Pleasant Valley School District s2

PLEASANT VALLEY SCHOOL DISTRICT

PLANNED COURSE CURRICULUM GUIDE

SUBJECT Pennsylvania History Grade 11/12

I. COURSE DESCRIPTION AND INTENT:

This course is designed to provide the students with a foundation and working knowledge of Pennsylvania, its history, and dynamics. Covering history from discovery to modern times, the course provides a historical perspective of the state. The elective provides for knowledge of state government and local government. A primary function is to enable students to be viable, conversant and experienced in Pennsylvania history.

II. INSTRUCTIONAL TIME:

Class Periods: 6 per 6-day cycle Length of Class Periods (minutes): 56 Length of Course: 9 weeks Unit of Credit: .25 Updated: June, 2014 COURSE: GRADE(S): STRAND: Reading TIMEFRAME: PDE Standard Area:  1.2 Reading, Analyzing and Interpreting Text

PA ACADEMIC STANDARDS 1.2.11.A: Evaluate and critique text organization and content to determine the author’s purpose and effectiveness according to the author’s theses, accuracy, thoroughness, logic, and reasoning. 1.2.11.B: Distinguish among facts and opinions, evidence, and inference across a variety of texts by using complete and accurate information, coherent arguments and points of view. 1.2.11.C: Examine the author’s explicit and implicit bias and assumptions, beliefs about a subject, use of fact and/or opinion, and/or the author’s argument or defense of a claim as related to essential and non-essential information. 1.2.11.D: Analyze inferences and draw conclusions based on and related to an author’s implicit and explicit assumptions and beliefs about a subject. 1.2.11.E: Examine and respond to essential content of text and documents in all academic areas.

ASSESSMENT ANCHORS N/A

RESOURCES  PVHS Library Handbook

 PVHS Library Controversial Issues Planner

 Text/articles/novels

 Teacher created materials

 Student selected materials

 History Moodle Webpages

 Pleasant Valley High School Library Webpage

 PV Research and Assessment Handbook

OBJECTIVES PDE Big Idea(s): Comprehension requires and enhances critical thinking is constructed through the intentional interaction between reader and text Core Objectives:  Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole (CC.8.5.11-12.A)

 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. (CC.8.5.11-12.B)

 Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. (CC.8.5.11-12.C)

 Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole. (CC.8.5.11- 12.E)

 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem. (CC.8.5.11-12.G)

 Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources. (CC.8.5.11-12.I)

ESSENTIAL CONTENT PDE Essential Question(s):  How does interaction with text provoke thinking and response?

Core Content:  Use of graphs and data representations

 Reading of primary sources from various locations

 Reading of the secondary sources from various locations

 Use maps and charts as visual representations of data

INSTRUCTIONAL STRATEGIES  Teacher modeling

 Think- Pair- Share

 Usage of Reading Apprenticeship strategies  Usage of Best Classroom Practices

ASSESSMENTS  Teacher and peer evaluation.

 Teacher and peer response on written work.

 Rubrics/PV Research and Assessment Handbook

CORRECTIVES / EXTENSIONS  Explicit modeling followed by systematic guided practice of each skill

 Work in pairs to provide peer evaluation

 Use technological support COURSE: GRADE(S): STRAND: Writing TIMEFRAME: PDE Standard Area:  1.4 Types of Writing  1.5 Quality of Writing

PA ACADEMIC STANDARDS 1.4.12.B: Write complex informational pieces (e.g. research papers, literary analytical essays, evaluations)

 Make and support inferences with relevant and substantial evidence and well-chosen details.

 Identify and assess the impact of perceived ambiguities, nuances, and complexities within text. 1.4.12.C: Write persuasive pieces.

 Use rhetorical strategies (e.g., exposition, narration, description, argumentation, or some combination thereof) to support the main argument or position.

 Clarify and defend positions with precise and relevant evidence, including facts, expert opinions, quotations, expressions of commonly accepted beliefs, and logical reasoning. 1.5.12.A: Write with a clear focus, identifying topic, task, and audience. 1.5.12.B: Develop content appropriate for the topic.

 Gather, organize, and determine validity and reliability of information.

 Employ the most effective format for purpose and audience.

 Write fully developed paragraphs that have details and information specific to the topic and relevant to the focus. 1.5.12.C: Write with controlled and/or subtle organization.

 Establish coherence within and among paragraphs through effective transitions, parallel structures, and similar writing techniques. 1.5.12.D: Write with an understanding of style using a variety of sentence structures and descriptive word choices.

 Create tone and voice through the use of precise language. 1.5.12.E: Revise writing to improve style, word choice, sentence variety, and subtlety of meaning after rethinking how questions of purpose, audience, and genre have been addressed. 1.5.12.F. Use grade appropriate conventions of language when writing and editing.

