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10Th Grade World History, Culture, and Geography: the Modern World

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10Th Grade World History, Culture, and Geography: the Modern World The Los Angeles Unified School District 10th Grade World History, Culture, and Geography: The Modern World Secondary Instructional Support Services History/Social Science Branch B INDER TITLE District Los Angeles Unified Schol 10TH GRADE W ORLD HISTORY, CULTURE, AND G EOGRAPHY: THE MODERN WORLD Table of Contents Preface Page A. Acknowledgements iii B. Mission/Vision Statement v C. Goals of the Instructional Guide vi D. History/Social Science Instructional Guide Overview vii E. Graphic Organizer of History/Social Science Instructional Guide ix Section I. Overview of Major District Initiatives A. Secondary Literacy Plan 1-1 B. The Nine Principles of Learning 1-3 C. Culturally Relevant Teaching Methods to Close the Achievement Gap 1-5 D. Small Learning Communities 1-6 Section II. Overview of State of California Documents A. California Content Standards 2-1 B. History/Social Science Framework for California Public Schools 2-1 C. California Standards for the Teaching Profession 2-2 Section III. History/Social Science Pedagogy A. Philosophy 3-1 B. Disciplinary Literacy 3-1 C. Thinking, Reading, and Writing Historically 3-3 D. The Use of Primary Sources 3-5 E. Strategies Used in the Instructional Guide 3-6 F. Student Engagement 3-7 G. Academic Skills Grade 10 3-8 Section IV. Overview of Assessment A. The Role of Assessment 4-1 B. The Use of Common Assessments 4-1 C. Scoring 4-2 D. Intervention 4-2 E. Sample Periodic Assessment 4-3 F. Sample Short Constructed Response 4-4 Section V. Instructional Component One A. Introduction to the Curricular Map 5-1 B. Curricular Map 5-2 C. Textbook Correlation 5-6 Section VI. Model Lesson 10.2.2 A. Lesson Overview 6-1 B. Model Lesson 6-2 Section VII. Model Lesson 10.3.6 A. Lesson Overview 7-1 B. Model Lesson 7-2 i Section VIII. Instructional Component Two A. Introduction to the Curricular Map 8-1 B. Curricular Map 8-2 C. Textbook Correlation 8-5 Section IX. Model Lesson 10.6.1 A. Lesson Overview 9-1 B. Model Lesson 9-2 Section X. Model Lesson 10.7.3 A. Lesson Overview 10-1 B. Model Lesson 10-2 Section XI. Instructional Component Three A. Introduction to the Curricular Map 11-1 B. Curricular Map 11-2 C. Textbook Correlation 11-6 Section XII. Model Lesson 10.9.2 A. Lesson Overview 12-1 B. Model Lesson 12-2 Appendices A. Meeting the Needs of All Students A 1 B. Essential Questions and Focus Questions B-1 C. The Writing Process C-1 D. The Use of Primary Sources D.1 E. National Standards for Civics and Government E 1 F. Alternative Documents F 1 Lesson 1 10.2.2 Lesson 4 10.7.3 Lesson 5 10.9.2 Teacher Resource Pack For further information and resources, please visit the History/Social Science webpage at: www.lausdhss.org ii Acknowledgements This publication reflects the collaborative efforts of many educators. Completion of this Instructional Guide required a network of personnel that included central office, local district, and school site content leaders working together with a common understanding of Disciplinary Literacy and best classroom practices to support student academic performance. Appreciation is extended to the following educators who have worked on past and present publications: Local District Personnel District 1 James Harris District 5 Ray Aubele District 2 Kieley Jackson District 6 Sandra Line District 3 David Bernier District 7 Alfee Enciso District 4 Michael Sabin District 8 Paul Valanis We would also like to thank the following former Local District personnel: Shanna Sarris, Sandra Gephart, Steven Steinberg Chuck Burdick, and Carlotta Redish-Dixon. History/Social Science Advisory Panel Herman Clay Elaina Garza Robert Canosa – Carr Cristy Mercado Teresa Hudock Michael Reed Additionally, we would like to thank all of the Local District teachers who participated in the development process by completing surveys and providing feedback. It is through the collaboration of these dedicated individuals that this Instructional Guide was completed. Central District Focus Group Ashley Bozarth John Latimer Pablo Mejia Emilio Rivas Jessica Harper-Smith Allen Li Milo Molitoris Raphael Starks Susan Hecht Karen Magee Francisco Ortega Sherie Stephens David Hickman Elizabeth Maldonado Nina Petkova Kathleen Warp Alvaro Jackson Adrian Martinez Walter Rich iii Local District Focus Group Participants Ruben Aburto Begonia Garza Karen Magee Ana M. Romero Carole Adair Ron Gold John Matcham Mary San Jose Daniel Assael Jacqueline Gonzalez Elana Martinez Edna Sandoval Jeffrey Austin John Grande Faneyce McWhinnie Desirie Safotu Wanda Bello Alfons Greber Brian McGuire Aaron Sanwo Amy Benn Steve Gugas Alvaro Medina Eric Schoenbaum Kurt Berg Marilyn Gunn Frank Medina Jamie Sempre David Bonin Mark Hafeman Michael