Social Studies K-12 Parent Guide - South Brunswick Public

Social Studies Program A Parent’s Guide to the Curriculum

(Note: Grade 6-‐8 Curriculum Revised August 2015 to Align with NJ Common Core ELA)

District Mission

The South Brunswick School District will prepare students to be lifelong learners, critical thinkers, effective communicators and wise decision makers. This will be accomplished through the use of the New Jersey Core Curriculum Content Standards (NJCCCS) and/or the Common Core State Standards (CCSS) at all grade levels. The schools will maintain an environment that

promotes intellectual challenge, creativity, social and emotional growth and the healthy physical development of each student.

~Adopted 8.22.11

Curriculum Aligned to NJ Core Curriculum Content Standards (NJCCCS)

Board Approval of Social Studies Curriculum August 2016

This curriculum is approved for all regular education programs as specified and for adoption or adaptation by all programs including those for Special Education, English Language Learners, At-‐Risk Students and Gifted and

Talented Students in accordance with Board of Education Policy.

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Note to Parents The curriculum guide you are about to enter is just that, a guide.

Teachers use this document to steer their instruction and to ensure continuity between classes and across levels. It provides guidance to the teachers on what students need to know and able to do with regard to the learning of

social studies.

The curriculum is intentionally written with some “spaces” in it so that teachers can add their own ideas and activities so that the world language classroom is personalized to the students.

How to Read the Curriculum Document

Curriculum Area of content (e.g. Science)

Topic Course or Unit of Study (e.g. Biology)

Grade Level Grade Level Cluster (e.g. High School) or specific grade level (e.g. Kindergarten)

Summary A brief overview of the course or unit of study.

Rationale A statement as to why we are teaching this course or unit.

Interdisciplinary Connections

Which other areas of content to which there is major linkage. For example, a health education unit might link to science, language arts, social studies, art, physical education, etc.

21st Century Connections

How this course or unit is preparing students to be college and career ready. Referred to as S.A.L.T., each course or unit indicates which of the following it is building: • Skills such as critical or creative thinking, collaboration, communication, or core

values • Awareness such as global, cross-‐cultural or career. • Literacy such as information, media, technology, etc. • Traits necessary for success in life and careers such as productivity.

Terminology Key vocabulary and terms

Standards Here you will find the standards that this course or unit of study is addressing. Our curriculum is standards-‐based. The standards are the foundation of the unit. You can get more information on state standards by going to the NJ Department of Education at www.state.nj.us/education/cccs

Enduring Understandings

The big ideas, concepts or life lessons that students walk away with at the end of a unit of study.

Essential Questions Open ended questions that are considered throughout the unit of study. These are big, “worthy of wonder” questions often with multiple responses.

Objectives The discrete skills and knowledge that students will gain during the unit of study.

Assessments Assessments (tests, quizzes, projects, activities) that tell us if the students grasped the enduring understandings of the unit.

Lesson Plans & Pacing

Scope and sequence of lessons: how many, how long & approximately in what order.

Resources Major resources associated with the course or unit.

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Social Studies Acknowledgments

We are appreciative of the leadership provided by our social studies teachers and content specialists who served on the curriculum writing teams. In many cases, our lessons and units are “home-‐grown.” While aligning with state standards, they are designed with the needs of the South Brunswick student

population in mind.

Articulation At the K-‐5 level, teachers meet in job-‐alike settings several times a year.

At the 6-‐12 level, social studies teachers meet according to the school’s monthly schedule.

The Supervisors, Specialists, Curriculum Chairpersons, Technology Staff Developers, Directors and the Assistant Superintendent for Curriculum and Instruction meet for articulation at bi-‐monthly roundtables and ongoing content meetings throughout the year. Among the topics of discussion are the following: curriculum review cycle, curriculum mapping, resources (ordering, budgeting, inventory), lesson plans,

observation look-‐fors, professional development (including FLEX model), NJQSAC, placement, technology checklist and social studies specific technologies, assessment and summer work.

Curriculum Development Teams comprised of teachers at every grade level along with representative special education meet together throughout the year as needed. In a time period of major revision, the

teams will meet with greater frequency.

"Memory is what makes us who we are. If we lost all of our memory whenever we fell asleep at night, it would be

the same as if we died and a new person woke up in our body the next morning. History is the memory of a nation."

Thomas Sowell, "The Vision of the Anointed."

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TABLE OF CONTENTS

Overview of Social Studies

● K-12 Philosophy ● K-12 What We Teach/Why We Teach/How We Teach ● 21st Century Skills ● K-12 Program Delivery ● K-12 Resources ● K-12 Articulation ● K-12 Assessment ● K-12 Core Content Curriculum Standards ● Understanding by Design Model

Elementary Curriculum ● Curriculum Matrix: K-5 ● Elementary Curriculum Maps

Big Idea/Enduring Understandings/Essential Questions Desired Results: Standards Objectives: Knowledge and Skills Assessments Resources/Connections

Middle School Curriculum ● Curriculum Matrix: 6-8 ● Middle School Curriculum Maps


High School Curriculum ● Curriculum Matrix: High School Core Subjects ● High School Curriculum Maps


● High School Electives ● High School Advanced Placement Courses

NOTE: The curriculum for each level is “housed” under separate cover.

And if we think them (the people) not enlightened enough, the remedy is to inform them by education. ~ Thomas Jefferson

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OVERVIEW OF SOCIAL STUDIES INSTRUCTION

Statement of Philosophy The expectation is that all the students of South Brunswick will develop the social studies skills and knowledge they will need to be active, informed, responsible citizens and contributing members of their communities. The students will understand history as it relates to the present and future of their lives.

The What, Why, and How of Social Studies What We Teach The Social Studies content includes history as well as geography, economics, psychology, economics, psychology, anthropology, political science/civics and sociology. The diversity of our curriculum develops a broad spectrum of learning for our students.

Why We Teach It: Or, Why Study the Social Studies? Among the many reasons why students spend twelve of their thirteen years in public school engaged in social studies are the following:

● To understand people and societies,

● To understand change and how the society we live in came to be,

● To understand the importance of history in our own lives,

● To understand how history contributes to moral understanding,

● To provide identity—cultural literacy: a shared history that is assumed all already known,

● To become responsible citizens,

● To develop essential skills of

Critical thinking Questioning Making connections Adapting to new situations

● And, to succeed in the world of work.

How We Teach: Facts & Skills While Social Studies is different from that of yesteryear when schools relied heavily on memorization of facts, content knowledge continues to hold importance in today’s classroom. Knowing the facts is important for several reasons: Facts provide context and perspective for new learning, they help us reconcile time and space, and they build a framework for skill development. Having skills without facts would result in knowledge gaps. That being said, the main emphasis, however, in today’s classrooms is on skill development (concepts, connections and applications) because this is what’s necessary to function in the post secondary world.

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How We Prepare Students for the Post Secondary World: The 21st Century Skills Our Social Studies program is built upon those skills that students will need for success in the 21st Century.

The skills below, as set forth by the Partnership for 21st Century Skills, are necessary for accomplishment in life, in higher education, in the world of work, and in the global society.

● Creativity and innovation ● Critical thinking and problem solving ● Communication ● Collaboration ● Information literacy ● Media literacy ● Information and Communication Technology literacy ● Flexibility and adaptability ● Initiative and self-direction ● Social and cross-cultural skills ● Productivity and accountability ● Leadership and responsibility

The key elements for 21st Century Learning are represented in the graphic below. The graphic represents both 21st century skills student outcomes (as represented by the arches of the rainbow) and 21st century skills support systems (as represented by the pools at the bottom).

While the graphic represents each element distinctly for descriptive purposes, the Partnership for 21st Century Skills views all the components as fully interconnected in the process of 21st century teaching and learning.

21st Century Framework

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Program Delivery Our Social Studies classrooms are effective standards-based environments that foster understanding of big ideas and help students make connections between present, past and future. Below are the “social studies paths” that students may follow during their course of study in South Brunswick. Kindergarten: Family & Belonging/ Respect Grade 1: Where I Live & My Responsibility/Geography/History, Cultures, Perspectives Grade 2: Needs & Wants of Community/ Citizenship/Geography Grade 3: Lenape/Geography/Ethnic Heritage/Immigration including Colonization Grade 4: American Revolution/Government (U.S. & NJ) Grade 5: Ancient Civilizations as Taught Through the Five Themes of Geography Grade 6: World History (Early Human Societies, Expanding Zones of Exchange and Interaction,

Age of Global Encounters Grade 7: Social Sciences (Geography, Political Science, Economics, and Behavioral Science) Grade 8: United States History I: Colonization through The Civil War (Exploration; American

Beginnings, Settlement and Colonization; Revolution; A New Nation; Westward Expansion; Civil War

High School Core Courses (3-Year Sequence required for graduation): American Government United States History Global Studies

High School Electives: May include American Justice, Anthropology, Holocaust & Genocide, Military History, Race, Class & Gender, IPLE, Psychology, Sociology, Vietnam Era

High School Advanced Placement Courses (with prerequisites): May include: European History, US History, US Government, Comparative Governments, Psychology

Resources Kindergarten: Read aloud books on self, families, maps, towns, relatives, school Grade 1: Read aloud books on homes, citizenship, community, George Washington, Martin Luther

King, cultures, American symbols, and movement Grade 2: Atlas, The People We Know and related materials, Map Skills, and read aloud books on

Lenape, Native Peoples, New Jersey Grade 3: Text- Our Communities, Ellis Island (The History Channel), The Complete Book of Maps

and Geography, and related literature on immigration Grade 4: Text- Making a New Nation, Text- We the People, literature on Colonial America,

Revolutionary War, NJ regions and resources Grade 5: Anchor Text- World History: Ancient Civilizations and related literature on world history Grade 6: Anchor Text: HSS: World History 2008 (Holt, Rinehart, Winston) Grade 6: Technology: 6th Grade ~ Research Task (Research, Essay and Oral/Visual Presentation) Grade 7: Civics Today: Citizenship, Economics, and You (Glencoe) Grade 8: History Alive! The US Through Industrialism (Teachers Curriculum Institute) Grades 7/8: Technology: Research Task (Process, Research and Essay) Grade 9: American Government: We the People: The Citizen and the Constitution Grade 10: U.S. History II: American Anthem (Holt, Rinehart & Winston) and some teachers phasing

out the use of Boorstin’s A History of the United States (Prentice Hall); Grade 11: Global Studies: World Cultures: A Global Mosaic (Prentice Hall), World History People

and Nations: Modern World (Holt Rinehart and Winston) and World History Connections to Today: the Modern Era (Prentice Hall)

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Assessment There are multiple and varied forms of assessment at each grade level. What follows is a list of the key assessment tools used at each level.

Assessments at the Elementary Level ● Teacher made tests, quizzes and projects ● Standardized Grade Level Performance Tasks & Unit Tests ● 3rd Grade Immigration Research Task ● 4th Grade Online Social Studies Comprehensive Test of Knowledge ● 5th Grade Five Themes of Geography Research Task

Assessments at the Middle Level ● Teacher made tests, quizzes, and projects ● Research Tasks: Process, Essay and Presentation ● Essential Question Pre- and Post-Tests ● End-of-Unit Assessments

Assessments at the High School Level ● Teacher made tests, quizzes and projects ● Performance Assessments ● Pre-Post Unit and Course Assessments ● Research Tasks: Process, Essay, and Presentation ● AP exams

Integrated Use of Technology In social students, teachers design, develop, implement and evaluate digital-age learning experiences and assessments. For example, teachers make use of classroom technologies such as interactive whiteboards, projection devices, digital hardware and software.

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Curriculum Content Standards for Social Studies The South Brunswick Social Studies curriculum was developed to meet the objectives as stated in the NJ State Department of Education Core Curriculum Content Standards.” Technology is embedded where meaningful, and cross-curricular connections are purposely and explicitly noted. STANDARD 6.1 6.1 U.S. History- America in the World: All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities.

A. Civics, Government, and Human Rights B. Geography, People, and the Environment C. Economics, Innovation, and Technology D. History, Culture, and Perspectives

ERAS Each of the strands above, A-D, is studied through the context of the eras of time, beginning with when three worlds meet: African, European and Native American groups- leading up to contemporary United Students including its domestic issues, international policies and global interconnectedness.

Era- Three Worlds Meet (beginning to 1620) Three Worlds Meet Indigenous societies in the Western Hemisphere migrated and changed in response to the physical environment and due to their interactions with Europeans. European exploration expanded global economic and cultural exchange into the Western Hemisphere.

Era- Colonization and Settlement (1585-1763) Colonization and Settlement The colonists adapted ideas from their European heritage and from Native American groups to develop new political and religious institutions and economic systems. The slave labor system and the loss of Native American lives had a lasting impact on the development of the United States and American culture.

Era- Revolution and the New Nation (1754-1820s) Revolution and the New Nation The war for independence was the result of growing ideological, political, geographic, economic, and religious tensions resulting from Britain’s centralization policies and practices. The United States Constitution and Bill of Rights were designed to provide a framework for the American system of government, while also protecting individual rights. Debates about individual rights, states’ rights, and federal power shaped the development of the political institutions and practices of the new Republic. Disputes over political authority and economic issues contributed to a movement for independence in the colonies. The fundamental principles of the United States Constitution serve as the foundation of the United States government today.

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Era- Expansion and Reform (1801-1861) Expansion and Reform Westward movement, industrial growth, increased immigration, the expansion of slavery, and the development of transportation systems increased regional tensions.

Era- Civil War and Reconstruction (1850-1877) Civil War and Reconstruction The Civil War resulted from complex regional differences involving political, economic, and social issues, as well as different views on slavery. The Civil War and Reconstruction had a lasting impact on the development of the United States. Era- The Development of the Industrial United States (1870-1900) The Development of the Industrial United States Technological developments and unregulated business practices revolutionized transportation, manufacturing, and consumption and changed the daily lives of Americans. The Industrial Revolution and immigration had a powerful impact on labor relations, urbanization, the environment, and cultural values and created tensions between ethnic and social groups.

Era- The Emergence of Modern America (1890-1930) Progressive Reforms Progressive reform movements promoted government efforts to address problems created by rapid industrialization, immigration, and unfair treatment of women, children, and minority groups. An expanding market for international trade promoted policies that resulted in America emerging as a world power. World War I United States involvement in World War I affected politics, the economy, and geopolitical relations following the war. Roaring Twenties The 1920s is characterized as a time of social, economic, technological, and political change, as well as a time of emerging isolationism, racial and social tensions, and economic problems. Era- The Great Depression and World War II (1929-1945) The Great Depression The Great Depression resulted from government economic policies, business practices, and individual decisions, and it impacted business and society. New Deal Aimed at recovery, relief, and reform, New Deal programs had a lasting impact on the expansion of the role of the national government in the economy. World War II The United States participated in World War II as an Allied force to prevent military conquests by Germany, Italy, and Japan. Domestic and military policies during World War II continued to deny equal rights to African Americans, Asian Americans, and women.

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Era- Postwar United States (1945 to early 1970s) Cold War Cold War tensions between the United States and communist countries resulted in conflict that influenced domestic and foreign policy for over forty years Civil Rights and Social Change The Civil Rights movement marked a period of social turmoil and political reform, resulting in the expansion of rights and opportunities for individuals and groups previously discriminated against.

Era- Contemporary United States (1970-Today) Domestic Policies Differing views on government’s role in social and economic issues led to greater partisanship in government decision making. The increased economic prosperity and opportunities experienced by many masked growing tensions and disparities experienced by some individuals and groups. Immigration, educational opportunities, and social interaction have led to the growth of a multicultural society with varying values and perspectives. International Policies The United States has used various methods to achieve foreign policy goals that affect the global balance of power, national security, other national interests, and the development of democratic societies. Contemporary United States: Interconnected Global Society Scientific and technological changes have dramatically affected the economy, the nature of work, education, and social interactions.

STANDARD 6.2 World History/Global Studies All students will acquire the knowledge and skills to think analytically and systematically about how past interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically responsible world citizens in the 21st century. Strands

A. Civics, Government and Human Rights B. Geography, People and the Environment C. Economics, Innovation and Technology D. History, Culture and Perspectives

AGES AND PERIODS Each of the strands above, A-D, is studied through the context of the ages or periods of time, starting with the beginning of human society and leading up to the contemporary 21st century world.

The Beginnings of Human Society: Paleolithic and Neolithic Ages Hunter/gatherers adapted to their physical environments using resources, the natural world, and technological advancements. The agricultural revolution led to an increase in population, specialization of labor, new forms of social organization, and the beginning of societies. Archaeology provides historical and scientific explanations for how ancient people lived.