 Spell all words correctly

 Use capital letters correctly

 Punctuate correctly

 Use correct grammar and sentence and formation

RESOURCES  PVHS Library Handbook

 PVHS Library Controversial Issues Planner

 Text/articles/novels

 Teacher created materials

 Student selected materials

 History Moodle Webpages

 Pleasant Valley High School Library Webpage

 PV Research and Assessment Handbook

OBJECTIVES PDE Big Idea(s):  Purpose, topic and audience guide types of writing

 Writing is a recursive process that conveys ideas, thoughts and feelings

 Writing is a means of documenting thinking

Core Objectives:  Write arguments focused on discipline-specific content. (CC.8.6.11-12.A)

 Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. (CC.8.6.11-12.B)

 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. (CC.8.6.11-12.E)  Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. (CC.8.6.11-12.G)

 Draw evidence from informational texts to support analysis, reflection, and research. (CC.8.6.11-12.H)

ESSENTIAL CONTENT PDE Essential Question(s):  To what extent does the writing process contribute to the quality of writing

 How do we develop into effective writers?

 What role does writing play in our lives? Core Content:  Develop essays with an introduction, 3 body paragraphs, and conclusion.

 Write clear, concise paragraphs using correct grammar, spelling, punctuation, usage, and mechanics.

 Use writing techniques to experiment and develop a personal writing style.

 Write creative and critically in response to literature-based assignments.

 Explore different styles and forms in poetry.

 Practice writing the four modes.

 Incorporate self-reflection into writing.

 Assign writing with several stages.

 Revise and edit.

INSTRUCTIONAL STRATEGIES  Teach grammar units in areas that require special emphasis as reflected in students’ papers.

 Employ a variety of writing techniques such as brainstorming, discussion, modeling, free-writing, and examining writing models.

 Examine and re-evaluate past assignments.  Incorporate Reading Apprentice techniques.

ASSESSMENTS  Teacher and peer evaluation.

 Teacher and peer response on written work.

CORRECTIVES / EXTENSIONS  Explicit modeling followed by systematic guided practice of each skill

 Work in pairs to provide peer edit.

 Use model writing.

 Use technological support COURSE: GRADE(S): STRAND: Research TIMEFRAME: PDE Standard Area:  1.8 Research  1.9 Information, Communication, and Technology Literacy

PA ACADEMIC STANDARDS 1.8.12.A: Formulate a clear research question and design a methodology for gathering and evaluating information on the chosen topic. 1.8.12.B: Conduct inquiry and research on self-selected or assigned topics, issues, or problems using a wide variety of appropriate media sources and strategies.

 Demonstrate that sources have been evaluated for accuracy, bias, and credibility.

 Synthesize information gathered from a variety of sources, including technology and one’s own research, and evaluate information for its relevance to the research question.

 Demonstrate the distinction between one’s own ideas from the ideas of others, and includes a reference page.

1.8.12.C: Analyze, synthesize, and integrate data, creating a reasoned product that supports and appropriately illustrates inference and conclusions drawn from research. 1.9.12.A: Use media and technology resources for research, information, analysis, problem solving, and decision making in content learning. Identify complexities and inconsistencies in the information and the different perspectives found in each medium. 1.9.12.B: Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness, importance, and social and cultural context.

RESOURCES  PV Research and Assessment Handbook

 MLA Handbook

 Chicago(Turabian) Handbook

 PVHS Library web pages and links

 Library Research Planner  Student selected materials

OBJECTIVES PDE Big Idea(s):  Information to gain or expand knowledge can be acquired through a variety of sources

Core Objectives:  Students read, understand, and respond to informational text – with emphasis on comprehension, making connections among ideas and between texts with focus on textual evidence.

 Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content

 Students summarize, represent, interpret data on tables and graphs

ESSENTIAL CONTENT PDE Essential Question(s):  How can our knowledge and use of the research process promote lifelong learning?

 How do we use information gained through research to expand knowledge? Core Content:  Follow the MLA or Turabian process for conducting research of: evaluating sources, taking notes, outlining, and writing drafts

 Develop, with teacher guidance, an essential question

 Answer the essential question to formulate a thesis statement that addresses purpose and audience

 During the research process, submit a working annotated bibliography for the purpose of review by teacher and possible revision by student

 Differentiate between summarizing, paraphrasing, direct quoting, and using one’s own idea to prevent intentional and unintentional plagiarism

 Use a variety of tools to produce an individual critical research paper on a selected social issue with a minimum of five sources and one to five pages.

