you can
take notes in the margins of the documents. For each, consider:
a. Sourcing: Who wrote this? When?
b. Contextualization: What was going on for farmers at the time? How is this document
a reaction to their plight?
c. Close Reading: Explain: Read carefully and ask how is this document supposed to
make me feel?
Guiding Questions for Document A
 What does this say about women’s involvement in politics in the 1890s?
 How is this supposed to make the audience feel?
 Why might she use religious references?
 Read the second and third paragraphs. Ask again, how was this supposed to
make the audience feel? Who are the “good guys?” Who are the “bad guys?”
 What emotions does she appeal to?
 After reading the final paragraph, ask yet again how was this supposed to make
the audience feel?
Guiding Questions for Document B
 Where is Bryan speaking?
 What is his purpose?
 Based on the speech, how do you think farmers and workers were feeling about
business and industry? Find a quote to support your answer.
 What is the main point of his speech? What makes the speech so powerful? Pick
the line that you think is most powerful and explain your choice.
High School US History Winter Packet 2015-2016
School District of Palm Beach County
Secondary Social Studies
Additional Questions to Consider
 Why were the speakers like Lease and Bryan popular in the 1890’s?
 What are two similarities between the Bryan speech and the speech by Mary
Elizabeth Lease?
 What images and rhetorical devices did they use to excite their audiences?
 How did their audiences feel when they listened to these speeches?
Document A: Mary Elizabeth Lease, 1890 (Modified)
The mightiest movement the world has known in two thousand years.
. . is sending out the happiest message to oppressed humanity that the
world has heard since John the Baptist came preaching in the wilderness
that the world’s Redeemer was coming to relieve the world’s misery. To this
sterile and remote region, infested by savage beasts and still more savage
men, the women of the New England States, the women of the cultured
East, came with husbands, sons and brothers to help them build up a home
[in the West] . . . .We endured hardships, and dangers; hours of loneliness,
fear and sorrow. . . We toiled in the cabin and in the field; we helped our
loved ones to make the prairie blossom. . . Yet, after all our years of toil
and deprivation, dangers and hardships, our homes are being taken from
us by an infamous [wicked] system of mortgage foreclosure. It takes from
us at the rate of five hundred a month the homes that represent the best
years of our life, our toil, our hopes, our happiness. How did it happen? The
government, siding with Wall Street, broke its contracts with the people. . . .
As Senator Plumb [of Kansas] tells us, “Our debts were increased, while
the means to pay them [cash] was decreased.” No more millionaires, and
no more paupers; no more gold kings, silver kings and oil kings, and no
more little waifs of humanity starving for a crust of bread. We shall have the
golden age of which Isaiah sang and the prophets have so long foretold;
when the farmers shall be prosperous and happy, dwelling under their own
vine and fig tree; when the laborer shall have that for which he toils. . . .
When we shall have not a government of the people by capitalists, but a
government of the people, by the people.
Source: Mary Elizabeth Lease became politically involved as a speaker for the
rights of workers and farmers. She had a powerful voice and charismatic
speaking style. In this speech, Lease gave a speech to the Women’s Christian
High School US History Winter Packet 2015-2016
School District of Palm Beach County
Secondary Social Studies
Temperance Union in 1890, a women’s movement against alcohol.
Document B: William Jennings Bryan, 1896 (Modified)
The merchant at the corner store is as much a businessman as the merchant of
New York. The farmer who goes forth in the morning and toils all day... is as
much a businessman as the man who [works on Wall Street]. We come to speak
for this broader class of businessmen.... It is for these that we speak. We are
fighting in the defense of our homes and our families. We have petitioned, and
our petitions have been scorned. We have entreated, and our entreaties have
been disregarded. We have begged, and they have mocked us. We beg no
longer; we entreat no more; we petition no more. We defy them! You come to us
and tell us that the great cities are in favor of the gold standard. I tell you that the
great cities rest upon these broad and fertile prairies. Burn down your cities and
leave our farms, and your cities will spring up again as if by magic. But destroy
our farms and the grass will grow in the streets of every city in this country.
Having behind us the commercial interests and the laboring interests and all the
toiling masses, we shall answer their demands for a gold standard by saying to
them: you shall not press down upon the brow of labor this crown of thorns. You
shall not crucify mankind upon a cross of gold.
Source: The speech above was delivered by William Jennings Bryan at the
Democratic National Convention in July 1896. It is considered one of the most
famous speeches in American history. The passage is an excerpt.
Culminating Activity
Using both speeches, write a paragraph in response to the following question:
Why were speakers like Lease and Bryan popular with farmers in the 1890’s?
Lesson Topic 3: Americans on the Home Front Helped Win World War I
Benchmark(s):
SS.912.A.1.1: Describe the importance of historiography, which includes how historical
knowledge is obtained and transmitted, when interpreting events in history.
SS.912.A.4.5 Examine causes, course, and consequences of United States involvement
in World War I.