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Early Civilizations and the Emergence of Pastoral Peoples (4000-1000 BCE) Ancient River Valley Civilizations Ancient river valley civilizations (e.g., Mesopotamia, Egypt, Indus River [modern Pakistan and northwestern India], and, later, Yellow River Valley in China) developed due to favorable geographic conditions. They created centralized systems of government and advanced societies. The Classical Civilizations of the Mediterranean World, India, and China (1000 BCE-600 CE) The Classical Civilizations of the Mediterranean World, India, and China Classical civilizations (i.e., Greece, Rome, India and China) developed and expanded into empires of unprecedented size and diversity by creating centralized governments and promoting commerce, a common culture, and social values. Cultural exchange and diffusion dramatically increased, and enduring world religions emerged, during the era of classical civilizations. Classical civilizations declined as a result of internal weaknesses and external invasions, but they left lasting legacies for future civilizations. Expanding Exchanges and Encounters (500 CE-1450 CE) Expanding Exchanges and Encounters The emergence of empires (i.e., Asia, Africa, Europe and the Americas) resulted from the promotion of interregional trade, cultural exchanges, new technologies, urbanization, and centralized political organization. The rise and spread of new belief systems unified societies, but they also became a major source of tension and conflict. While commercial and agricultural improvements created new wealth and opportunities for the empires, most people’s daily lives remained unchanged. The Emergence of the First Global Age (1350-1770) Global Interactions and Colonialism The methods of and motivations for exploration and conquest resulted in increased global interactions, differing patterns of trade, colonization, and conflict among nations. Colonization was inspired by the desire to have access to resources and markets, often at the expense of the indigenous culture, population, and environment. Renaissance, Reformation, Scientific Revolution, and Enlightenment (1350-1700) Renaissance, Reformation, Scientific Revolution, and Enlightenment Ideas developed during the Renaissance, Scientific Revolution, Reformation, and Enlightenment led to political, economic, and cultural changes that have had a lasting impact. Age of Revolutions (1750-1914) Political and Industrial Revolutions, Imperialism, Reform, and Global Impact Discontent with prevailing economic, political, and social conditions was the impetus for change, which resulted in revolution or reform. The Industrial Revolution was a consequence of technological innovation and expanding economic activity and markets, resulting in massive population movement, urbanization, and the development of complex economic systems. Industrialized nations embarked on a competitive race for global resources and markets, resulting in the establishment of political and economic control over large regions of the world that had a lasting impact.

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A Half-Century of Crisis and Achievement (1900-1945) The Era of the Great Wars Nationalism, imperialism, industrialization, and militarism contributed to an increase in economic and military competition among European nations, the Ottoman Empire, and Japan, and led to World War I. The failure of the Treaty of Versailles, the impact of the global depression, and the expansionist policies and actions of Axis nations are viewed as major factors that resulted in World War II. World Wars I and II were "total wars" in which nations mobilized entire populations and economies and employed new military tactics that resulted in unprecedented death and destruction, as well as drastic changes in political boundaries. World Wars I and II challenged economic and political power structures and gave rise to a new balance of power in the world. Economic, technological, and military power and bureaucracies have been used by nations to deliberately and systematically destroy ethnic/racial, political, and cultural groups.

The 20th Century Since 1945 (1945-Today) Challenges for the Modern World Decolonization, the emergence of new independent nations, and competing ideologies changed the political landscape and national identities of those involved, and sometimes included military confrontations and violations of human rights. International migration and scientific and technological improvements in the second half of the 20th century resulted in an increasingly global economy and society that are challenged by limited natural resources.

Contemporary Issues Contemporary Issues Technological innovation, economic interdependence, changes in population growth, migratory patterns, and the development, distribution, and use of natural resources offer challenges and opportunities that transcend regional and national borders.

STANDARD 6.3 Active Citizenship in the 21st Century All students will acquire the skills needed to be active, informed citizens who value diversity and promote cultural understanding by working collaboratively to address the challenges that are inherent in living in an interconnected world. Strands

A. Civics, Government and Human Rights B. Geography, People and the Environment C. Economics, Innovation and Technology D. History, Culture and Perspectives

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Social Studies Skills Table Essential Question: What are effective strategies for accessing various sources of information and

historical evidence, determining their validity, and using them to solve a problem or find a solution to a public policy question?

Social Studies Skill K-4 5-8 9-12

Chronological Thinking Place key historical events

and people in historical eras using timelines.

Construct timelines of the events occurring during major eras.

Compare present and past events to evaluate the consequences of past decisions and to apply lessons learned.

Explain how the present is connected to the past.

Explain how major events are related to one another in time.

Analyze how change occurs through time due to shifting values and beliefs as well as technological advancements and changes in the political and economic landscape.

Spatial Thinking Determine locations of

places and interpret information available on maps and globes.

Select and use various geographic representations to compare information about people, places, regions, and environments.

Construct various forms of geographic representations to show the spatial patterns of physical and human phenomena.

Use thematic maps and other geographic representations to obtain, describe, and compare spatial patterns and information about people, places, regions, and environments.

Use maps and other documents to explain the historical migration of people, expansion and disintegration of empires, and growth of economic and political systems.

Relate current events to the physical and human characteristics of places and regions.

Critical Thinking Distinguish fact from fiction.

Compare and contrast differing interpretations of current and historical events.

Distinguish valid arguments from false arguments when interpreting current and historical events.

Identify and use a variety of primary and secondary sources for reconstructing the past (i.e., documents, letters, diaries, maps, photos, etc.).

Assess the credibility of sources by identifying bias and prejudice in documents, media, and computer-generated information.

Evaluate sources for validity and credibility and to detect propaganda, censorship, and bias.

Presentational Skills Use evidence to support an

idea in a written and/or oral format.

Select and analyze information from a variety of sources to present a reasoned argument or position in a written and/or oral format.

Take a position on a current public policy issue and support it with historical evidence, reasoning, and constitutional analysis in a written and/or oral format.

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Information on the NJ Core Curriculum Content Standards The Cumulative Progress Indicators (CPIs) referenced in this curriculum guide refer to the New Jersey Core Curriculum Content Standards (NJCCCS) and to the Common Core State Standards (CCCS). A complete copy of the NJ Core Curriculum Content Standards may be found at: www.state.nj.us/education/cccs. A complete copy of the Common Core State Standards may be found at: Common Core State Standards Initiative (CCSSI). A

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Middle School Alignment with Common Core Below is a chart outlining the alignment of NJ Social Studies skills and CCSS Literacy standards for History and Social Studies.

GRADES 6-8

COMMON CORE STANDARD FOR

LITERACY IN HISTORY / SOCIAL STUDIES 6-12

RELATED NEW JERSEY SOCIAL STUDIES SKILL

REQUIRED LESSON APPLICATIONS

ADDITIONAL LESSON IDEAS

Chronological Thinking (ChT), Spatial Thinking (ST), Critical Thinking (CrT), Presentational

Skills (PS)

KEY IDEAS AND DETAILS:

CCSS.ELA-Literacy.RH.6-8.1

Cite specific textual evidence to support analysis of primary and secondary sources.

CrT 3: Analyze primary and secondary sources for reconstructing the past and understanding historical perspectives (i.e., documents, letters, diaries, maps, images, etc.).

8th grade -- U S History, primary and secondary resources related to Revolutionary War and Creating a New Nation


Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.


8th grade -- U S History, primary and secondary resources related to Revolutionary War and Creating a New Nation.

6th grade -- Close reading and looking for the main idea of the Preamble and other parts of the Constitution, when looking at government.

CCSS.ELA-Literacy.RH 6-8.3

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Identify key steps in a text's description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered).

PS 2: Present information in a logical manner using evidence and reasoning while demonstrating presentation skills (e.g., eye contact, adequate volume, clear

7th grade -- TBD, based on Social Sciences curriculum

CRAFT AND STRUCTURE:


Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.

PS 1: Select and analyze information from a variety of sources to present a reasoned argument or position in a written and/or oral format.

6th, 7th, and 8th grade -- Word Walls, Socratic Seminars (topic / placement in curriculum TBD); (Minimum of two Socratic Seminars per year per grade level)

PS 2: Present information in a logical manner using evidence and reasoning while demonstrating presentation skills (e.g., eye contact, adequate volume, clear


Describe how a text presents information (e.g., sequentially, comparatively, causally).

grades 6, 7, and 8 -- integrated into a lesson utilizing close reading or whenever supplemental resources are introduced


Identify aspects of a text that reveal an author's point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).

CrT 1: Distinguish valid arguments from false arguments when interpreting current and historical events.

8th grade -- primary and secondary sources related to US History

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CrT 2: Evaluate sources for validity and credibility and to detect propaganda, censorship, and bias.

7th grade -- propaganda, censorship, bias

Integration of Knowledge and Ideas:


Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

ST 1: Select and use various geographic representations to compare information about people, places, regions, and environments.

grades 6, 7, and 8

ST 2: Use maps and other documents to explain the historical migration of people, expansion and disintegration of empires, and growth of economic and political systems.

grades 6, 7, and 8 (civilizations, political systems, colonization)

ChT 1: Construct timelines of the events occurring during major eras including comparative events in world history for the different civilizations.

6th grade -- comparative timeline of Classical Civilizations, possibly related to an inquiry / research burst (EraII)

ChT 2: Explain how major events are related to one another in time.

6th grade -- comparative timeline of Classical Civilizations, possibly related to an inquiry / research burst (EraII)

PS 1: Select and analyze information from a variety of sources to present a reasoned argument or position in a written and/or oral format

6th, 7th, and 8th grade -- Word Walls, Socratic Seminars (topic / placement in curriculum TBD); (Minimum of two Socratic Seminars per year per grade level)

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PS 2: Present information in a logical manner using evidence and reasoning while demonstrating presentation skills (e.g., eye contact, adequate volume, clear pronunciation).

(Minimum of two Socratic Seminars per year per grade level)


Distinguish among fact, opinion, and reasoned judgment in a text.

CrT 1: Compare and contrast differing interpretations of current and historical events.

grades 6, 7, and 8 -- Research / Inquiry bursts

CrT 2: Assess the credibility of sources by identifying bias and prejudice in documents, media, and computer-generated information.

grades 7, and 8 -- Research / Inquiry bursts


Analyze the relationship between a primary and secondary source on the same topic.


grades 7, and 8 -- Research / Inquiry bursts and curriculum

Social Studies educates people for citizenship “in a multicultural, democratic society.” (Star Ledger, Sept ’08)

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.

ELEMENTARY

CURRICULUM

K-2

We believe students learn best through experiences, activities, social interaction and discussions. The adopted resources are to be used as a reference in order to provide support and resources for focusing activities, with the goal of connecting concepts across curriculum. Integrated connections to the understandings are encouraged.

It is the hope of the curriculum development team that this document will provide you with the framework to assist with lesson development and the conceptual teaching of social studies to the students you work with every day.

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CURRICULUM MAP: K-5 STANDARDS Grade Standards Unpacked by Grade Level Kindergarten Belonging and Family

Civics: 6.2.2.A.1, A.5, A.6. D.1, E.2 US/NJ History: 6.4.2.A.1, A.4 Geography: 6.6.2.A.1

First Grade Belonging and Neighborhoods Civics: 6.2.2.A1, A2, A4, A5, A6 6.2.2. C.1, D2, E2, E3 US/NJ History: 6.4.2.A1, A4 Economics: 6.5.2.B1 Geography: 6.6.2.A1, D1, D2

Second Grade Communities

Social Studies Skills: 6.1.2.A.1 Civics: 6.2.2.C1, D1, D2, E1 US/NJ History: 6.4.2B.1-4 Economics: 6.5.2 A1-A4, B1 Geography: 6.6

Citizenship Social Studies Skills: 6.1.2.A.3 Civics: 6.2.2A.1-6, B.1, C.1, D.1-2 US/NJ History: 6.4.2.A3 Geography: 6.6.2 E. 1&3

Geography Geography: 6.6.2 A1-A3, B1, B2

Third Grade Mapping Unit Geography: 6.6.4 (A1-A6)

Lenape US/NJ History: 6.4: A1, B1, B8 Geography: 6.6. B1, B3

Ethnic Heritage/Immigration Social Studies Skills: 6.1: A1, A2, A3 Civics: 6.2: B4, D1, D2, D3, E1, E8, E10 US/NJ History: 6.4: A1, A2, A3, A5, B6 Economics: 6.5: A7 Geography: 6.6 B4

Fourth Grade Colonization Social Studies Skills: 6.1.A.5 Civics: 6.2 E1 US/NJ History: 6.4.A 1, 3

American Revolution Civics: 6.2 A1, A2, B1, C1, C4, D1 US/NJ History: 6.4 Bs, B3, B8 Geography: 6.6 B4

Sources of American Democracy

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Civics: 6.2 A3, A4, B1, B2, B3, C1, C2, C3, C4 US/NJ History: 6.4 B4, B7 Economics: 6.5 A6, B1, B2, D1, D2

Fifth Grade Five Themes of Geography Geography: 6.6.8 A (1 through 9); 6.6.8 B (2, 3, 4, 7 a and b); 6.6.8 C (1, 2, 4, 5) Tech Standards 8.1 B (1); 8.2 A (1-4); 8.2 C (1)

Pre History and the Beginning of Society World History: 6.3.8 A (1-3) Civics: 6.2.8 E (1, 2, 10) Economics: 6.5.8 A (1, 2, 5, 8); 6.5.8 B (1, 4) Geography: 6.6.8 A (1 through 9); 6.6.8 B (2, 3, 4, 7 a and b); 6.6.8 C (1, 2, 4, 5) Tech Standards 8.1 B (1); 8.2 A (1-4); 8.2 C (1)

Fertile Crescent World History: 6.3.8 A (1, 2, 3); 6.3.8 B (1); 6.2.8 A (1) Civics: 6.2.8 E (1, 10) Economics: 6.5.8 A (2, 5, 8); 6.5.8 B (1, 4) Geography: 6.6.8 A (1 through 9); 6.6.8 B (2, 3, 4, 7 a and b); 6.6.8 C (1, 2, 4, 5) Tech Standards 8.1 B (1); 8.2 A (1-4); 8.2 C (1)

Ancient Egypt and Nubia World History: 6.3.8 A (1, 2, 3); 6.3.8 B (1) Civics: 6.2.8 A (1); 6.2.8 E (1, 10) Economics: 6.5.8 A (2, 5, 8); 6.5.8 B (1, 4) Geography: 6.6.8 A (1 through 9); 6.6.8 B (2, 3, 4, 7 a and b); 6.6.8 C (1, 2, 4, 5) Tech Standards 8.1 B (1); 8.2 A (1-4); 8.2 C (1)

Ancient Indus Valley World History: 6.3.8 A (1, 2, 3); 6.3.8 B (1) Civics: 6.2.8 A (1); 6.2.8 E (1, 10) Economics: 6.5.8 A (2, 5, 8); 6.5.8 B (1, 4) Geography: 6.6.8 A (1 through 9); 6.6.8 B (2, 3, 4, 7 a and b); 6.6.8 C (1, 2, 4, 5) Tech Standards 8.1 B (1); 8.2 A (1-4); 8.2 C (1)

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CURRICULUM MAP: K-2 ESSENTIAL QUESTIONS

K 1 2 Belonging & Family Belonging & Neighborhoods Belonging and Communities

● What is family? ● What are the

characteristics that make you unique? Your family?

● What rules are necessary to show respect and responsibility for yourself and everyone?

● What makes us different? What makes us the same?

● How can differences bring people together?

● How does where people live affect their shelter, communication and transportation?

● How do people contribute to the neighborhood and community?

● How do the needs of a community get met?

● How do communities meet the needs of its members?

Citizenship

● How can the choices citizens make affect their community and the world?

● What makes a good leader?

● How do citizens show patriotism?

● What is the importance of American symbols?

Geography

Integrated focused on making a map of the classroom and using terms such as right, left, up, down, behind, in front. Mapping the room, classroom.

Integrated through the study of their community. Locating places in their community using cardinal directions. Provide a set of directions for someone to follow.

● How do we use maps and globes to understand our world?

● How does geography impact people; how do people impact geography?

Holidays are integrated into the curriculum and taught as they are applicable. Current Events are integrated into the curriculum and taught as they are applicable.

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CURRICULUM MAP: 3-5 ESSENTIAL QUESTIONS 3 4 5

Lenape American Revolution (US and NJ)

Five Themes of Geography

● What are the specific elements of Lenape culture?

● What are the similarities and differences between Lenape culture and our own?

● Would you sign the Declaration of Independence? Why or why not?

● What factors influenced the viewpoints of Colonial people at the time of the American Revolution?

● How does geography impact humans; how do humans impact geography?

Ethnic Heritage/Immigration National & NJ Government (Geography Integrated)

Ancient Civilizations (as taught through the 5 themes of geography)

● What would cause an immigrant to leave their home country and move to a new country?

● Despite the challenges of becoming a U.S. citizen, why would someone choose to do so?

● What does it mean to be a U.S. citizen?

● How had the American culture evolved?

● What factors pushed people from their homelands and what pulled them to the new world?

● How does the movement of people affect others and the physical environment around them?

● What was life like for people living in colonial America?

● What is government and what can it do?

● How does the Constitution protect our liberty today?

● How does ● industry/economics affect New

Jersey’s government and citizens?

● How have the basic values and principles of American democracy changed and in what ways have they been preserved?

● What elements are needed for a civilization to develop?

Geography ● How does using a map teach

the geographical features of the world?

Holidays are integrated into the curriculum and taught as they are applicable. Current Events are integrated into the curriculum and taught as they are applicable.

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Kindergarten

Social Studies Curriculum

Belonging & Family

Kindergarten students study the “here and now.”

They begin their social studies journey with an examination of self, others, and

belonging— beginning with family membership and what families hold in common and what makes them unique.

Their study covers different kinds of families and groups along with rules and

respect.

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Kindergarten

Belonging and Family

Background for teacher: Current Events and Holidays should be integrated into your weekly Social Studies instruction.

Desired Results

CS Content Standard(s) 6.2: Civics Big Idea:

An understanding of the historical foundations and underlying values and principles of American democracy prepares learners to make informed, responsible decisions as citizens and to value

participation as citizens of the nation and the world. 6.2.2.A.1, A.5, A.6, D.1, E.2

6.4: United States and New Jersey History

Big Idea: The study of United States and New Jersey history enables learners to see the interrelationship between past and present and to view current state and national issues with a historical perspective that informs

both the thinking and action. 6.4.2.A.1, A.4

6.6: Geography

Big Idea: Knowledge of geography and application of geographic skills enables students to understand

relationships between people, their behavior, places and the environment for problem solving and historical understanding.