Mendias Gail Shaw-Hawkins Craig Brandau Yavonka Hairston Salvador Mendoza Julian Shlamka Dana Brooks Marcy Hamm Tom Metro Jessica Smith Kristine Bynum Phyllis Hayashibara Leticia Meza Stacy Smilanick Chante Calzada Maria Herrera Robert Miller Tishana Starling Maria Chan Evon Hochstein J. S. Mitchell Sherie Stephens Patricia Churchill Becca Hoover Milo Molitoris Russell Stern Kevin Clanin Erica Huerta Lucy Moncada Lydia Soto Barbara Cleary David Howell Jeffrey Moreno Zoe Tararache Christal Cooper Pat Jeffries Cynthia North Robert Tejada Ken Cordero Suzie Juarez Franky Ortega Eric Thornburgh Hilda Cruz Brad Katz Heather Penrod Ed Ting Pamela Damonte Jack Klein Juan Perez Thomas Tucker Beatriz Diaz-Garcia Maria Klingender-Vaghi Nina Petkova Kathleen Warp Jaime Donate Paul Knox Walter Pineda Paula Waxman Velancia DuPre Kevin Kruska Diane Pokarney Nelly Welsh Heather Feng John Latimer Amy Reed Theresa White Neil Fitzpatrick Darren Lazarus Chris Rescigno Linda Wilcox Jennifer Fowzer Kirsten Lee Lenny Rigor David Wiltz Consuelo Garcia Ron Lehavi Aissa Riley Dean Wood Sandra Gephart Jim Lohmeier Deborah Robbins Francis Udeh Andrew Gil Montoya Long Adam Rockenbach Robert Vohn Bergman Hector Roman-Perez James Yi iv Mission It is the mission of History/Social Science professionals in LAUSD to establish high standards of thinking and to foster learning that prepares each student to become a responsible and productive citizen in our democratic society. It is our responsibility to create an environment in our classrooms that involves students in academic work that results in an advanced level of achievement and facilitates the skills and dispositions needed for civic participation. “The curricular goal of democratic understanding and civic values is centered on an essential understanding of our nation’s identity and constitutional heritage; the civic values that form the foundation of the nation’s constitutional order and promote cohesion between all groups in a pluralistic society; and the rights and responsibilities of all citizens.” (History-Social Science Framework for California Public Schools, 2001 Update, p.20) Vision To create a universally accessible, culturally relevant learning environment grounded in research and collaboration that promotes disciplinary literacy and the habits of mind of History/Social Science, and thereby supports high levels of meaningful participation in the local and global community. v Goals of the Instructional Guide Student Learning District/School • To ensure all students learn • To provide multiple avenues for rigorous, meaningful skills and history teachers and their colleagues content in History/Social Science in to engage in professional a manner that is engaging, inquiry- conversations, explore research, based and culturally relevant. and deepen their understanding and • To ensure that all students are life knowledge of History/Social Science long learners of History/Social content and pedagogy. Science and are thus empowered • To provide adequate resources and and active citizens. instructional materials to support the development of professional Teacher Learning History/Social Science teaching and learning communities in schools and • To support and facilitate teachers’ throughout the District. use of reflective practice, participation in professional dialogue and exploration of historical and Parent/Community educational research both personally and collaboratively. • To develop and communicate clear • To deepen teacher understanding expectations about the mission of and knowledge of History/Social History/Social Science in LAUSD Science and the pedagogical and to develop partnerships to practices needed to implement a support that mission. rigorous, meaningful curriculum for • To provide assistance for parents to all students. support student learning in History/ Social Science. vi History/Social Science Instructional Guide Overview The History/Social Science Instructional to provide teachers with the support needed Guide for Grade 10 provides a contextual to ensure that students have received the map for teaching all of the California history content specified by the California History/Social Standards. The Guide Academic Content Standards, and to provides the foundation for building a provide direction for instruction or additional classroom curriculum and instructional resources that students may require in order program that engages all students in to become proficient in history at their rigorous and dynamic learning. Aligned to particular grade level. This Guide is the California History/Social Science intended to be the foundation of a Standards Framework for California Public standards-based instructional program in Schools, the instructional resources in the history, from which the local district, school, Guide support District initiatives to close the and classroom
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