Background: In this activity from the National Archives Experience “Docs Teach,”
students will match documents to visualize ways that Americans contributed to the war
effort on the home front during World War I. Students will see a payoff image related to
High School US History Winter Packet 2015-2016
School District of Palm Beach County
Secondary Social Studies
the armistice celebration and reflect on the sacrifices made during wartime. Students
will analyze documents related to home front activities in which Americans were
encouraged to engage during World War I. Students will compare documents, identify
patriotic activities, and reflect on the meaning of U. S. citizenship especially during
wartime.
Procedure:
Access the interactive activity at http://docsteach.org/activities/4941. Examine each
document for content and then place in pairs according to how Americans supported the
war effort.
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enlisted or supported relatives who were fighting
bought bonds from the government to help finance the war
loyal to the government and told on those who weren’t
worked in a wartime industry, even switching from their regular jobs
worked instead of staying at home if they were women
volunteered skills or time to help the nation or soldiers
consume more of some things and less or none of others
saved sugar for the soldiers
grew crops to increase the food supply
After you complete all of the matches, you will see a photograph of an armistice
celebration showing cheering and flags of the Allies.
Following is a list of documents you saw in the interactive activity. Choose any two (2)
documents and apply the “Document Analysis Worksheets” provided at The National
Archives and Records Administration “Tool Kit” at
http://www.archives.gov/nae/education/tool-box.html.
Suggestions- For best results, use the Written Document Analysis Worksheet,
Photograph Analysis Worksheet, Cartoon Analysis Worksheet, or Poster Analysis
Worksheet.
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Photograph of Bicycle Boat Promoting Food Conservation in Calexico, California.
Photograph of Women Rivet Heaters at Puget Sound Navy Yard
“You Buy A Liberty Bond. Lest I perish. Get Behind The Government. Liberty Loan of 1917.”
High School US History Winter Packet 2015-2016
School District of Palm Beach County
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Secondary Social Studies
“Eat more corn, oats, and rye products- fish and poultry- fruits, vegetables, and potatoes, Baked,
Broiled, and Boiled Foods. Eat less wheat, wheat sugar and fats to save for the army and our
allies.”
John Meintz, punished during World War I
Has eleven sons in service. Ike Sims of Atlanta, Georgia, 87 years old, has eleven sons in the
service. . .
Doctor Stephen S. Wise, Rabbi of the Free Synagogue, has become a laborer in the shipbuilding
yards of the Luder Marine Construction Company, at Stanford, Connecticut, together with his
eighteen year old son. Underwood and Underwood
Girls operate stock boards at Waldorf-Astoria. The Waldorf-Astoria Hotel is employing girls to
operate tickers and stock exchange boards. The Waldorf is the first to employ girls in its various
departments, in order to release men for war work
Patriotic old women make flags. Born in Hungary, Galicia, Russia, Germany, Rumania. Their flagmaking instructor, Rose Radin, is standing. Underwood and Underwood
Sugar. 1- none on fruits, 2- none in desserts, 3- less on cereals, 4- less in coffee or tea, 5- less in
preserving, 6- less cake and candy, 7- use other sweeteners. Save It.”
“Little Americans. Do Your Bit. Eat Oatmeal- Corn meal mush- Hominy- other corn cereals- and
rice with milk. Save the Wheat for our Soldiers. Leave Nothing On Your Plate.”
World War I Draft Registration Card for George Herman Ruth
School children holding one of the large heads of cabbage raised in the War garden of Public
School 88, Borough of Queens, New York City. The garden covers a tract of 1< acres and yielded
over $500 worth of produce.
American Red Cross Parade, Birmingham, Alabama. Birmingham View Company
Armistice celebration. Yanks and Tommies
Uncle Sam Says, Garden to Cut Food Costs
Team Work Wins! Your work here makes their work over there possible. With your help they are
invincible. Without it they are helpless. Whatever you make, machine gun or harness, cartridges
or helmet, they are waiting for it. issued by authority Ordnance department, U.S. Army.
All About W.S.S. What are they?...Why Should I Buy Them?...How Can I Buy Them?... Where Can
I Buy Them?... Every Stamp helps to Save a Life, Every Stamp Helps To End The War...
American Protective League to U. S. Food Administration re: Carl A. Rink
Lesson Topic 4: Urban Expansion in Florida- 1950’s to 1970’s
Benchmark(s):
SS.912.A.1.1: Describe the importance of historiography, which includes how historical
knowledge is obtained and transmitted, when interpreting events in history.
SS.912.A.7.17 Examine key events and key people in Florida history as they relate to
United States history.
Background: Students should familiarize themselves with the following terms:
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suburbs
suburbanization
downtown
High School US History Winter Packet 2015-2016
School District of Palm Beach County
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Secondary Social Studies
Central Business District (CBD)
Interstate Highway
exodus
Procedure:
Read the following passages “Interstate 95” and “The Downtown Exodus” and study the
diagrams. Respond in writing to the assessment questions that follow.
Interstate 95
In 1966 Perini completed the first section of Interstate 95 in Palm Beach County,
3.6 miles from Okeechobee Boulevard to 45th Street. These two roads greatly changed
West Palm Beach.