6.6.2.A.1 U Understanding(s) 1. There are different kinds of families, each with unique characteristics. 2. Our differences make us unique and make our families unique. 3. Groups require rules that lead to respect and responsibility for everyone. Q Essential Question(s) 1. What is a family? 2. What are the characteristics that make you unique? Your family? 3. What rules are necessary to show respect and responsibility for yourself and everyone? K Knowledge & Skills

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The students will be able to: ● Explain the need for rules at home and at school. ● Explain that responsibility means something you must or should do. ● Explore the concept of diversity, tolerance, fairness and respect for others. ● Identify examples of responsible citizenship in a school setting. ● Identify and participate in traditions and celebrations of various cultures. ● Recognize change and continuity in their lives (past/yesterday, present/today and

future/tomorrow). ● Tell about their family heritage using stories songs and drawings. ● Explain location, direction, school and home (right, left, up, down, behind, in front). ● Identify different groups to which you belong (classroom, boy scout/girl scout, sports team, etc.). ● Discuss qualities that make you unique. ● Compare your family to your school family. ● Include current events in weekly social studies instruction.

Assessment Evidence T Performance Task(s) Long Term Assessment (Year-long)

● Goal- Students create a book about their family. ● Role- The children will be authors and illustrators, creating a book about their family. ● Standards- The book will include pictures and information about the family. The suggested

layout is as follows: September- No assignment October- Picture of family (including labels) November- Favorite foods December- Holidays we celebrate January- Vacations we have been on/want to go on February- Favorite family activities March- Picture of our home April- Why I love my family May- Cover June- Celebration!!!

● Audience- Your target audience is your classmates. Optional—Invite families into classroom for a celebration of completed books.

● Situation- The challenge involves creating a family book over the course of the school year that highlights how the student’s family is unique.

Short Term Assessment

● Goal- Students create a poster highlighting the characteristics that make them unique. ● Role- Students will be the designer of a uniqueness poster. ● Standards- Students draw, write, and cut out magazine pictures that show how they are unique. ● Suggested format below:

Fold a piece of paper into 4 squares Children decide what “unique” trait to put in each box Children illustrate, write about, or cut out pictures that depict each trait

● Audience- Classmates

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OE Other Evidence

● Over the course of the year, observations, as well as conferences and interviews, should be used to assess student understanding.

Learning Plan

L Learning Activities ● Have students list rules they should follow in school and at home. Develop an understanding of

why rules are important. Come up with a list of classroom rules emphasizing respect for others, fairness and safety. See Creating the Rules Grade K-2 Responsive Classroom Resource Book I (copy attached).

● Identify ways that students can help around the classroom (classroom jobs) and discuss responsibility.

● Play “The Warm Wind Blows” as a Morning Meeting activity, highlighting the different groups to which we belong. See attached.

● Students will work in partners to create a Venn diagram outlining their similarities and differences (food, holidays, pets, hair color, etc.).

● Have students create a map of their classroom. Once complete, students can work in pairs to move about the illustration using directional words- near, far, here, there, left, and right.

● Read aloud the big book This is the Way We Go to School (included in resources). Students then recreate the way they go to school. Identify how many landmarks they should provide. Then students share orally the way they go to school. Encourage students to use direction words.

● Students should create a simple timeline of the milestones in their lives (i.e. birth, walking, first words, birth of siblings, first day of school, etc.).

● Use the calendar each day to build awareness of where we are in space and time by describing concepts such as today, tomorrow, yesterday, month, year, season and special days.

● Read My Name is Johari by Newbridge Educational Publishing aloud. Follow lessons outlined in the Teacher Guide.

● Read I’m Gonna Like Me: Letting Off a Little Self-Esteem by Jamie Lee Curtis or What I Like About Me! A Book Celebrating Differences by Allia Zobel-Nolan. Students draw a self-portrait, color it and write a word or sentence that tells what they like about themselves.

● Read Me on the Map by Joan Sweeney as a resource for students to use in creating maps of their room to maps of their schools. Assists with understanding their place in the world.

Resources ● Aunt Flossie’s Hat by Elizabeth Fitzgerald and James Ransome ● I am Going to Like Me by Jamie Lee Curtis ● I Like Me by Nancy Carlson (big book and teacher’s guide) ● It’s Hard to be Five by Jamie Lee Curtis ● Me on the Map by Joan Sweeney ● My Name is Johar (big book and teacher’s guide) Newbridge Publishing Co. ● My Town by Rebecca Treays ● Papa Papa by Joan Marzollo ● The Family Book by Todd Parr ● The Relatives Came by Cynthia Rylant ● This is the Way We Go To School by Edith Baer (big book and teacher’s guide) ● This is the Way We Go to School by Edith Bear (big book and teacher’s guide) Scholastic ● What I Like About Me by Jamie Lee Curtis

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● Passing It On, Big book with teacher guide (read aloud) ● Then and Now, big book with teacher guide (read aloud)

Connections ● Cross Curricular: Location/Directions: right, left, up, down, behind, in front (Mathematics)

● Change: past, yesterday, today, tomorrow (Mathematics) ● Read alouds, creating a year long book, comparing/contrasting (Language Arts Literacy)

● Technology: 8.1 B Creativity and Innovation, 8.1 C Communication and Collaboration ● Character Education (Core Values): Cooperation, Responsibility, Empathy ● Career: 9.1 A. Critical Thinking & Problem Solving

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First Grade

Social Studies Curriculum

Belonging and Neighborhoods

First Grade students, similar to Kindergartners, study the “here and now” but this

time moving beyond family to the concept of “neighborhood.”

Students consider what makes people different and the same and how these likeness and differences bring people together as a community.

Students gain a deeper understanding of neighborhood and examine the housing,

transportation, business, jobs and community leaders that emerge based on geography and individual and collective contributions.

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Background for First Grade Teachers

� Belonging: (6.2 Civics) � Groups children belong to: neighborhood, religious, ethnic, social � Similarities and differences among the students in the class � Respectful behavior

� Cultural Holidays: (6.2 Civics) � Acceptance of different holidays, food, clothing and traditions that exist within our classroom

community

� Required American holidays, symbols and figures in history: (6.2 Civics, 6.1. S.S. Skills & 6.4 U.S. and N.J. History)

� Veteran’s Day, Constitution Day, Flag Day, Election Day, Columbus Day, Martin Luther King Day, President’s Day

� Statue of Liberty and American Flag � George Washington, Abraham Lincoln, Sacajawea, Susan B. Anthony, Harriet Tubman

� Neighborhoods: (6.5 Economics) � Types of housing (i.e. apartments, houses, trailers etc.) � Buildings (i.e. Public Library, Police Station) � Businesses and Stores (i.e. Grocery Store) � People that make up your neighborhood

� Community Helpers: (6.5 Economics) � People contribute to their neighborhoods by doing jobs (i.e. fireman, police officer, postal

worker)

� Map Skills (6.6 Geography) � four cardinal directions � using a simple map to locate objects

NOTE: The standards referenced above for each area of study indicate the overarching standard. Other standards are reflective and integrated in all the areas of study.

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First Grade

Belonging and Neighborhoods

Desired Results

CS Content Standard(s) 6.2: Civics Big Idea:

An Understanding of the historical foundations and underlying values and principles of American democracy prepares learners to make informed responsible decisions as citizens and to value

participation as citizens of the nations and the world. 6.2.2.A1, A2, A4, A5, A6

6.2.2. C.1, D2, E2, E3

6. 4: United States and New Jersey History Big Idea:

The study of United States and New Jersey history enables learners to see the interrelationship between past and present and to view current state and national issues with an historical perspective that informs

both thinking and action. 6.4.2.A1, A4

6.5: Economics

Big Idea: The study of economics fosters an understanding of the management of resources in the global, public

and private sectors and in individual decision making. 6.5.2.B1

6.6: Geography


relationships between people, their behavior, places and the environment for problem solving and historical understanding.

6.6.2.A1, D1, D2 U Understanding(s) Many differences and similarities among people contribute to our neighborhood’s diverse communities. Q Essential Question(s) 1. What makes us different? What makes us the same? 2. How can differences bring people together? 3. How does where people live affect their shelter, communication and transportation? 4. How do people contribute to their neighborhood and community?

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K Knowledge & Skills The students will be able to

● Explain the need for rules and laws. ● Explain the terms community, rule, law, and citizen. ● Give examples of authority. ● Explain justice is fairness for all. ● Explain responsibility is something you must/should do. ● Explore concept of diversity, tolerance, fairness and respect for others. ● Identify community leaders. ● Recognize and identify characteristics of people that demonstrate leadership and citizenship. ● Recognize that our country has symbols that stand for people, events, and ideas that are important

to us. ● Identify and participate in traditions of various cultures. ● Family heritage using songs, stories, drawings. ● Recognize change and continuity over time. ● Identify various jobs in a neighborhood/community. ● Identify the four cardinal directions and use them to locate places on a map. ● Identify transportation and communication. ● Identify types of housing (house, apartment, townhouse, condominium, etc.) ● Include current events in weekly social studies instruction.

Assessment Evidence T Performance Task(s)

● Students work with a partner to complete a Venn Diagram showing qualities that are the same and/or different about each other. They will choose two qualities that bring them together as friends; then discuss and share their findings with the class. (Items to include in diagram are family customs, type of home, family rules, etc.)

● Identify three community helpers. Then choose one community helper that you would like to

become and tell/write how that person you selected would help a community. OE Other Evidence

● Observations, student work such as drawing, writing, role playing.

Learning Plan L Learning Activities

● Study of classroom as a group. Develop an understanding of the different kinds of rules people have to follow: laws, school rules, classroom rules, safety rules etc. Together, establish a set of rules and consequences that enable the group to live and work cooperatively in the classroom/school environment.

● Come up with a list of classroom rules emphasizing respect for others, fairness and safety. See

Creating the Rules Grade K-2 Responsive Classroom Resource Book I (copy attached).

● Identify ways that students can help around the classroom (classroom jobs) and discuss responsibility.

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● Play “The Warm Wind Blows” as a Morning Meeting activity, highlighting the different groups

to which we belong. See attached. ● Discuss that a community is a place were people live and work together. A person who lives in a

community is called a citizen. Communities have rules called laws. A law is a rule that people in a community must follow. Communities can have many kinds of laws. Brainstorm with the class rules and laws they have in their community.

● Discuss the question: How do laws help communities? Students draw a picture that shows them

and their family following a law in their community? Pose the question: What can happen if you do not follow a law?

● Discuss the different groups people belong to, such as family, sports teams, school groups, social

groups etc. Pose question and brainstorm the different rules these groups of people follow. Discuss who makes the rules? Where do the rules come from? Why are rules different for these groups? Students can then draw a picture of a group they belong to that shows one rule they are following from that group.

● Discuss who makes the rules and laws for the community they live in. Create a connection by

first identifying who makes the rules in their family, school, classroom and then community. Identify the leaders of each group. Teacher could outline in a graphic format to display in the classroom. Example: Family rules ----------------------Mom, Dad, and children Classroom rules------------------Students and teacher School rules----------------------Principal, Assistant Principal, teachers Community law----------------Mayor (identify SB mayor) and community members Also see resource sheets behind the curriculum.

● Discuss the idea that there are many kinds of jobs people can do to earn money. People can also

volunteer to help others. Read aloud the big book Community Helpers (included in resources). Discuss and list the community helpers students see in their own community. Discuss why these people are important to a community.

● Students dress up or act out a community job. The class guesses what community helper they are

portraying. ● Discussion of diversity in the classroom through holidays and celebrations:

Traditional and Cultural Holidays Read aloud books American figures, holidays and symbols (Columbus Day, Veterans Day, Constitution Day, Flag Day, Martin Luther King Day, Presidents’ Day, Lincoln, Washington, Susan B. Anthony, Harriet Tubman, Sacajawea, American flag, Statue of Liberty,) see attached resources sheets.

● Read One World Many Cultures big book. Discuss the terms celebration and custom. Students

share one celebration that they share with their family. Make a collage that shows how your family celebrates that shows different customs.

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● Discuss and explore the people, places, buildings and homes that make up a neighborhood through poems (included in resources sheets that follow behind the curriculum) and books.

● Read A House is a House for Me aloud. Students draw a picture of their home and tell about

why/how the home fits the needs of their family.

● Read Symbols of America big book. Discuss with students the idea that symbols can be plants, animals or places (landmarks). Pose questions such as: Why are our country’s symbols important? What is one landmark in our county?

● *Explore basic map skills using the four cardinal directions.

Resources

● A House is a House for Me by Mary Ann Hobeman

● A World of Homes Newbridge Publishing Company (big book and teacher’s guide)

● Being a Good Citizen Sundance Publishing Company (big book and teacher resources)

● Community Helpers A-Z by Bobble D. Kalman

● Curious George by Marget Rey

● George Washington Newbridge Publishing Company (big book with planner)

● Happy Birthday Martin Luther King by Jean Marzollo

● One World Many Cultures Sundance Publishing Company (big book and teacher resources)

● Rainy City Rainbow Newbridge Publishing Company (big book)

● Symbols of America Sundance Publishing Company (big book and teachers resources)

● Why People Move Newbridge Publishing Company (big book)

● We Remember Our Past, big book with teacher guide (read aloud)

● From Here to There, big book with teacher guide (read aloud)

Websites: www.bensguide.gpo.gov/k-2/neighborhood/index.htmc http://harcourtschool.com/ss1/index_nj.html Connections

● Cross Curricular: Read alouds, written & oral responses to writing, compare & contrast (Language Arts Literacy) Community jobs volunteering vs. paid work (Mathematics)

● Technology: 8.1 E. Research and Information (websites listed above) ● Character Education (Core Values): Cooperation, Responsibility, Empathy ● Career: 9.1 A. Critical Thinking and Problem Solving

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Second Grade Social Studies Curriculum

Communities

Citizenship

Geography

Grade 2 students continue with the learning on belonging and neighborhoods by going deeper in their study of communities, past and present. Students consider how the people in their community contribute to the environment and economy.

Meanwhile understanding that geography is a way of understanding the relationship between people and the world.

Additionally, students will study the right and responsibilities of American citizens and the impact on their community and that symbols represent values and ideas

that are important to a group of people.

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Second Grade

Belonging and Communities

Desired Results

CS Content Standard(s) 6.1 Social Studies Skills

Big Idea: The development of social studies skills enables learners to apply the concept of time, location, distance, relationships and points of view to the study of contemporary and past peoples, places, issues and events.

6.1.2.A1

6.2 Civics Big Idea:


participation as citizens of the nation and the world. 6.2.2.C1, D1, D2, E1

6.4 United States and New Jersey History

Big Idea: The study of United States and New Jersey history enables learners to see the interrelationship between past and present and to view current state and national issues with a historical perspective that informs

both thinking and action. 6.4.2.A3

6.5 Economics

Big Idea: The study of economics fosters an understanding of the management of resources in the global, public

and private sectors and in individual decision making. 6.5.2 A1-A4, B1

6.6. Geography


relationships between people, their behavior, places and the environment for problem solving and historical understandings.

6.6.2.B2, C1, D1, D2, E1-E3

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U Understanding(s) 1. People satisfy the needs of a community. 2. Communities provide people with a sense of belonging. Q Essential Question(s) 1. How do the needs of a community get met? 2. How do communities meet the needs of its members? K Knowledge & Skills The students will be able to: People and Society

● Explain that the U. S. is a diverse nation and one of many in the world. ● Compare family life today to long ago. ● Explain concepts of long ago and far away. ● Explain need for rules, laws and government. ● Identify the types of transportation used to move goods and people. ● Identify the modes of communication used to transmit ideas. ● Describe the physical and human characteristics of places.

Environment

● Describe the role resources such as air, land, water and plants have in everyday life. ● Describe the impact of weather on everyday life. (science) ● Act on small-scale, personalize environmental issues such as littering and recycling, and explain

why such actions are important. (science) ● Recognize that the relationship of the earth to the sun affects weather conditions, climate, and

seasons. (science) Economy:

● Identify the basic goods/services for family needs, for everyday life. ● Explain how the products individuals eat, wear and use impact their health and safety, and the

environment. ● Identify various forms of currency. (math) ● Explain what it means to save money. ● Identify and explain various jobs and how workers receive income for their work.

Assessment Evidence

T Performance Task(s) Task: Design a poster or pamphlet for a family that includes pictures and explanation (oral or written) that convinces a family why this is the best community for them to move into. See attached assessment. Steps/Directions: 1. Distribute family option cards. 2. Students select a family and read the make-up of the family. 3. Students create a community that includes all the basic needs and interests of the family.

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4. Students display the community on a poster or pamphlet. 5. Students share orally or written how the community is a best fit for the family. Scoring: 3 point rubric to be distributed and explained to students prior to the assessment. OE Other Evidence: Quizzes, tests, prompts, observations, simulations, etc.

Learning Plan

L Suggested Learning Activities ● Define a community as a place where people live, work and play. ● Scavenger hunt activity for extracurricular communities (satisfy emotional needs). ● Unit 3: Lesson 2, The People We Know big book ● Compare and contrast urban, rural and suburban communities. ● Lesson How The Town of Meatball Springs Got Its Name from website

www.planning.org/kidsandcommunity/CreatemeatballSpringsStory.asp

● Read the book Little House, by Virginia Burton. Discuss how communities change over time (including changes in transportation and communication). (Literacy Integration)

● Unit 3:Lesson 4, The People We Know big book ● Economic Activity- Identify basic family needs, working to meet those needs, and saving money.

(Math Integration) ● Unit 3: Lesson 1, The People We Know big book ● Making a budget ● Unit 6: Lessons 1,2 & 3, The People We Know big book

Can use worksheet or create your own activity from worksheet concepts below that are included

● What’s wrong with this picture—identifying pollution/ littering (see attached) ● Earning, Spending and Savings activity (see attached) ● Goods and Services (see attached) ● My Environment (see attached)

Activities from the Social Studies in Action Resource Unit 3 such as:

● Recycling Inventions Simulation page 55 ● Favorite Farm Produce Graph page 59 ● Writing Project Dear Friend page 60 ● Letter to the Editor page 61

Daily Geography from the Social Studies in Action, The People We Know, for Unit 3 and/or Unit 6 to build basic knowledge (could be done as an interactive bulletin board or center) page 62.

Resources

Websites: www.hud.gov/kids/ www.planning.org/kidsandcommunity/

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Videos:

● 100% Educational Videos: How Communities Are Alike and Different, How Communities Grow and Change, Citizenship In The Community

Literature:

● The Little House, Virginia Lee Burton ● City Mouse, Country Mouse, Aesop ● Franklin’s Neighborhood, Paulette Bourgeois ● Old MacDonald Had an Apartment, Judy Barrett

Classroom Resources:

● Harcourt Social Studies Big Books, Teacher’s Guide and supporting resources: The People We Know

Connections

● Cross Curricular: Resources of air, land, water, plants, impact of weather on everyday life,

recycling, relationship of earth to sun, weather conditions, climate and seasons (Science) Currency, income for work (Mathematics) Compare/contrast, reading from a big book, writing in context (Language Arts Literacy)

● Technology: 8.1 C. Communication and Collaboration, 8.1 E. Research and Information (video) ● Character Education (Core Values) Cooperation, Responsibility, Empathy ● Career: 9.2 A. Income and Careers, 9. 2 B. Money Management, 9.2.E. Becoming a Critical

Consumer, 9.2.F. Citizen and Civic Financial Responsibility

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Second Grade Citizenship Desired Results

CS Content Standard(s)

6.1 Social Studies Skills Big Idea:

The development of social studies skills enables learners to apply the concept of time, location, distance, relationships and points of view to the study of contemporary and past peoples, places, issues and events.

6.1.2 A.3

6.4 United States and New Jersey History Big Idea:

The study of United States and New Jersey history enables learners to see the interrelationship between past and present and to view current state and national issues with an historical perspective that informs

both thinking and action.

6.4.2B.1-4 6.2 Civics Big Idea:


participation as citizens of the nation and the world.

6.2.2A.1-6, B.1, C.1, D.1-2

6.6. Geography Big Idea:

Knowledge of geography and application of geographic skills enables students to understand relationships between people, their behavior, places and the environment for problem solving and

historical understandings.

6.6.2 E. 1&3 U Understanding(s) 1. A citizen has rights and responsibilities that impact his or her community and the world. 2. Symbols represent values and ideas that are important to a group of people. Q Essential Question(s) 1. How can the choices citizens make affect their community and the world? 2. What makes a good leader? 3. How do citizens show patriotism? 4. What is the importance of American symbols?

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K Knowledge & Skills The students will be able to:

● Identify sources of information on local, national, and international events (e.g., books, newspaper, TV, radio, Internet).

● Explain the need for rules, laws, and government. ● Give examples of authority and recognize problems that might arise from lack of effective

authority. ● Describe how American citizens can participate in community and political life. ● Explain that justice means fairness to all. ● Explain that a responsibility means something you must or should do. ● Explore basic concepts of diversity, tolerance, fairness, and respect for others. ● Identify symbols of American values and beliefs such as the American Flag and the Statue of

Liberty. ● Identify community and government leaders (e.g., mayor, town council, President of the United

States). ● Identify examples of responsible citizenship in the school setting. ● Recognize real people and fictional characters who have demonstrated responsible leadership

and citizenship and identify the characteristics that have made them good examples. ● Recognize the names of major figures in American history, including George Washington,

Abraham Lincoln, Sacajawea, Harriet Tubman, Susan B. Anthony, and Martin Luther King Jr. ● Discuss the contributions of important women, African Americans, and Native Americans to

United States and New Jersey history. ● Explain the historical significance of major national holidays (e.g. Independence Day, Labor

Day) and American symbols. ● Relate why important national buildings, statues, and monuments are associated with our national

history. ● Describe the role of resources such as air, land, water, and plants in everyday life. ● Act on small-scale, personalized environmental issues such as littering and recycling, and explain

why such actions are important. Assessment Evidence

T Performance Task(s) Task: Students must nominate a real person that they know about for a citizenship award. Students will write, draw, or orally present the reasons and qualities explaining why their nominee should win the citizenship award.

● Example: ● Family members (parents, grandparents, siblings) ● Sports players ● Members of the school community (principal, assistant principal, teacher, etc.) ● Other community members

Steps/ Directions

1. Introduce the idea that a Citizenship Award needs to be given (Citizenship Week/Day). 2. Allow for individual brainstorming of qualities of good citizenship (provide blank

paper/graphic organizer).

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3. Share teacher made example to model the expectation of the assessment. 4. Students should think about a person they know who should receive this award and why

he/she deserves it. 5. Students choose the manner in which the qualities of the person are presented (i.e.

written, pictorial, or oral). Be sure to state reason the nominee should receive this award. Scoring: Suggest using the project rubric from the People We Know Assessment book page ix. OE Other Evidence: Quizzes, tests, prompts, observations, simulations, etc.

Learning Plan

L Learning Activities ● Create/revisit your set of classroom rules and sort them as rights and responsibilities. Extend to

community rules and responsibilities. (Responsive Classroom Integration) ● Fairness Pass card activity- Students are given cards that excuse them from regular classroom

rules during a set activity period (i.e. not necessary to raise hand to talk, sharpen pencil at will, go get drink of water at will, free use of classroom materials). Leads to discussion of need for rules, fairness for all. (included, see attached)

● Rights and Responsibilities activity (see attached). Students complete individually then discuss as a class.

● Ongoing discussion on current events. ● Mock class elections and voting throughout the school year. ● Virtual tours and websites of national monuments; i.e., White House and Statue of Liberty.

(Technology Integration) ● Explore a Memorial activity (included, see attached) ● Chart characteristics of good citizenship (ongoing throughout unit). ● Big book read alouds and matching activity pages in: ● Unit 1: The People We Know big book ● Unit 4: Lessons 3, 4 & 5 The People We Know

Daily Geography from the Social Studies in Action, The People We Know, for Unit 1 and or Unit 4 to build basic knowledge (could be done as an interactive bulletin board or center) page 62.

Resources Websites: www.whitehouse.gov/kids -Virtual Tour of White House www.kids.gov/ www.statueofliberty.org www.foundingfathers.info/American-flag/ www.hud.gov/kids/ Videos:

● Great Americans for Children (Video Series: Schlessinger Media) Susan B. Anthony, Harriet Tubman, Sacajawea, George Washington, Abraham Lincoln

● Harriet Tubman: Animated Hero Classics

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● So You Want to Be President? Judith St. George & David Smal ● American History for Children (Video Series: Schlessinger Media) Washington, DC; United

States Flag, National Observances ● American Government for Children (Video Series: Schlessinger Media) Federal, State and Local

Government, American Citizenship Literature:

● Current events magazine subscription: Time For Kids and/or Scholastic News ● The Story of the Statue of Liberty, by Betsey Maestro ● The American Flag, Lloyd G. Douglas ● F is for Flag, Wendy Cheyette Lewison ● Sacajawea: Her True Story by, Joyce Milton

Classroom Resources:

● Harcourt Social Studies Big Book, Teacher’s Guide and supporting resources

Connections

● Cross Curricular: Resources of air, land, water, plants, impact of weather on everyday life, recycling, (Science) Independent reading & read alouds, responses to prompts in writing (Language Arts Literacy)

● Technology: 8.1 E. Research and Information Literacy (virtual tours, web-sites & video) ● Character Education (Core Values): Cooperation, Responsibility, Empathy ● Career: 9.1 A. Critical Thinking & Problem Solving

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Second Grade Geography

Desired Results CS Content Standard(s)

6.6 Geography Big Idea:

Knowledge of geography and application of geographic skills enables students to understand relationships between people, their behavior, places and the environment for problem solving and

historical understanding.

6.6.2 A1-A3, B1, B2

U Understanding(s) We can locate and learn about places in our world using different tools. Geography is a way of understanding the relationship between people and the world. Q Essential Question(s) 1. How do we use maps and globes to understand our world? 2. How does geography impact people; how do people impact geography? K Knowledge & Skills The students will be able to

● Explain the spatial concepts of location, distance and direction, including: ● The location of school, home, neighborhood, community, state, and country ● The relative location of the community and places within it ● The location of continents and oceans

● Explain that the globe is a model of the earth and maps are representations of local and distant places.

● Demonstrate basic globe and map skills. ● Describe the physical features of places and regions on a simple scale. ● Describe the physical and human characteristics of places.

Assessment Evidence T Performance Task(s) Task: Students will label a blank community map. Given a blank map, students will name streets, buildings, and other areas (a compass rose may be labeled). Steps/Directions:

1. Distribute blank maps 2. Students will label parts of their map to create a community that includes streets,

buildings and other areas (a compass rose may be labeled). 3. Students will choose a starting point (green dot) and an ending point (red dot). 4. Student provides directions (written or oral depending on student ability) to move from

the starting point to the ending point.

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Differentiation Possibilities:

1. Choice of blank map 2. Students may be directed to make more than one stop along their route 3. Students may be asked to provide return directions, either retracing or creating

a new route back to their starting point.

**Note: Some students may use formal directional words (north, south, east, west) or informal directional words (left turn, right turn, number of blocks) when giving their directions. Scoring: Use the Individual Project Rubric provided in The People We Know Assessment Program page ix (attached as well). OE Other Evidence: Quizzes, tests, prompts, observations, simulations, etc.

Learning Plan

L Learning Activities ● Compare a picture to a map. ● Explore what various types of maps show. Where have you seen maps? How and why are they

used? Bring in an assortment of maps (i.e. amusement park maps, store maps, subway maps, world map, etc.) Primary Atlas page 30-31.

● Sort map features. (physical vs. human), Primary Atlas page 20-23 ● Locate places on various types of maps. Compass rose, map key, Primary Atlas page 14-15 ● Use a map to navigate from one location to another. ● Create a map of their school, community, etc. ● Compare and contrast a world map to a globe, Primary Atlas page 10-11 ● Unit 2: The People We Know

Resources

Websites: www.googleearth.com www.kidinfo.com www.funschool.kaboose.com/globe-rider/games/game_wheres_that_state.html Videos:

● Map Skills for Children (Video Series: Schlessinger Media) Maps & Globes ● U.S. Geography for Children (Video Series: Schlessinger Media) Greetings from…The United

States Literature:

● North, South, East and West Scholastic ● Tell Me How Far It Is Scholastic ● Looking at Maps and Globes Scholastic ● We Need Directions Scholastic

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Classroom Resources: ● Atlas Primary Big Book ● Harcourt Social Studies Big Book, Teacher’s Guide and supporting resources ● Map Skills, by Dr. Bernard A. Fox *Recommendation: complete as consumable - order at

building ● Harcourt Social Studies Big Book, Teacher’s Guide and supporting resources ● Atlas ● Pull Down Maps (USA & World) ● Globes ● Primary Atlas (a class set to be shared among teachers)

Connections

● Cross Curricular: physical characteristics of a region (Science) distance, compare/contrast (Mathematics)

● Technology: 8.1 E. Research and Information Literacy (web-sites & video see above) ● Character Education (Core Values) ● Career: 9.1.A. Critical Thinking & Problem Solving

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MIDDLE SCHOOL

CURRICULUM

6-8

49

MIDDLE SCHOOL SOCIAL STUDIES CURRICULUM

World History

SIXTH GRADE

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SIXTH GRADE SOCIAL STUDIES: CURRICULUM OVERVIEW

Content Area: WORLD HISTORY

Course Title: Grade 6 Social Studies

Course Description or Content Overview: The 6th grade social studies curriculum provides an integrated approach to World History through economics, geography, and political science. The curriculum is focused on the ten thematic strands developed by the National Council for the Social Studies. Course Rationale: In a democratic and multicultural society students need to understand multicultural perspectives. Knowing how to read and reconstruct the past allows one to develop a historical perspective. Examination of human behavior enhances understanding of social norms and emerging personal identity. Primary Interdisciplinary Connections: 21st Century Connections S= Skills; A= Awareness; L= Literacy; T= Traits S �Critical Thinking & Problem Solving �Creativity & Innovation �Communication &

Collaboration �Core Ethical Values A �Global �Cross Cultural �Career L � Content �Financial �Civic �Health �Information �Technology �Media T �Initiative �Productivity �Accountability �Responsibility �Self Direction � Leadership

� Humor � Resilience � Perseverance � Empathy �Responding with wonderment and awe � Take responsible risks �Other:

Standards: The curriculum is written in the Understanding by Design format and is based on enduring understandings, essential questions and both formative and summative assessments. A complete copy of the standards for WORLD HISTORY- Grade 6 Social Studies may also be found at: New Jersey Core Curriculum Standards (NJCCS) Common Core State Standards Initiative (CCSSI) Enduring Understandings: ● Classical civilizations (i.e., Greece, Rome, India and China) developed and expanded into

empires of unprecedented size and diversity by creating centralized governments and promoting commerce, a common culture, and social values.

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● Cultural exchange and diffusion dramatically increased, and enduring world religions emerged, during the era of classical civilizations.

● Classical civilizations declined as a result of internal weaknesses and external invasions, but they left lasting legacies for future civilizations.

● The emergence of empires (i.e., Asia, Africa, Europe and The Americas) resulted from the promotion of interregional trade, cultural exchanges, new technologies, urbanization, and centralized political organization.

● The rise and spread of new belief systems unified societies, but they also became a major source of tension and conflict.

● While commercial and agricultural improvements created new wealth and opportunities for the empires, most people’s daily lives remained unchanged.

Essential Questions:

● What causes the development, expansion, and collapse of civilizations? ● What impact does the spread of culture have on civilizations? ● Why are the legacies of classical civilization important? ● What causes an empire to develop and expand? ● What impact does the development of trade have on empires? ● How can cultural attitudes, beliefs, and values both unify and divide people?

Knowledge and Skills

Knowledge: Students will know… ● Interactions of people, cultures, and the environment affect different cultures. ● Classical civilizations developed and left lasting legacies for future civilizations. ● Centralized governments, commerce, culture and social values developed in the empires. ● World religions emerged during classical civilizations. ● Internal weakness and external invasions led to the decline of classical civilizations. ● The emergence of empires (i.e., asia, africa, europe, and the americas) resulted from

trade, cultural exchanges, new technologies and political organization. ● The rise and spread of new belief systems unified societies. ● The spread of new belief systems also became a major source of tension and conflict. ● Commercial and agricultural improvements created new wealth and opportunities for the

empires. Skills: Students will be able to… ● Explain how interactions, cultures and the environment affect different cultures by

completing a graphic organizer. ● Identify how governments, commerce, culture and social values developed in empires by

completing a graphic organizer. ● Compare and contrast how world religions emerged by completing a venn diagram. ● Evaluate how internal and external factors led to the decline of civilizations by

completing a flow chart.

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● Explain how classical civilizations left lasting legacies by writing an essay. ● Determine how the emergence of trade, politics, commerce, technology and cultural

exchanges led to the emergence of empires by completing a flow chart. ● Evaluate how the rise and spread of new belief systems unified societies by completing a

graphic organizer. ● Consider how the spread of new belief systems became a major source of tension by

participating in a class discussion. ● Recognize how commercial and agriculture improvements created new wealth by

completing graphic organizer. Terminology:

Era I geography, culture, society, civilization, geography, philosophy, subcontinent, monsoon, caste system, Hinduism, Deity, polytheism, monotheism, Buddhism, nirvana, reincarnation, meditation, fasting, karma, missionary, Sikhism, Sanskrit, astronomy, metallurgy, missionary, guru, dynasty, peasant, Confucianism, Daoism, Legalism, morals, ethics, emperor, empire, social structure, acupuncture, innovation, seismograph, city state, acropolis, agora, polis, legacy, mythology, monarchy, oligarchy, tyranny, tyrant, democracy, alliance, republic, patrician, plebeian, dictator, senate, consuls, veto, tribune, magistrates, checks and balances, forum, Pax Romana, aqueduct, Latin, Christianity, Pantheon, myth Era II Islam, caravan, bazaar, oasis, Koran, Muslim, pilgrimage, mosque, prophet, hajj, convert, caliph, tolerance, charity, rebellion, kente, Samurai, shogun, daimyo, figure head, buishido, porcelain, calligraphy, feudalism, knights, vassals, surfs, peasants, guilds, manors, lord, crusades, chivalry, jade, tapestry, Shinto, court, gothic, cathedral, Catholicism, Magna Carta, plague, maize, observatory, conquistadors, Quechua, masonry, Neo-Confucianism

Formative Assessments Assessments may include:

● Quizzes ● Unit tests ● Interactive student notebooks ● Homework assignments ● Class activities ● Teacher observations ● Projects ● Current Events (Social Studies Skills, Active Citizenship in the 21st Century) ● Notebook checks

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Summative Assessment (end point)

Standardized Summative (final)

● Pre-Test: Introduce the Essential Question (Why are the legacies of classical civilization important?), discuss and define “legacy”, review scoring rubric, ask students to write about their understanding of the Essential Question (10 minutes), score with rubric

● Post-Test: Class Carousel Chart Activity, review scoring rubric; students will respond to the Essential Question (40 minutes); score with rubric

● Pre-Test: Introduce the Essential Question (What impact does the development of trade have on empires?), discuss and define “trade routes”, review scoring rubric, ask students to write about their understanding of the Essential Question (10 minutes), score with rubric

● Post-Test: Class Carousel Chart Activity, review scoring rubric; students will respond to the Essential Question (40 minutes); score with rubric

● Research Task: Students research, write an essay, then present information on their society and their specific topic (How did your society/topic influence the way they lived?)