Hardrives of Delray Inc. completed about half of I-95 from Boca Raton to
West Palm Beach. The interstate highway was opened in sections in south Florida
over three decades: from Okeechobee Boulevard to 45th Street, West Palm Beach, in
1966; from 45th Street to Palm Beach Gardens in 1969; parts between Boynton
Beach and Miami and between Lake Worth and Hypoluxo in 1975; from Palm Beach
Gardens to Miami in 1976, and the long-awaited “missing link” of 29.7 miles from State
Road 714 to Palm Beach Gardens in 1987. Although I-95 originally followed the
Sunshine State Parkway (today's Florida's Turnpike) from Miami to near Fort Pierce, the
final path bypassed the turnpike between North Palm Beach and Fort Pierce.1
The Downtown Exodus
George Greenberg (1915-2007), known as the “Mayor of Clematis Street,” took
his family’s Pioneer Linens through half a century of downtown changes, beginning in
1957: “It was a very thriving area at that time. We had a J.C. Penney’s store, we had a
Montgomery Ward’s, we had Sears, and the first sign of erosion was when Sears built a
store out on South Dixie [Highway].” Sears moved into Palm Coast Plaza, Palm Beach
County’s first shopping center, built in 1959. Dixie Highway was impacted along with
downtown by development west of the city. As new hotels were erected near the
Interstate 95 exits, motels along Dixie Highway rapidly went out of business. Sears
moved again to the Palm Beach Mall, as did the anchor stores from downtown,
including F. Woolworth’s, J. C. Penney’s, and Burdines, which had been there for
almost 40 years.
George Greenberg said, “The retail exodus took several years, but the mall
affected it immediately.” In 1967 Greenberg helped found the Downtown Development
Chuck McGinness, “It’s A Celebration for I-95,” Palm Beach Post 6-13-2006; “Interstate 95,”
Interstate-Guide at http://www.interstate-guide.com/i-095.html.
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High School US History Winter Packet 2015-2016
School District of Palm Beach County
Secondary Social Studies
Authority to formulate long-range plans for its facilities, and especially to retain and
attract businesses:
The need seemed to be that to really turn things around downtown, we needed to raise
some money. So I was able to prevail upon five or six of our downtown principals. . . I
had heard about this development authority being authorized in the state of Florida, so
we went around and got over 50% of the property owners in the downtown to agree to
pay a one-mil tax on ourselves, and we developed the DDA. We got the head of First
Federal [Savings and Loan], George Preston at that time, to become the chairman.
As the storefronts emptied, the residential areas surrounding downtown retail fell
into disrepair. Homeowners moved to the suburbs, and absentee landlords divided
once-grand homes into low-income multi-family housing. Crime increased in the area.2
The Downtown Development Authority had a lot of work to do.
Evaluate the Suburbanization Diagram [Page 11] of Palm Beach County in the 1950’s
and 1960’s prior to I-95 construction and Palm Beach County today. Use your
knowledge acquired from the reading and your evaluation of the diagram to respond in
writing the following questions:
1. Where were the malls located in Palm Beach in the 1950’s/1960’s? How many were
there? Where are the malls located in 2000’s Palm Beach? How many are there? What
conclusions can you draw?
2. Where did all roads in 1950’s/1960’s Palm Beach lead?
3. How did I-95 change people’s ability to purchase consumer goods? How did that
affect the landscape of the county?
4. Compare the suburbs from 1950’s/1960’s Palm Beach and 2000’s Palm Beach.
Linda Cullen, “History of West Palm Beach,” at
http://www.floridahistorichomes.com/genericservice/WPB.html.
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School District of Palm Beach County
Secondary Social Studies
Sources
The four activities were pulled from a variety of sources.
The “Historical Thinking Matters” lesson activities were taken in their entirety from
http://historicalthinkingmatters.org and administered by George Mason University.
The Populism/Election of 1896 lesson activities were taken from the “Reading Like a
Historian” curriculum http://sheg.stanford.edu/?q=node/45 prepared by the Stanford
History Education Group at Stanford University.
The Americans on the Home Front images and activities were taken from the “Using
Primary Sources” resources at the National Archives and Records Administration
http://www.archives.gov/education/research.
High School US History Winter Packet 2015-2016
School District of Palm Beach County
Secondary Social Studies
The Urban Expansion/I-95 in Palm Beach County activities were taken from the
Historical Society of Palm Beach County http://www.pbchistoryonline.org/page/highschool-lesson-plans and supplied by Clint Kovach from Lake Worth Community High
School in Lake Worth, FL.
All credit for these activities belongs to the above listed authors and sources.
Contact
Dr. Nikkia Deluz, Secondary Social Studies Program Planner,
[email protected] (561) 357-7556 PX 47556
Mission Statement
The School Board of Palm Beach County is committed to excellence in education and
preparation of all our students with the knowledge, skills and ethics required for
responsible citizenship and productive employment.
High School US History Winter Packet 2015-2016