Course Resources: 21st Century Connections:

8.1 Technology (Education Technology) 8.2 Technology (Engineering and Design) 9.1 The 21st Century Life & Career Skills 9.2 Personal Financial Literacy 9.3 Career Awareness, Exploration, Preparation 9.4 Career Cluster Specific Character Education (Core Values): ● Cooperation ● Assertion ● Responsibility ● Empathy ● Self-control

Technologies: Brain Pop, United Streaming, Power Point, iMovie, Photo Booth, Prezi, Wordle, flip cameras, lap tops, Smart Board

Text: Text: World History, Publisher Holt

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Pacing Chart (Scope & Sequence) Era I:

Lesson 1 (India) 10 days Lesson 2 (China) 10-12 days Lesson 3 (Greece) 15-18 days Lesson 4 (Rome) 15-18 days Lesson 5 (Research Task / Assessment) 20-25 days

Era II:

Lesson 1 (Byzantine) 3 days Lesson 2 (Muslim) 7-10 days Lesson 3 (Africa) 7-8 days Lesson 4 (China/Japan) 8-10 days Lesson 5 (Middle Ages) 10-12 days Lesson 6 (The Americas) 12 days

Units of Study

Era 1-India, China, Greece, Rome Era 2- Byzantine/Muslim, Africa, China/Japan, Middle Ages, The Americas

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Social Sciences

7TH GRADE

56

SOCIAL SCIENCES: CURRICULUM OVERVIEW

Content Area: SOCIAL STUDIES

Course Title: SOCIAL SCIENCES

Course Description or Content Overview:

● Geography ● Political Science ● Economics ● Behavioral Science ●

Course Rationale: Social studies education provides learners with the knowledge, skills, and perspectives needed to become active, informed citizens and contributing members of local, state, national, and global communities in the digital age. An education in social studies fosters a population that:

● Is civic minded, globally aware, and socially responsible.

● Exemplifies fundamental values of American citizenship through active participation in local and global communities.

● Makes informed decisions about local, state, national, and global events based on inquiry and analysis.

● Considers multiple perspectives, values diversity, and promotes cultural understanding.

● Recognizes the implications of an interconnected global economy.

● Appreciates the global dynamics between people, places, and resources.

● Utilizes emerging technologies to communicate and collaborate on career and personal matters with citizens of other world regions.

Students begin to analyze the implications of government structures and economic policies for individuals, communities, nations, and global relationships. The study of migratory patterns and belief systems that have led to cooperation and conflict among groups of people enable students to realize the significance of cultural transmission in today’s global society. Relevant activities help students connect content knowledge to current issues and promote service learning, empowering them to become civic-minded and socially active. The curriculum centers on giving students essential tools and knowledge to think analytically about how American heritage has been shaped so that they may become productive citizens locally, nationally, and globally, making informed decisions reflective of fundamental rights and democratic values.

Primary Interdisciplinary Connections: 21st Century Connections S= Skills; A= Awareness; L= Literacy; T= Traits S �Critical Thinking & Problem Solving �Creativity & Innovation �Communication & Collaboration

�Core Ethical Values

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A �Global �Cross Cultural �Career L � Content �Financial �Civic �Health �Information �Technology �Media T �Initiative �Productivity �Accountability �Self Direction �Leadership �Diplomacy

�Humor �Resilience �Perseverance �Responding with wonderment and awe �Kindness �Respect �Service to Others �Responsible risk-taking �Manners � Responsibility �Empathy �Other

Standards: The curriculum is written in the Understanding by Design format and is based on enduring understandings, essential questions and both formative and summative assessments. A complete copy of the standards for Social Studies may also be found at: New Jersey Core Curriculum Standards (NJCCS) Common Core State Standards Initiative (CCSSI) New Jersey Core Curriculum Standards (NJCCS) ● Standard 6.3 Active Citizenship in the 21st Century. All students will acquire the skills

needed to be active, informed citizens who value diversity and promote cultural understanding by working collaboratively to address challenges that are inherent in living in an interconnected world.

● Four strands frame the content within each standard: (A) Civics, Government, and Human Rights; (B) Geography, People, and the Environment; (C) Economics, Innovation, and Technology; and (D) History, Culture, and Perspectives.

English Language Arts Standards for History/Social Studies, Grades 6-8 Key Ideas and Details

RH.6-8.1. Cite specific textual evidence to support analysis of primary and secondary sources.

RH.6-8.2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.

RH.6-8.3. Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered).

Craft and Structure

RH.6-8.4. Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.

RH.6-8.5. Describe how a text presents information (e.g., sequentially, comparatively, causally).

RH.6-8.6.Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).

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Integration of Knowledge and Ideas

RH.6-8.7. Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

RH.6-8.8. Distinguish among fact, opinion, and reasoned judgment in a text.

RH.6-8.9. Analyze the relationship between a primary and secondary source on the same topic.

Range of Reading and Level of Text Complexity

RH.6-8.10. By the end of grade 8, read and comprehend history/social studies texts in the grades 6–8 text complexity band independently and proficiently.

Enduring Understandings: Geography:

● People and the environment interact to create a unique cultural perspective. Political Science:

● Governments exist to maintain social control. ● Democratic and authoritarian forms of government have different underlying values.

Economics: ● Economic systems exist because people want more than what they have. ● Scarcity is the driving force behind economic decisions.

Behavioral Science: ● Norms are expected behaviors that differ from society to society. ● Norms of behavior evolve from a society’s values.

Essential Questions: Key essential questions recur throughout the study of history. They provoke inquiry and lead to deeper understanding of the big ideas that enable students to better comprehend how the past connects to the present.

Geography:

● How does geography affect human development? Political Science:

● What is government and how does it work? ● Is any one political system the best? ● How does a nation’s government affect its relations with its citizens and the rest of the world?

Economics: ● How is wealth distributed among individuals and nations? ● How does the use and distribution of available resources affect people’s lives?

Behavioral Science: ● What is normal? ● How does “normal” change from culture to culture?

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21st Century Essential Questions A. Civics, Government, and Human Rights ● How do citizens, civic ideals, and government institutions interact to balance the needs of

individuals and the common good? ● How have economic, political, and cultural decisions promoted or prevented the growth of

personal freedom, individual responsibility, equality, and respect for human dignity?

B. Geography, People, and the Environment ● How do physical geography, human geography, and the human environment interact to influence

or determine the development of cultures, societies, and nations?

C. Economics, Innovation, and Technology ● How can individuals, groups, and societies apply economic reasoning to make difficult choices

about scarce resources? What are the possible consequences of these decisions for individuals, groups, and societies?

● How have scientific and technological developments over the course of history changed the way people live and economies and governments function?

D. History, Culture, and Perspectives ● How do our interpretations of past events inform our understanding of cause and effect, and

continuity and change, and how do they influence our beliefs and decisions about current public policy issues?

● How can the study of multiple perspectives, beliefs systems, and cultures provide a context for understanding and challenging public actions and decisions in a diverse and interdependent world?

Knowledge and Skills Knowledge: Students will know…

Global Awareness • Using 21st century skills to understand and address global issues • Learning from and working collaboratively with individuals representing diverse cultures,

religions and lifestyles in a spirit of mutual respect and open dialogue in personal, work and community contexts

• Understanding other nations and cultures, including the use of non-English languages Financial, Economic, Business and Entrepreneurial Literacy

• Understanding the role of the economy in society Civic Literacy

• Participating effectively in civic life through knowing how to stay informed and understanding governmental processes

• Exercising the rights and obligations of citizenship at local, state, national and global levels • Understanding the local and global implications of civic decisions

Environmental Literacy • Demonstrate knowledge and understanding of the environment and the circumstances and

conditions affecting it, particularly as relates to air, climate, land, food, energy, water and ecosystems

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• Demonstrate knowledge and understanding of society’s impact on the natural world (e.g., population growth, population development, resource consumption rate, etc.)

• Investigate and analyze environmental issues, and make accurate conclusions about effective solutions

Skills: Students will be able to…

● Explore and ask questions about the nature of culture and specific aspects of cultural beliefs and their influence on human behavior.

● Expand, through a formal study of history, their understanding of the past and of historical concepts and inquiry.

● Begin to understand that interpretations are influenced by experiences, societal values, and cultural traditions.

● Relate their experiences to other environmental contexts, using these experiences to use data and apply skills in analyzing human behavior in relation to physical and cultural environments.

● Understand the processes of learning, growth, and development. ● Examine issues of personal identity and explain self in relation to others in society. ● Develop an increasing awareness of rights and responsibilities in specific historical and

contemporary contexts. ● Expand their knowledge of economic concepts and principles and use economic reasoning

processes to address issues related to fundamental economic questions. ● Explore the complex relationships among technology, human values, and behavior. ● Expand their ability to analyze and evaluate the relationship between ideals and practice through

their roles in their community. Terminology: Geography: sustainable development, developing countries, population growth, developed countries, zero population growth, infant mortality, literacy rates, renewable / nonrenewable resources population pyramids, Behavioral Science: psychology, culture, normal, ethnocentrism, anthropology, stereotypes, personality, adaptation, heredity / environment, socialization, sociology, folkways / mores / laws, cultural diffusion, culture shock, id, ego, superego, sanctions, roles, institutions, Maslow’s hierarchy of needs, rites of passage, perceptions Economics: supply and demand, law of supply law of demand, law of scarcity, stocks, consumer, producer, stock market, profit / loss, depression, recession, entrepreneur, factors of production, opportunity cost, types of economies, personal finance, debt, loans, retirement, budget, taxes and tax brackets, gross and net income, needs and wants, compounding interest, exponential growth Political Science: democracy, dictatorship, monarchy, oligarchy, anarchy, republic, theocracy, government

Formative Assessments may include:

· Quizzes · Tests

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· Group tasks · Homework · Projects · Class Participation · Writing Tasks, including essays and short constructed responses · Interactive Student Notebooks

Summative Assessments Will include knowledge- and performance-based common assessments, to be determined by current and relevant events and data.

Course Resources:

Text: ● Civics Today Textbook

● Introduction to the Social Sciences (supplemental text)

Technologies:

● Classroom computers and LCD projectors

● Laptop computer carts

● School library resources

8.1 Technology (Education Technology): ● Use of computers for research, video clips, students projects (may include PowerPoint, iMovie,

podcast, Prezi, Glogster) ● Use of teacher projection stations for video clips, Internet resources, teacher-prepared

presentations Other:

● Social Studies department WIKI

● South Brunswick Curriculum Guide

● New Jersey Social Studies Standards

Pacing Chart (Scope and Sequence)

UNIT DAYS* Geography 40 days Economics 40 days Political Science 40 days Behavioral Science 40 days

* Units may be taught in any sequence

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AMERICAN HISTORY I

8TH GRADE

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AMERICAN HISTORY I: CURRICULUM OVERVIEW Content Area: SOCIAL STUDIES

Course Title: AMERICAN HISTORY I

Course Description or Content Overview: EXPLORATION THROUGH THE CIVIL WAR

Era 1 – Three Worlds Meet, 1350 - 1620 Era 2 – American Beginnings, Settlement and Colonization, 1585 - 1763 Era 3a – American Revolution, 1754 - 1787 Era 3b – The New Nation, 1787 - 1800 Era 4 – Westward Expansion, 1800 – 1860 Era 5 – Civil War, 1848-1865

Course Rationale: Social studies education provides learners with the knowledge, skills, and perspectives needed to become active, informed citizens and contributing members of local, state, national, and global communities in the digital age. An education in social studies fosters a population that:

· Is civic minded, globally aware, and socially responsible. · Exemplifies fundamental values of American citizenship through active participation in local

and global communities. · Makes informed decisions about local, state, national, and global events based on inquiry

and analysis. · Considers multiple perspectives, values diversity, and promotes cultural understanding. · Recognizes the implications of an interconnected global economy. · Appreciates the global dynamics between people, places, and resources. · Utilizes emerging technologies to communicate and collaborate on career and personal

matters with citizens of other world regions.

Through instruction in U.S. History, students begin to analyze the implications of government structures and economic policies for individuals, communities, nations, and global relationships. The study of migratory patterns and belief systems that, in the past, led to cooperation and conflict among groups of people enable students to realize the significance of cultural transmission in today’s global society. Relevant activities help students connect content knowledge to current issues and promote service learning, empowering them to become civic-minded and socially active.

21st Century Connections S= Skills; A= Awareness; L= Literacy; T= Traits S �Critical Thinking & Problem Solving �Creativity & Innovation �Communication & Collaboration

�Core Ethical Values A �Global �Cross Cultural �Career L � Content �Financial �Civic �Health �Information �Technology �Media

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T �Initiative �Productivity �Accountability �Self Direction �Leadership �Diplomacy �Humor �Resilience �Perseverance �Responding with wonderment and awe �Kindness �Respect �Service to Others �Responsible risk-taking �Manners � Responsibility �Empathy �Other

Standards: The curriculum is written in the Understanding by Design format and is based on enduring understandings, essential questions and both formative and summative assessments. A complete copy of the standards for Social Studies may also be found at: New Jersey Core Curriculum Standards (NJCCS) Common Core State Standards Initiative (CCSSI)

New Jersey Core Curriculum Standards (NJCCS) · Standard 6.1 U.S. History: America in the World. All students will acquire the knowledge

and skills to think analytically about how past and present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities.

· Standard 6.2 World History/Global Studies. All students will acquire the knowledge and skills to think analytically and systematically about how past interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically responsible world citizens in the 21st century.

· Standard 6.3 Active Citizenship in the 21st Century. All students will acquire the skills needed to be active, informed citizens who value diversity and promote cultural understanding by working collaboratively to address challenges that are inherent in living in an interconnected world.

Four strands frame the content within each standard: (A) Civics, Government, and Human Rights; (B) Geography, People, and the Environment; (C) Economics, Innovation, and Technology; and (D) History, Culture, and Perspectives.

English Language Arts Standards for History/Social Studies, Grades 6-8 Key Ideas and Details

RH.6-8.1. Cite specific textual evidence to support analysis of primary and secondary sources.

RH.6-8.2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.

RH.6-8.3. Identify key steps in a text’s description of a process related to history/social studies (e.g., how

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a bill becomes law, how interest rates are raised or lowered).

Craft and Structure

RH.6-8.4. Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.

RH.6-8.5. Describe how a text presents information (e.g., sequentially, comparatively, causally).

RH.6-8.6. Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).

Integration of Knowledge and Ideas

RH.6-8.7. Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

RH.6-8.8. Distinguish among fact, opinion, and reasoned judgment in a text.

RH.6-8.9. Analyze the relationship between a primary and secondary source on the same topic.

Range of Reading and Level of Text Complexity

RH.6-8.10. By the end of grade 8, read and comprehend history/social studies texts in the grades 6–8 text complexity band independently and proficiently. Enduring Understandings: · Indigenous societies in the Western Hemisphere migrated and changed in response to the physical

environment and due to their interactions with Europeans. · European exploration expanded global economic and cultural exchange into the Western

Hemisphere. · The colonists adapted ideas from their European heritage and from Native American groups to

develop new political and religious institutions and economic systems. · The slave labor system and the loss of Native American lives had a lasting impact on the development

of the United States and American culture. · Disputes over political authority and economic issues contributed to a movement for independence in

the colonies. · The fundamental principles of the United States Constitution serve as the foundation of the United

States government today. · Westward movement, industrial growth, increased immigration, the expansion of slavery, and the

development of transportation systems increased regional tensions.

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· The Civil War resulted from complex regional differences involving political, economic, and social issues, as well as different views on slavery.

· The Civil War had a lasting impact on the development of the United States.

Essential Questions: Key essential questions recur throughout the study of history. They provoke inquiry and lead to deeper understanding of the big ideas that enable students to better comprehend how the past connects to the present. A. Civics, Government, and Human Rights o How do citizens, civic ideals, and government institutions interact to balance the needs of individuals

and the common good? o How have economic, political, and cultural decisions promoted or prevented the growth of personal

freedom, individual responsibility, equality, and respect for human dignity?

B. Geography, People, and the Environment o How do physical geography, human geography, and the human environment interact to influence or

determine the development of cultures, societies, and nations?

C. Economics, Innovation, and Technology o How can individuals, groups, and societies apply economic reasoning to make difficult choices about

scarce resources? What are the possible consequences of these decisions for individuals, groups, and societies?

o How have scientific and technological developments over the course of history changed the way people live and economies and governments function?

D. History, Culture, and Perspectives o How do our interpretations of past events inform our understanding of cause and effect, and

continuity and change, and how do they influence our beliefs and decisions about current public policy issues?

o How can the study of multiple perspectives, beliefs systems, and cultures provide a context for understanding and challenging public actions and decisions in a diverse and interdependent world?

Knowledge and Skills Knowledge: Students will know… ● Forms of governance, belief systems, and family structures among African, European, and Native

American peoples. ● Migration and settlement patterns of Native American groups. ● Science, religion, and technology innovations related to European exploration. ● How and why early government structures developed. ● The social, economic, and political opportunities during Colonial times. ● Factors that impacted emigration, settlement patterns, and regional identities of the colonies. ● The system of mercantilism and its impact on the economies of the colonies and European countries. ● The ideals found in the Declaration of Independence. ● The Alien and Sedition Acts.

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● How political parties were formed. ● Why New Jersey’s location played an integral role in the American Revolution. ● That the consequences of the Seven Years War, changes in British policies toward American

colonies, and responses by various groups and individuals in the North American colonies led to the American Revolution.

● Why the Declaration of Independence was written and how its key principles evolved to become unifying ideas.

● The roles and perspectives of various socioeconomic groups (e.g., rural farmers, urban craftsmen, northern merchants, and southern planters), African Americans, Native Americans, and women during the American Revolution.

● The terms of the Treaty of Paris. ● The prevailing attitudes, socioeconomic factors, and government actions (i.e., the Fugitive Slave Act

and Dred Scott Decision) in the North and South (i.e., Secession) that led to the Civil War. ● How to use maps and primary sources to locate information. ● The role that economics played in enabling the North and South to wage war. ● Why the Civil War was more costly to America than previous conflicts were. ● The roles of African Americans who lived in Union and Confederate states during the Civil War. ● The concept of Manifest Destiny. ● The impact of the Louisiana Purchase and western exploration on the expansion and economic

development of the USA. ● How major technological developments revolutionized land and water transportation, as well as the

economy. ● The major efforts to reform education, women’s rights, slavery, and other issues during the

Antebellum period. ● The resistance to slavery increased and New Jersey’s role in the Underground Railroad. Skills: Students will be able to… ● Compare and contrast forms of governance, belief systems, and family structures among African,

European, and Native American groups. ● Describe migration and settlement patterns of Native American groups, and explain how these

patterns affected interactions in different regions of the Western Hemisphere. ● Analyze the world in spatial terms, using historical maps to determine what led to the exploration of

new water and land routes. ● Evaluate the impact of science, religion, and technology innovations on European exploration. ● Explain why individuals and societies trade, how trade functions, and the role of trade during this

period. ● Compare and contrast gender roles, religion, values, cultural practices, and political systems of Native

American groups. ● Explain how interactions among African, European, and Native American groups began a cultural

transformation. ● Evaluate the impact of the Colombian Exchange on ecology, agriculture, and culture from different

perspectives. ● Determine the roles of religious freedom and participatory government in various North American

colonies. ● Explain how and why early government structures developed, and determine the impact of these early

structures on the evolution of American politics and institutions. ● Explain how race, gender, and status affected social, economic, and political opportunities during

Colonial times.

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● Determine factors that impacted emigration, settlement patterns, and regional identities of the colonies.

● Compare and contrast how the search for natural resources resulted in conflict and cooperation among European colonists and Native American groups in the New World.

● Relate slavery and indentured servitude to Colonial labor systems. ● Explain the system of mercantilism and its impact on the economies of the colonies and European

countries. ● Analyze the impact of triangular trade on multiple nations and groups. ● Analyze the power struggle among European countries, and determine its impact on people living in

Europe and the Americas. ● Compare and contrast the voluntary and involuntary migratory experiences of different groups of

people, and explain why their experiences differed. ● Examine the ideals found in the Declaration of Independence, and assess the extent to which they

were fulfilled for women, African Americans, and Native Americans during this time period. ● Evaluate the effectiveness of the fundamental principles of the Constitution (i.e., consent of the

governed, rule of law, federalism, limited government, separation of powers, checks and balances, and individual rights) in establishing a federal government that allows for growth and change over time.

● Determine the role that compromise played in the creation and adoption of the Constitution and Bill of Rights.

● Compare and contrast the Articles of Confederation and the United States Constitution in terms of the decision-making powers of national government.

● Determine why the Alien and Sedition Acts were enacted and whether they undermined civil liberties. ● Explain how political parties were formed and continue to be shaped by differing perspectives

regarding the role and power of federal government. ● Evaluate the impact of the Constitution and Bill of Rights on current day issues. ● Assess how conflicts and alliances among European countries and Native American groups impacted

the expansion of the American colonies. ● Determine the extent to which the geography of the United States influenced the debate on

representation in Congress and federalism by examining the New Jersey and Virginia plans. ● Use maps and other geographic tools to evaluate the impact of geography on the execution and

outcome of the American Revolutionary War. ● Explain why New Jersey’s location played an integral role in the American Revolution. ● Explain how taxes and government regulation can affect economic opportunities, and assess the

between Britain and its North American colonies. ● Summarize the effect of inflation and debt on the American people and the response of state and

national governments during this time. ● Evaluate the impact of the cotton gin and other innovations on the institution of slavery and on the

economic and political development of the country. ● Explain how the consequences of the Seven Years War, changes in British policies toward American

colonies, and responses by various groups and individuals in the North American colonies led to the American Revolution.

● Explain why the Declaration of Independence was written and how its key principles evolved to become unifying ideas of American democracy.

● Analyze the impact of George Washington as general of the American revolutionary forces and as the first president of the United States.

● Analyze how prominent individuals and other nations contributed to the causes, execution, and outcomes of the American Revolution.

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● Examine the roles and perspectives of various socioeconomic groups (e.g., rural farmers, urban craftsmen, northern merchants, and southern planters), African Americans, Native Americans, and women during the American Revolution, and determine how these groups were impacted by the war.

● Analyze from multiple perspectives how the terms of the Treaty of Paris affected United States relations with Native Americans and with European powers that had territories in North America.

● Evaluate the extent to which the leadership and decisions of early administrations of the national government met the goals established in the Preamble of the Constitution.

● Analyze the ways in which prevailing attitudes, socioeconomic factors, and government actions (i.e., the Fugitive Slave Act and Dred Scott Decision) in the North and South (i.e., Secession) led to the Civil War.

● Analyze how ideas found in key documents (i.e., the Declaration of Independence, the Seneca Falls Declaration of Sentiments and Resolution, the Emancipation Proclamation, and the Gettysburg Address) contributed to demanding equality for all.

● Evaluate how political and military leadership affected the outcome of the Civil War. ● Judge the effectiveness of the 13th, 14th, and 15th Amendments in obtaining citizenship and equality

for African Americans. ● Use maps and primary sources to assess the impact that geography, improved military strategies, and

new modes of transportation had on the outcome of the Civil War. ● Assess the role that economics played in enabling the North and South to wage war. ● Compare and contrast the immediate and long-term effects of the Civil War on the economies of the

North and South. ● Explain why the Civil War was more costly to America than previous conflicts were. ● Compare and contrast the roles of African Americans who lived in Union and Confederate states

during the Civil War. ● Compare and contrast the impact of the American Civil War and the impact of a past or current civil

war in another country in terms of the consequences for people’s lives and work. ● Analyze the debate about how to reunite the country. ● Explain the changes in America’s relationships with other nations by analyzing policies, treaties,

tariffs, and agreements. ● Analyze how the concept of Manifest Destiny influenced the acquisition of land through annexation,

diplomacy, and war. ● Assess the extent to which voting rights were expanded during the Jacksonian period.

● Assess the impact of the Louisiana Purchase and western exploration on the expansion and economic development of the United States.

● Map territorial expansion and settlement, as well as the locations of conflicts with and removal of Native Americans.

● Analyze the debates involving the National Bank, uniform currency, and tariffs, and determine the extent to which each of these economic tools met the economic challenges facing the new nation.

● Explain how major technological developments revolutionized land and water transportation, as well as the economy, in New Jersey and the nation.

● Analyze how technological innovations affected the status and social class of different groups of people, and explain the outcomes that resulted.

● Analyze the push-pull factors that led to increases in immigration, and explain why ethnic and cultural conflicts resulted.

● Explore efforts to reform education, women’s rights, slavery, and other issues during the Antebellum period.

● Explain the growing resistance to slavery and New Jersey’s role in the Underground Railroad.

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Terminology includes, but is not limited to, the following: · TIER II: government, emigration, immigration, alien, sedition, mercantilism, socioeconomic, primary

/ secondary source, slavery, indentured servitude, migratory, federalism, inflation / debt, rural / urban, sectionalism, currency, tariffs

· TIER III: Native American, African American Colombian Exchange, Colonial, Declaration of Independence, Articles of Confederation, Alien and Sedition Acts, Bill of Rights, American Revolutionary War, Seven Years War, Treaty of Paris, Preamble of the Constitution, Fugitive Slave Act, Dred Scott Decision, Seneca Falls Declaration of Sentiments and Resolution, Emancipation Proclamation, Civil War, Reconstruction, Union, Confederate, Manifest Destiny, Louisiana Purchase, National Bank, Underground Railroad

Formative Assessments may include:

· Quizzes · Tests · Group tasks · Homework · Projects · Class Participation · Writing Tasks, including essays and short constructed responses · Interactive Student Notebooks

Summative Assessments will include:

o Era 1 – Three Worlds Meet, 1350 – 1620 ▪ Narrative Story, scored with Rubric

o Era 2 – American Beginnings, Settlement and Colonization, 1585 – 1763 ▪ Multiple-Choice Assessment with Open-Ended Question, scored with rubric

o Era 3a – American Revolution, 1754 – 1787 ▪ Multiple-Choice Assessment

o Era 3b – The New Nation, 1787 – 1800 ▪ Multiple-Choice Assessment

o Era 4 – Westward Expansion, 1800 – 1860 ▪ Project, scored with rubric

o Era 5 – Civil War, 1848-1865 ▪ Multiple-Choice Assessment with Open-Ended Question, scored with rubric

Course Resources:

Text · History Alive! Textbook and Interactive Student Notebooks · A History of Us (supplemental text) · Call to Freedom (supplemental text)

Technologies · Classroom computers and LCD projectors · Laptop computer carts · School library resources

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8.1 Technology (Education Technology): Use of computers for research, video clips, students projects (may include PowerPoint, iMovie, podcast, Prezi, Glogster) Use of teacher projection stations for video clips, Internet resources, teacher-prepared presentations

Other: · Social Studies department WIKI · South Brunswick Curriculum Guide · New Jersey Social Studies Standards

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Pacing Chart (Suggested Scope & Sequence- in alignment w/assessments)

UNIT DATES Three Worlds Meet, 1350 - 1620 September, October American Beginnings, Settlement and Colonization, 1585 - 1763

November, December

American Revolution, 1754 - 1787 January The New Nation, 1787 - 1800 February Westward Expansion, 1800 - 1860 March, April Civil War, 1848-1865 May, June

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HIGH SCHOOL SOCIAL STUDIES CURRICULUM

HIGH SCHOOL

SOCIAL STUDIES

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HIGH SCHOOL SOCIAL STUDIES CURRICULUM CORE COURSES

AMERICAN GOVERNMENT (9TH GRADE)

US HISTORY (10TH GRADE)

GLOBAL STUDIES (11TH GRADE)

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AMERICAN GOVERNMENT: CURRICULUM OVERVIEW

Content Area: Social Studies

Course Title: American Government

Course Description or Content Overview: This course is required for all ninth graders and provides students with a strong foundation in the U.S. Constitution including: the structure and function of government; the role of government in a capitalist economic system; elections and the political process; the Bill of Rights; and the social justice movements that seek to protect the rights of all citizens. Assessments will include projects, debates, Socratic Seminars, essays, and tests. Course Rationale: Our students need to appreciate the rights, privileges, and obligations of citizenship. Understanding the political and economic challenges facing our country today is essential if we are to maintain our functioning democracy. They should feel a sense of their own importance in the deliberative process. Once they appreciate the careful balance all countries need to strive for in providing security while maintaining the rights of the individual, they will be better able to evaluate policies chosen by our Republic. A strong and just government is only possible with an informed electorate.

Primary Interdisciplinary Connections: Language Arts- This course supports the Common Core Standards for Literacy in History and Social Studies in the following ways: RH 1-9 (Socratic Seminars, analysis of both non-fictional and fictional texts, research requiring critical the evaluation of primary and secondary sources, outside reading of fictional and non-fictional books). WH 1-10 (Research and thesis papers, essays, timed writings of varied length, written responses to open-ended questions, written responses to text prompts, current event reports, historical narration). Business, Economics and Finance- trade, economic theory, currency, business practices and ethics Math- charts, graphs and statistics

21st Century Connections S= Skills; A= Awareness; L= Literacy; T= Traits S X Critical Thinking & Problem Solving X Creativity & Innovation X Communication &

Collaboration X Core Ethical Values A X Global X Cross Cultural X Career L X Content X Financial X Civic X Health X Information X Technology X Media T X Initiative X Productivity X Accountability X Responsibility X Self Direction X Leadership

X Humor X Resilience X Perseverance X Empathy X Responding with wonderment and awe X Take responsible risks X Other:

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Standards: The curriculum is written in the Understanding by Design format and is based on enduring understandings, essential questions and both formative and summative assessments. 6.3 (Social Studies; Active Citizenship in the 21st Century): All students will acquire the skills needed to be active, informed citizens who value diversity and promote cultural understanding by working collaboratively to address the challenges that are inherent in living in an interconnected world. · 8.1 (Technology, Educational Technology): All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. 9.1 (21st-Century Life and Careers, 21st-Century Life & Career Skills): All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to function successfully as both global citizens and workers in diverse ethnic and organizational cultures. A complete copy of the standards for XXX may also be found at: New Jersey Core Curriculum Standards (NJCCS) Common Core State Standards Initiative (CCSSI) Enduring Understandings:

• Governments are instituted to create order out of chaos. • Governments are instituted based on a compromise of competing interests. • Political ideologies vary. • Choice is a critical component of republican democracy. • The relationship between the people and their democratic government is evolving. • Constitutional governments are based on a balance of power. • Governments attempt to balance the needs of individuals versus the needs of the community. • The relationship between the people and their democratic government is evolving. • Expanding rights for minorities has been a struggle throughout American history. • The democratic process takes time to include all citizens. • Expanding rights for minorities has created a tension between state and national government. • Expanding rights for minorities has been a struggle throughout American history. • The democratic process takes time to include all citizens. • Expanding rights for minorities has created a tension between state and national governments • Scarcity is the fundamental issue with economics. • Different economic systems exist throughout the world. • A function of government in a market economy is to protect fair competition. • The US Government has a role in the economy.


• Does any one form of government best protect the rights of the individuals? • How do the major political documents reflect the creation of order out of chaos and a compromise of

competing interest?

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• How is compromise used to resolve conflict? • How did the Founding Fathers balance competing interests? • How was the Constitution ratified? • Was the addition of the Bill of Rights necessary to balance the rights of the individual with the

powers of the federal government? • To what degree should we sacrifice individual natural rights for the good of the republic? • How do political parties influence the democratic process? • How do special interest groups impact the democratic process? • How are political ideologies and affiliations reflected in a representative democracy? • In what way do the major political parties’ interactions with special interest groups affect the

democratic process? • How do economic issues impact the functioning of the government, political parties and special

interest groups? • How does the election process in the U.S. work at the federal, state, and local level? • Why were the founding fathers concerned about factions forming in the new government? • How do governments balance power? • What powers should be enumerated by the government? • How do constitutions provide a framework for government systems? • What are the roles and responsibilities of the three branches of the U.S. government? • How did judicial review develop? • How does the federal system balance power between federal and state governments? • What is the connection between the economic system and the government system? • How are the American citizens’ rights secured? • What role should the government play in balancing individual rights and freedoms with the common

good? • How has the addition of Bill of Rights affected individual liberties? • Does the government have the responsibility to protect the rights of all people? • How have excluded groups challenged the American political system to fulfill the founding

principles of freedom and equality? • Are changes in American government a result of social action? • How are amendments added to the Constitution? • How successful has the American political system been in fulfilling the founding principals of

freedom and equality? • Which amendments expanded voting rights? • What were the affects of the Reconstruction era on race relations in America? • How did dejure segregation laws become the norm in southern society? • What role did local and state versus federal political tension play in extending segregation? • How did the government try to solve America’s race problem? • What role did the African American civil rights demands play in motivating other oppressed groups

to react to oppression during the 60’s? • Does the government have the responsibility to protect the rights of all people? • How have excluded groups challenged the American political system to fulfill the founding

principals of freedom and equality? • Are changes in American government a result of social action? • How successful has the American political system been in fulfilling the founding principals of

freedom and equality?

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• What role did local and state versus federal political tension play in extending rights for minorities? • How has the government tried to solve inequality among different historically oppressed groups? • Who were the progressives and what were some problems they they were trying to solve? • How did their political influence impact society and the government’s ability to regulate? • Can there be a truly pure market economy? • What role should the government play in distribution of wealth? • How do different economic systems prioritize their broad social goals? • What role does the government have in protecting the US economy? • What are the advantages and disadvantages of each economic system? • What broad social goals do each of the economic systems emphasize? • How do different countries prioritize broad social goals? • What is the role of the government in the U.S. economic system? • How does the government measure the economy? • How does the economy impact the daily lives of the American people? • At what stage of the business cycle is the economy of the United States in today? How did it get

there? • How are fiscal and monetary policies used to stabilize the economy?

Knowledge and Skills

Knowledge: Students will know… • Natural rights and republican values can often be in conflict. • Our Constitution was a bundle of compromises that was a bold experiment. • Political parties have radically different views on the way our country should progress. • Participation on the part of the electorate is critical to a functioning Republic. • The three branches of the US government use checks and balances to keep our society safe and just. • Each branch has separate functions that provide security and rights. • Our government is based upon a Federal structure. • Individual rights are protected through our Bill of Rights and subsequent amendments. • The interpretation of our Constitution is critical in our evolving democracy. • The United States economic system is capitalistic with a healthy mix of command elements. • The government actively promotes the economy through many avenues including the budget, the

Federal Reserve, and laws. • The government must constantly evaluate the current economic position.

Skills: Students will be able to… • Analyze the conflict between natural rights and republican values • Describe the many different compromises made at the Convention and analyze whether or not they

served the higher good. (e.g. Virginia/New Jersey Plans, South/North) • Describe why the Framers wanted the Constitution ratified by the people rather than state

legislatures. • Compare and contrast the arguments of Federalists and Anti-Federalists during the ratification

debates and assess their continuing relevance.

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• Explain how/why the Bill of Rights reflected a compromise between the Federalists/Anti-Federalists • Obtain, create, interpret, and analyze information from graphs, tables, and charts as well as from

various types of media. • Locate, access, and organize information in note taking formats. • Analyze cause and effect relationships • Differentiate from historical fact and historical interpretation. • Explain liberal and conservative ideologies and where they fall on the range of the political

spectrum. • Discuss the moderate position on the political spectrum. • Describe the origins of political parties and how they provide for majority/minority opinions to be

expressed today. • Discuss the two-party system and explain the differences between Republicans and Democrats. • Explain the function of third parties. • Explain the role of special interest groups and political action committees • Discuss the role that non-governmental organizations play in the democratic process • Evaluate the effectiveness and fairness of the process, including the electoral college, by which

national, state and local officials are elected and vote on issues of public concern. • Discuss voter participation of various social groups. • Analyze the role that the media plays in politics. • Obtain, create, interpret, and analyze information from graphs, tables, and charts as well as from

various types of media. • Locate, access, and organize information in note taking formats. • Analyze cause and effect relationships. • Describe the roles and responsibilities of the three branches of government. • Evaluate powers of the President and the Cabinet. • Evaluate the dynamic between liberal and conservative members of the Supreme Court • Evaluate the make-up and relationship between Senate and the House of Representatives • Understand how each branch checks the other • Explain the development of judicial review as it relates to the interpretation of the Constitution and

regulation of the government (Marbury v. Madison). • Describe how the Constitution makes a federal system of government possible • Describe the importance of the Supremacy Clause and how the government power between the

federal and state governments. • Explain how a bill becomes a law • Analyze the amendments of the Bill of Rights. • Identify the importance of the rights and protections granted to citizens under the Bill of Rights • Describe how the First Amendment protects and/or prohibits: o establishing religion with the Establishment clause and Free Exercise clause o expression (speech, press, assembly, and petition) • Explain Procedural Due Process and how it protects the rights of the individual. (e.g. Amendments

4-8) • Evaluate and defend positions on key Supreme Court Cases (see below) • Obtain, create, interpret, and analyze information from graphs, tables, and charts as well as from

various types of media. • Locate, access, and organize information in note taking formats. • Analyze cause and effect relationships.

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• Differentiate from historical fact and historical interpretation. • Describe how the Reconstruction era shaped the African American experience. • Describe how amendments are added. • Describe how rights have been expanded, including the 13th, 14th and 15th (Reconstruction

Amendments) and 19th, 24th, 26th (Voting Rights Amendments) • Describe the importance of the Equal Protection Clause in the 14th Amendment both historically and

presently. o Plessy v Ferguson (1896) • Brown v BOE, Topeka, KS (1954) • Define loopholes as a southern tool used to create discriminatory conditions and extend segregation.

(Poll tax, Literacy test, Grandfather clause, Rise of KKK in 1920s, intimidation, share cropping, lynching, Jim Crow laws)

• Compare southern laws with dejure segregation and northern treatment of Africans with defacto segregation (including busing)

• Evaluate the evolving position of the Supreme Court on Affirmative Action • Important Cases: Bakke v. University of California, Bollinger v. Grutter, Gratz vs.

Bollinger, Parents of Seattle School District v. Seattle • Combating problems with big business and inequalities in the workplace • The Jungle, Triangle Shirtwaist factory fire, and child labor • Creation of the FDA, Fair Labor Standards Act (minimum wage, child labor), safety regulations,

anti-monopoly regulation • Influence Ida Tarbell and Jane Addams • Response of workers (Knights of Labor, American Federation of Labor) • Evaluate historic and current Civil Rights Movements. • Discuss and review key terms: need, want, scarcity, opportunity costs, factors of production. • Compare three basic economic systems (e.g. Traditional, Command, Market) and the role of

government in each. • Explain how the four basic economic questions and the six economic freedoms are answered in a

Mixed economy. • Explain mixed economies (why most countries have a variation of this type of system) • Discuss Broad Social Goals and how they rank in various systems. • Describe monetary and fiscal policy. • Analyze the Federal Reserve and its impact on the Economy. • Interpret the difference between regressive, proportional, and progressive taxes-including income

tax, sales tax, property tax, excise tax, inheritance tax. • Impact of the National Debt and attempts to balance the United States budget. • Analyse the Federal Budget, including revenues, expenditures including Social Security and

Medicare • Explain the role of government in the U.S. economy (monopoly/regulation, minimum wage, social

welfare programs, child labor laws, stimulus packages, etc.). • Explain and interpret basic economic indicators (including, but not limited to: GDP, unemployment,

CPI, Dow Jones Industrial Average) • Describe the issue of poverty, income distribution, and unemployment in America today.

Terminology:

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Government, Delegate, Checks and Balances, Enumerated, Northwest Ordinance, Amend, Proportional representation, 3/5 clause, Divided Powers, Necessary & Proper Clause, Anti-Federalists, Bill of Rights, Constitution, Ratified, Supremacy Clause, Popular Sovereignty, Fugitive Slave Clause, Political Spectrum, Liberal, Conservative, Moderate, Role of Political Parties, Ideology, Democrat, Republican, Electoral college Legislative, judicial, executive, federalism, pocket veto, veto, filibuster, amend, table plead the 5th’, Bill of Rights and sentencing, Establishment clause, Free exercise clause, self incrimination, double jeopardy, petition, press, assembly, search warrant, Limits on the right to assembly, eminent domain, due process, unreasonable searches and seizures, right to bear arms, cruel and unusual punishments, Freedom of Expression, Habeas Corpus, Miranda rights, Precedent 14th Amendment, 15th Amendment, 19th Amendment, 24th Amendment, 26th Amendment, Literacy Tests, Affirmative Action, Grandfather Clause, Klu Klux Klan, Reconstruction, Jim Crow Laws, Poll tax, Reconstruction Amendments, Freedman’s Bureau, Sharecropping, De facto segregation, De jure segregation, Lynching women’s suffrage, Stonewall Riots, Defense of Marriage Act, Title IX, Don’t Ask Don’t Tell, Full Faith and Credit, Equal Protection Clause, Indian Citizenship, Native American suffrage, La Raza, Roe v. Wade, 19th Amendment, 24th Amendment, 26th Amendment Economics, Scarcity, Factors of Production, Goods and Services, Needs and Wants, Basic Economic Questions, Market System, Mixed System, Traditional System, Command System, Opportunity Cost, Trade off, System in USA 6 Economic (Freedoms (buy/sell, earn a living, earn a profit, own property, enterprise and competition), 6 Broad Social Goals (freedom, security, growth, equity, efficiency and stability) Macroeconomics, Inflation, CPI, Sales, Unemployment Rate, GDP, Federal Reserve, Excise Tax, Progressive Tax, Flat Tax, Federal Expenditures, Deficit, National Debt, sales Tax, Property Tax, Interest rates, Items not included in the GDP, Examples of Goods, Services, and Structures, Recession, Economic Indicators Entrepreneur

Formative Assessments Ongoing, throughout unit of study. Assessments may include:

• Do Now and Closure activities • Group Work • Socratic Seminars • Class Discussions • Projects and/or Simulations • Presentations/Power Points • Research Papers • Essays • Timed Writings • Tiered Assignments • Political Cartoons • Timelines • Quizzes • Unit Tests

Summative Assessments

• Midterm Exam • Final Exam

Course Resources:

Technologies:

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• Library and Computer Lab • American Government Google Docs • Power Point • LCD Projector • DVD Player (or capabilities to play from computer workstation connected to LCD projector) • YouTube access • Videos/DVDs related to Government and Economic topics

Text: We the People: The Citizen & the Constitution. Calabasas, Calif: Center for Civic Education, 2009. Print. Economics For Everybody

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Other: Library Databases Newspapers and periodicals such as: Time, Newsweek, National Geographic, Foreign Policy, The Economist, Wall Street Journal, New York Times.

Pacing Chart (Suggested Scope & Sequence- in alignment w/assessments)

• Unit 1 Creation of the Constitution • Unit 2 Political Spectrum & the Election Process • Unit 3 Functioning of the US Constitution • Unit 4 Bill of Rights

• Midterm: Units 1-4

• Unit 5 Expanding Rights for African Americans

Unit 6 Political Action Movements • Unit 7 Macroeconomic Concepts • Unit 8 Current American Economic Climate

• Final: Units 5 – 8

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US HISTORY: CURRICULUM OVERVIEW


Course Title: U.S. History II

Course Description or Content Overview: This course is required for tenth graders and begins with a study of U.S. History from the Age of Imperialism and continues to present day America. Political, social, economic, and geographic themes and events are studied, providing students with the opportunity to expand their reading, writing, and critical thinking skills. Course Rationale: The purpose of historical inquiry is not simply to present facts but to search for an interpretation of the past. Understanding and analyzing of historical information allows students to develop their problem solving and critical thinking skills. Students are given the opportunity to engage in complex activities that engages their exploratory skills and motivate them to analytically solve complex issues through the promotion of requisite critical thinking, communication and collaboration skills. Consequently, students are made aware of future careers that may relate to law/legal studies, communications, government agencies, education, as well as military and business opportunities. In essence, students are prepared to be more civic minded in their examination of historical events; they are prompted and motivated to analyze past figures’ actions and their effects on an evolving nation. Hence, the theme of civic responsibility is consistently emphasized and, therefore, urges students to not only consider career options, but to also be mindful of becoming productive citizens who hold accountability in regards to making moral and ethical decisions.

Primary Interdisciplinary Connections:

Language Arts This unit supports the Common Core Standards for Literacy in History and Social Studies in the following ways: RH 1-9 (Socratic Seminars, fishbowl discussions pertaining to analysis of primary and secondary sources, analysis of both non-fictional and fictional texts, analysis of documentary materials, outside reading of supplemental articles and research papers). WH 1-10 (Research and thesis papers, cause-effect/persuasive essays, document based essay papers, timed writings of varied length, written responses to open-ended questions, written responses to text prompts, current event reports, historical narration). Business, Economics and Finance (trade, economic theories, currency, business practices and ethics). Math (comparative charts, graphs and data). The Fine Arts (foreign influences on the social/domestic culture of the U.S.) World Language (communications, diplomacy, business, military).

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21st Century Connections S= Skills; A= Awareness; L= Literacy; T= Traits S X Critical Thinking & Problem Solving X Creativity & Innovation X Communication &

Collaboration X Core Ethical Values A X Global X Cross Cultural X Career L X Content X Financial X Civic X Health X Information X Technology X Media T X Initiative X Productivity X Accountability X Responsibility X Self Direction X Leadership

X Humor X Resilience X Perseverance X Empathy X Responding with wonderment and awe X Take responsible risks X Other:

Standards: The curriculum is written in the Understanding by Design format and is based on enduring understandings, essential questions and both formative and summative assessments. A more specific and detailed list of the Standards are found in each unit of the U.S. History II curriculum,

• 6.3 (Social Studies; Active Citizenship in the 21st Century): All students will acquire the skills needed to be active, informed citizens who value diversity and promote cultural understanding by working collaboratively to address the challenges that are inherent in living in an interconnected world.

• 8.1 (Technology, Educational Technology): All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge.

• 9.1 (21st-Century Life and Careers, 21st-Century Life & Career Skills): All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to function successfully as both global citizens and workers in diverse ethnic and organizational cultures.

A complete copy of the standards for U.S. History II curriculum may also be found at: New Jersey Core Curriculum Standards (NJCCS) Common Core State Standards Initiative (CCSSI) Enduring Understandings:

• The United States of America faced a great deal of challenges at the onset of the 20th century and beyond.

• Americans encountered varied economic, foreign and domestic obstacles on its path to becoming the nation that it is today.

• People can be treated unfairly based on racial differences. • The government's response to discrimination can increase or decrease unjust treatment of

minority groups • Scandal can greatly impact the legacy of a president. • Wars are fought because of ideological differences and/or competition between nations. • International crisis can have a negative and/or positive impact on a presidency. • Evidence of foreign tension during the 1980’s that reflect Cold War tension • The foreign and domestic impact of Reaganomics

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• The impact of specific social/domestic concerns on the climate of the 1980’s • The legacy of America’s reaction/role regarding evidence of terrorism during the 1980’s • Perceived oppression can lead to violent reactions. • The politics of individuals can shape their views on how the nation should be governed and their

interpretation of events • The role of the U.S. in World War I signaled the country's emergence as a world power

Failure to create a lasting peace after World War I led to continuing global concerns The U.S. and its citizens are impacted by events occurring in other parts of the world War is a catalyst for change and re-evaluation for both society and the individual

• The lasting impact and effect imperialism has on nations • Although the end of WWI brought peace, new fears such as the spread of communism began in

the U.S • During times of economic instability, citizens’ expectations regarding the role of government

increases • During a time of crisis, citizens resort to extremes • A nation’s belief in a cause determines what its people are willing to sacrifice for that cause • Nations relate to one another by employing political, military or economic strategies to fulfill

international goals • United States involvement in Vietnam was a manifestation of anti-communist Cold War policy • The ideologies of various presidents greatly impacted the progression of the Vietnam conflict


• What factors hindered/encouraged America’s emergence on the” world stage”? • What domestic and foreign situations greatly altered the direction of the nation during the

20th century and beyond? • What was the role of the United States in the world?

How does war impact society and the individuals involved in war? • How does imperialism led to conflict and foreign entanglement? • How did new products, new industries, and new ways of doing business expand the

economy in the 1920s? • How did the U.S. depression lead to a worldwide depression? • How does propaganda influence people’s opinions and actions especially toward hate

crimes? • How does propaganda influence people’s opinions and actions especially toward hate

crimes? • What practices does society create to separate minority groups from the majority? • How have social agents such as but not limited to government, media, citizens and

industry improved or made society worse? • How did America respond in promoting its own economic and foreign agenda during the

1980’s? • Has the involvement of powerful nations around the world been viewed as positive or

negative in other nations? • Why is terrorism used as a tactic?

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Knowledge and Skills Knowledge: Students will know…

• Imperialism led to foreign involvement • Failure to create a lasting peace after World War I led to continuing global concerns • The repercussions of differing post-war peace plans • Many Americans call for nativism after WWI • The call for nativism led to the rise of groups such as the KKK • The factors that led to suburban growth in the 1920s • The idea that new electrical products and advertising influence Americans to buy on credit • Henry Ford’s contributions to American society • Farmers not benefit economically during the 1920s • The economic and political changes of the business cycle prior/during to the Depression years • The causes that impacted spending at the end of the 1920s • The causes leading to stock prices to falling during the Depression years • The changes that resulted in America and New Jersey due to the Great Depression and the New

Deal • The legacy of the New Deal • The aftermath of WWI contributed to political problems in Europe • The foreign policy of Great Britain, France, and the United States toward Germany in the early

1930s • Germany’s actions prior to1939 triggered the start of WWII • The ideologies of fascism • The U.S. contained communism on an international and domestic level • The political, military, economic and social policies that the U.S. implemented to stop the

international and domestic spread of communism • The role nuclear weapons played in forcing the U.S. and Soviet Union to adopt an indirect

approach to spreading competing ideologies • The regions (nations) that the U.S. intervened in to contain communism • The factors that led to United States involvement in Vietnam • Vietnam’s lasting impact on U.S. society's view of foreign policy and government • De jure segregation laws become the norm in southern society • The role of local and state governments versus federal in extending segregation • The key features of Nixon, Ford, and Carter’s politics and domestic policies during the 1970’s • The major social and cultural events of the 1970’s • The contemporary social/domestic and political issues that dominated American society during

the 1980’s • The foreign policy challenges that the U.S. faced after the collapse of the Soviet Union • Factors that led to al Qaeda terrorists attack the United States on September 11, 2001 • The future challenges that the United States face at home and abroad as it moves forward into the

21st Century • The differences between conservatives and liberals regarding the role of government, foreign

policy, and social issues

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Skills: Students will be able to…

• Analyze the role of the U.S. in the world in the early 20th century (Panama Canal, Latin America/Banana Republic, Hawaii, Philippines, Open Door Policy)

• Describe the reasons for World War I, why the U.S. joined the war effort and the part New Jersey played during the war

• Analyze the short-term and long-term effects of the Treaty of Versailles (Fourteen Points, League of Nations)

• Describe the changes that took place in American society as a result of U.S. participation in WWI • Explain how new inventions such as the radio helped produce a new mass • culture in the 1920s • Explain how advancements in electrical inventions and advertising affected the role of women in

society • Describe how transformations in the African American community contributed to the blossoming

of black culture in American society • Analyze conditions that made Prohibition unsuccessful • Explain what factors led to the Great Migration • Identify the causes of the Great Depression • Analyze how each group (farmers, workers, banks, manufacturers, and the stock market) were

affected by the depression • Explain how economic conditions in Europe/Asia after WWI enabled the rise of totalitarian

governments • Identify ways in which the US home front prepared for war • Analyze how the use of propaganda in both Germany and the US aided in gaining support for the

war effort • Explain economic policies used by the U.S. to slow down the spread of communism around the

world after World War II such as but not limited to dollar diplomacy, the Truman Doctrine, Marshall Plan, NSC-68 and satellite nations

• Explain how the U.S. involvement in Vietnam occurred as a result of Cold War foreign policy decisions

• Describe major events during the civil rights movement such as but not limited to Emmitt Till, Brown v. Board, and the March on Washington

• Describe U.S. involvement around the world such as but not limited to Laos, Cambodia, Israel, Afghanistan, Nicaragua, Iran, Panama, Libya, and the Middle East.

• Explain U.S. reaction to terrorism • Identify the impact of the rise of conservatism and its effect on politics during the 1980’s • Analyze the conflicting ideologies and actions of political parties regarding spending priorities,

the role of government in the economy, and social reforms

Terminology: (Note: A more specific list of skills and additional terminologies are outlined in the units.) Imperialism Open Door Policy League of Nations Banana Republics Open Door Policy

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Treaty of Versailles Fourteen Points Nativism Communism Red Scare Flappers Great Migration Harlem Renaissance Prohibition Speakeasies Assembly Line Installment Plan Credit Buying on the Margin Dust Bowl Hoovervilles Bonus Army Great Depression New Deal Second New Deal Propaganda Inflation Fascism Appeasement Anti-Semitism Holocaust Blitzkrieg Rationing D-Day Genocide Capitalism Russian Revolution Marshall Plan Truman Doctrine Dollar Diplomacy Satellite nations Marxism Containment McCarthyism Domino Theory Vietnamization Counter culture Tet Offensive Gulf of Tonkin My Lai Massacre De jure De facto March on Washington Plessy vs. Ferguson

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Brown vs. Board of Education Civil Rights Gay Rights Affirmative Action Segregation Hate Crimes Woodstock Plumbers Détente Salt Treaties Realpolitik Camp David Accords Munich Massacre Watergate Iranian Hostage Crisis Terrorism Reaganomics War on Terror Wahhabi War on Drugs Iran-Contra Affairs Desert Storm Foreign policy Domestic policy Conservatives Republican Revolution Impeachment Fall of the Soviet Union Racism Assessments Assessments may include: Formative Assessments:

• Do Now and Closure activities • Group Work • Socratic Seminars • Class Discussions • Projects and/or Simulations • Presentations/Power Points • Research Papers • Essays • Timed Writings • Tiered Assignments • Political Cartoons • Timelines • Current Events Reports • Quizzes

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• Unit Tests

Summative Assessments: • Midterm Exam • Final Exam • Standardized End of Unit Assessments • Standardized Quarterly Assessments • Standardized Mid Term Assessments

Course Resources: Technologies:

• Library and Computer Lab • Power Point • LCD Projector • DVD Player (or capabilities to play from computer workstation connected to LCD projector) • YouTube access • Videos/DVDs related to U.S. history topics/issues such as The Century DVD series and the Eyes on

the Prize DVD series Text: Texts: Ayers, Edward L. et al, American Anthem, Holt, Rinehart and Winston, 2007 Other: Political cartoons, Webquest, Economic data bases, Library of Congress supplemental materials, Proquestk12.com, Jstor scholarly journals Newspapers, periodicals, and subscriptions, such as: Time, Newsweek, Foreign Policy, New York Times and Upfront

Pacing Chart –Scope and Sequence The intent of the U.S. History course for tenth graders is to provide students with a study of key figures and events from Imperialism to present day. Common midterm and final assessments are designed as a result of input from the U.S. teachers. The midterm assessment is given and includes the Unit on Imperialism through the beginnings of the Cold War. The final exam assessment evaluates students’ understanding of the units on the Cold War through the present.

September: Imperialism WWI October: 1920’s Great Depression November: New Deal WWII December: WWII Cold War January: Cold War (Midterm Exam) 1950’s

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February: Civil Rights 1960’s March: Vietnam Era 1970’s April: 1980’s 1990’s May/June: 1992-Present (Final Exam)

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GLOBAL STUDIES: CURRICULUM OVERVIEW


Course Title: Global Studies

Course Description or Content Overview: Global Studies is a timely and innovative course that immerses students in the events of the day, while providing them with the historic and cultural perspective to understand the world around them. The course begins with an introductory unit on culture and religion, giving them a context with which to appreciate the study of specific world regions. The World Organizations unit introduces students to the complexities of international relations and the myriad of problems and conflicting interests that challenge the world community. Students will then be immersed in an in depth study of the political, social and economic development of specific world regions. These regions may include Sub-Saharan Africa, the Middle East and North Africa, South Asia, Southeast Asia, East Asia, Russia, Latin America and Europe. Global Studies seeks to approach each region from an authentic, non-western perspective that allows students to fairly evaluate and appreciate the influence, achievements and challenges of each region studied.

Course Rationale: Global Studies promotes awareness and understanding of the events and patterns of development that shape the world community. This course prepares students to handle the complex issues and assignments that they will face in college. It also introduces students to rewarding and satisfying careers in communications, journalism, business, diplomacy, intelligence and the military. Furthermore, Global Studies inspires students to become active and responsible members of the world community by seeking out international service opportunities, by considering creative solutions to social problems and by tempering career plans with ethical and moral responsibilities. Primary Interdisciplinary Connections: Primary Interdisciplinary Connections:

Language Arts- This unit supports the Common Core Standards for Literacy in History and Social Studies in the following ways: RH 1-9 (Socratic Seminars, analysis of both non-fictional and fictional texts, research requiring critical the evaluation of primary and secondary sources, outside reading of fictional and non-fictional books). WH 1-10 (Research and thesis papers, essays, timed writings of varied length, written responses to open-ended questions, written responses to text prompts, current event reports, historical narration). Business, Economics and Finance- trade, economic theory, currency, business practices and ethics Math- charts, graphs and statistics Environmental Science- ecology, conservation, management of shared resources The Fine Arts- regional culture and influences World Language- communications, diplomacy, business, military

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21st Century Connections S= Skills; A= Awareness; L= Literacy; T= Traits S Critical Thinking & Problem Solving Creativity & Innovation Communication &

Collaboration Core Ethical Values A Global Cross Cultural Career L Content Financial Civic Health Information Technology Media T Initiative Productivity Accountability Responsibility Self Direction Leadership

Humor Resilience Perseverance Empathy Responding with wonderment and awe Take responsible risks Other:

Standards:

• 6.2 (Social Studies: World History/Global Studies): All students will acquire the knowledge and skills to think analytically and systematically about how past interactions of people, cultures and the environment affect issues across time and cultures. Such knowledge and skills enable Students to make informed decisions as socially and ethically responsible world citizens in the 21st century.

• 6.3 (Social Studies; Active Citizenship in the 21st Century): All students will acquire the skills needed to be active, informed citizens who value diversity and promote cultural understanding by working collaboratively to address the challenges that are inherent in living in an interconnected world.

• 8.1 (Technology, Educational Technology): All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge.

• 9.1 (21st-Century Life and Careers, 21st-Century Life & Career Skills): All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to function successfully as both global citizens and workers in diverse ethnic and organizational cultures.

Enduring Understandings:

• Geographic features determine patterns of trade, travel, migration and defense thus impacting the political, economic and social development of a region.

• Religion and philosophical belief systems strongly influence political institutions. • Various forms of government and legal systems, still found in the modern world, arose t meet the

needs of various cultures or regions. • Imperialism and colonialism have affected the political, social and economic development of many

world regions. • Warfare, genocide and ethnic cleansing have a long term and profound effect on culture groups and

regions. • Various political ideologies have been the inspiration for revolution and change. • Political corruption threatens the institutions of a free society. • Technological advances have caused worldwide political, economic and cultural change. • World institutions have been created to deal with political, social and economic problems that affect

the world community. • Individuals and groups of ordinary citizens can be catalysts for great change in society. • U.S. foreign policy decisions are linked to the history, political ideology, economy and culture of

other world regions.

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• How do geographic features determine patterns of trade, travel, migration and defense thus impacting the political, economic and social development of a region?

• What influence do religion and philosophical belief systems have on political institutions? • What are the origins of the various forms of government and legal systems found in the modern world

and how did they meet the cultural needs of their region of origin? • How have imperialism and colonialism affected the political, social and economic development of

many world regions? • What long term effects do warfare, genocide and ethnic cleansing have on culture groups and

regions? • How have various political ideologies been the inspiration for revolution and change? • How does political corruption threaten fair and equitable legal systems, open representative

government and other institutions of a free society? • How have technological advances caused worldwide political, economic and cultural change. • How do world institutions deal with political social and economic problems that affect the world

community? • How have individuals and groups of ordinary citizens been catalysts for great change in society? • What is the connection of U.S. foreign policy decisions to the history, political ideology, economy

and culture of other world regions? Knowledge and Skills

Knowledge: Students will know… • The geographic features and political boundaries of the eight world regions. • The basic beliefs, founder and holy book of the major world religions/philosophies. • The structure and function of world organizations including the U.N., World Bank , IMF and

numerous NGO’s. • The origin and structure of various forms of government including sheikdoms, monarchies,

parliamentary democracies, direct democracies, republics and oligarchies. • The basic beliefs and foundations of numerous political philosophies and ideologies including:

liberalism , conservatism, nationalism, capitalism, communism, socialism, fascism and secularism. • Patterns of warfare, genocide and ethnic cleansing and how they affected populations in various

regions. • The practices that characterize imperialism and colonialism and how they affect various regions. • The ideological motivation for revolution and reform. • the moral and ethical underpinnings that are necessary to maintain a free society. • Technological advances have allowed for increased travel, efficient shipping of goods, swift financial

transactions, inexpensive long distance communication and instant mobilization of groups. • A number of individuals, from all world regions, who have been catalysts for change in their region

and in the world. • The historical, cultural and economic basis for current issues and problems and their connection to

U.S. foreign policy decisions.

Skills: Students will be able to… • Identify and analyze the impact of the geographic features and of the eight world regions.

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• Identify and appreciate the cultural origins of the basic beliefs, founder and holy book of the major world religions/philosophies.

• Outline the structure and function of world organizations including the U.N., World Bank IMF and numerous NGO’s.

• Trace the origin and structure of various forms of government including sheikdoms, monarchies, parliamentary democracies, direct democracies, republics and oligarchies.

• Identify and compare the basic beliefs and foundations of numerous political philosophies and ideologies including: liberalism , conservatism, nationalism, capitalism, communism, socialism, fascism and secularism.

• Assess how patterns of warfare, genocide and ethnic cleansing and have affected populations in various regions.

• Identify the practices that characterize imperialism and colonialism and assess their effect on various regions.

• Compare and contrast the ideological motivation for various revolutions and reform movements. • Identify the characteristics of political corruption and assess how corruption threatens the institutions

of a free society. • Evaluate the effect of technological advances which allow for increased travel, efficient shipping of

goods, swift financial transactions, inexpensive long distance communication and instant mobilization of groups.

• Identify individuals, from all world regions, who have been catalysts for change in their region and in the world and evaluate their influence.

• Analyze the historical, cultural and economic basis for current issues and problems and their connection to U.S. foreign policy decisions.

Terminology:

Absolutism Apartheid Appeasement Aristocracy Autocracy

Colonialism Communism

Conservative Democracy

Detente Dictatorship

Dissident Domestic policy Domino theory Ethnic cleansing Ethnocentrism Extraterritoriality Famine Fascism Foreign policy Fundamentalism Genocide

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Globalization Hierarchy Humanism Imperialism Industrialization Junta Liberal Massacre Monotheism Nationalism Orthodoxy Outsourcing Polytheism Racism Radical Reparations Republic Satellite state Sect Secular Socialism Spheres of influence Sweatshop Tariff Tribal Urbanization Zionism See unit plans for terms specific to each region.

Assessments:

Formative: • Do Now and Closure activities • Group Work • Socratic Seminars • Class Discussions • Projects and/or Simulations • Presentations/Power Points • Research Papers • Book Study • Essays • Timed Writings • Tiered Assignments • Political Cartoons • Timelines • Current Events Reports • Quizzes • Unit Tests

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Summative • Midterm Exam • Final Exam

Course Resources: Technologies:

• Library and Computer Lab • Global Studies Wiki Space • Power Point • LCD Projector • DVD Player (or capabilities to play from computer workstation connected to LCD projector) • YouTube access • Videos/DVDs related to Global Studies issues

Text:

Achmad, World Cultures: A Global Mosaic, Pearson Prentice Hall (2004) ISBN 10 – 0130368954

World History: Connections to Today, The Modern Era, Pearson Prentice Hall (2004) ISBN 10: 0130628018 World History People &Nations: The Modern World, Holt, Rinehart &Winston (2000)

ISBN 10 – 003053528X Other:

Library Databases Newspapers and periodicals such as: Time, Newsweek, National Geographic, Foreign Policy, The Economist, Wall Street Journal, New York Times. Scholastic and Student subscription publications including Upfront and The Bill of Rights in Action

Scope & Sequence The Global Studies course is designed to be flexible and to allow teachers to capture the events of the day and to adapt to changing world events. There are ten possible units of study. Every year, all teachers will cover Geography, Religion & Culture, World Organizations as well as five specific culture regions. All teachers will cover the same seven units of study, deciding prior to the school year what world regions will be studied. All regions will be the subject of current events reports, social issues projects and book study assignments. Common midterm and final exams will be prepared by the Global Studies teachers, based upon the agreed upon Scope & Sequence.

Unit 1 – Geography, Culture & Religion Unit 2 – World Organizations

Plus five of the following units:

Unit 3 – Sub-Saharan Africa Unit 4 – Middle East & North Africa Unit 5 – South Asia Unit 6 - Southeast Asia

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Unit 7 – East Asia (China, Japan, Korea) Unit 8 – Russia Unit 9 – Latin America Unit 10 –Europe

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DISTRICT APPENDIX

There are the various strands that cross content.

They have relevance to every curricular area and all grade levels.

The strands are interwoven into content and integrated into instruction.

They do not stand alone.

A synopsis of each strand is included in this document.

The full SBSD K-12 District Appendix, with detailed information about each strand, can be found as a separate document.

Topics Teaching for the 21st Century

Educational Technology Standards 21st Century Life and Career Education Skills

Character Education Differentiation

Understanding by Design (UbD): “Reader’s Digest” Version

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Topic

Teaching for the 21st Century: What does this mean and how do you do it? Students need to gain skills that will enable them to learn on their own, think critically and creatively, and apply knowledge to new situations. An emphasis needs to be placed on problem solving, teamwork skills, global awareness, and proficiency in using technology. Students need to learn to collaborate and work on authentic problems that they will likely encounter in their future careers. This section will outline what this means and how you “teach” for the 21st century: Elementary, Middle and High.

Tools for the 21st Century: Life, Careers, and Digital Environments 21st Century Life and Career Education Skills and Educational Technology Skills outline the NJ Core Curriculum Content Standards for these areas that align with PK-‐12 learning. These standards are written into the curriculum documents for all areas of content—English Language Arts, Mathematics, Science, Social Studies, PE/Health Education, Visual Art, Music, World Language and Library-‐Media. They are integrated into curriculum and instruction in places where it is relevant and meaningful to do so, and in ways that enhance learning. You will see these integrations explicitly noted in the curriculum guides: Elementary, Middle and High.

Character Education: Safe and Caring Learning Communities South Brunswick takes an “approach” to character education that fosters the social, emotional and academic growth of each child. The intent is to create a safe and caring community while building life skills based on the five core values (CARES): C Cooperation A Assertion R Responsibility (and Respect) E Empathy S Self-‐Control For over ten years, the K-‐5 teachers have been trained in and have followed the Responsive Classroom (RC) approach. The middle school teachers have studied and/or been trained in the Developmental Designs (DD)

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approach to character education. The high school approach has been named “Strive for Five” and includes an annual theme with related activities to bring Character Education to the forefront. There is always a service-‐learning project connected to the theme. In addition, the high school also follows the Institute of Excellence and Ethics (IEE) approach. The IEE approach allows for explicit teaching of Character Education through a series of multimedia lessons that are embedded into the students’ schedules.

Differentiation Differentiation of instruction is a deliberate and conscious method of planning and teaching that provides multiple avenues of learning. It means different challenges to different students. It is characterized by strategies that use an assessment of each individual student for readiness, interest and learning style to modify instruction in three ways: by content, process and product. In this document, there is a brief description of several approaches and methods that have long been utilized in South Brunswick to meet the differentiated needs of students within the classroom. · Bloom’s Taxonomy · Gardner’s Multiple Intelligences · Learning Styles · Inclusion Classrooms · Kagan Cooperative Learning · Principles of Differentiation It is expected that classroom instruction will be differentiated. This expectation is predicated upon the belief or disposition that “all students can learn.”

Understanding by Design For nearly two decades, the South Brunswick School District has held much value in the Understanding by Design (UbD) or Backward Design model of curriculum writing by Grant Wiggins. This model and the process of curriculum development, has been used in the district for many years. The curriculum template—which was recommended by the State of NJ and adopted/adapted by the District, includes elements of the UbD approach.) You will note that in every curricular area, we begin with the end in mind (that is, the big idea). Enduring understandings, essential questions and performance assessments—all based on standards-‐-‐ are used in the process of curriculum development. With this being said, it is not only important to understand the process of UbD, but also how to implement curriculum designed in such a way. A brief overview of how to use Understanding by Design in delivering curriculum is included in the Appendix.

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Social Studies educates people for citizenship “in a multicultural, democratic society.” (Star Ledger, Sept ’08)

Documents

Social Studies K-12 Parent Guide - South Brunswick Public