INSTRUCTIONAL STRATEGIES  The classroom teacher and librarians will collaborate and co-teach throughout the process of planning, conducting, and documenting research

 Model various forms of note taking  Peer review

 Reference individual research planner checklists for classroom and library activities

ASSESSMENTS  Teacher and peer evaluation

 The final paper

 Pre-research activities

CORRECTIVES / EXTENSIONS Correctives:  Explicit modeling followed by systematic, guided practice of each skill Extensions:  Provide opportunity for further inquiry

 Convert research paper into technology-enhanced research presentation

 Apply research to authentic, real-world scenarios COURSE: Pennsylvania History GRADE(S): 11/12 STRAND: Unit 1- Pennsylvania Geography TIME FRAME: 9 weeks

PA ACADEMIC STANDARDS 8.2.12 A

RESOURCES • PVHS Library Handbook • PVHS Library Controversial Issues Planner • Text/articles/novels • Teacher created materials • Student selected materials • History Moodle Webpages • Pleasant Valley High School Library Webpage • PV Research and Assessment Handbook

PDE BIG IDEA The history of the Commonwealth continues to influence Pennsylvanians today, and has impacted the United States and the rest of the world.

ESSENTIAL CONTENT  Describe the state and its five geographic regions.  Identify the physical features and resources of the state.  Identify the types of climate.  Name, locate, and describe the major cities, towns and surrounding states.  Relate the importance of the physical environment in the development of Pennsylvania.  Compare the geographic names to corresponding areas on a map. PDE ESSENTIAL QUESTIONS How does continuity and change within Pennsylvania history influence your community today? How has social disagreement and collaboration been beneficial to Pennsylvania society? What document or physical representation best summarizes Pennsylvania and why? What is your role as a Pennsylvanian in the history of the world? How can the story of another Pennsylvanian, past or present, influence your life?

ASSESSMENTS Tests and quizzes Teacher and peer response/evaluation Teacher observation Daily preparation for class as evidenced by written homework and class participation Rubrics / PV Research and Assessment Handbook

CORRECTIVES/EXTENSIONS Correctives: Explicit modeling followed by systematic guided practice of each skill Incorporate Reading Apprenticeship activities Work in pairs or groups to generate ideas, listen and evaluate ideas.

Extensions: Provide opportunities for further inquiry Integrate technology Student-generated authentic creative projects COURSE: Pennsylvania History GRADE(S): 11/12 STRAND: Unit 2- Early Pennsylvania History: William Penn to the End of the TIME FRAME: 9 weeks American Revolution

PA ACADEMIC STANDARDS 8.2.12 B, D

ESSENTIAL CONTENT  Name and describe the various tribes of Pennsylvania Indians.  Relate customs of native Indians.  Identify the early culture of Pennsylvania Indians.  Discuss the arrival of the first European settlers in Pennsylvania.  Describe the life and impact of William Penn.  Trace the development of Penn’s early forms of government.  Describe the impact of immigrants and their beginnings in Pennsylvania;  Relate border disputes and growth of Pennsylvania.  Trace the events of the French and Indian War and its impact on Pennsylvania’s growth.  Describe the expansion of Pennsylvania into western lands of the Ohio Valley.  Describe the development of the Revolutionary War and Pennsylvania’s role in the war.

PDE ESSENTIAL QUESTIONS How does continuity and change within Pennsylvania history influence your community today? How has social disagreement and collaboration been beneficial to Pennsylvania society? What document or physical representation best summarizes Pennsylvania and why? What is your role as a Pennsylvanian in the history of the world? How can the story of another Pennsylvanian, past or present, influence your life?

Extensions: Provide opportunities for further inquiry Integrate technology Student-generated authentic creative projects COURSE: Pennsylvania History GRADE(S): 11/12 STRAND: Unit 3- Expansion through TIME FRAME: 9 weeks Reconstruction Period

PA ACADEMIC STANDARDS 8.2.12 D

ESSENTIAL CONTENT  Discuss Pennsylvania’s contributions to the Civil War as a supporter of the Union effort.  Describe the select battles and events in Pennsylvania and their impact on Pennsylvania history.  Name and describe the two significant challenges to the early federal government presented by the Whiskey Rebellion and Fries Rebellion.  Discuss development of road systems and their effect on the expansion and growth of Pennsylvania.  Trace the development of transportation services in Pennsylvania.  Identify major canals and their uses.  Describe the development and growth of railroads and their impact on Pennsylvania.  Identify key transportation systems in Pennsylvania.  List benefits railroads provided for Pennsylvania.

PDE ESSENTIAL QUESTIONS How does continuity and change within Pennsylvania history influence your community today? How has social disagreement and collaboration been beneficial to Pennsylvania society? What document or physical representation best summarizes Pennsylvania and why? What is your role as a Pennsylvanian in the history of the world? How can the story of another Pennsylvanian, past or present, influence your life?

Extensions: Provide opportunities for further inquiry Integrate technology Student-generated authentic creative projects COURSE: Pennsylvania History GRADE(S): 11/12 STRAND: Unit 4- Pennsylvania Industry TIME FRAME: 9 weeks

PA ACADEMIC STANDARDS 8.2.12 C

ESSENTIAL CONTENT  Describe the growth of the factory system in Pennsylvania.  Trace the development of the coal and iron industry and subsequent steel industry development in Pennsylvania.  Discuss the condition of labor in Pennsylvania’s industrial growth.  Trace the growth of the textile industry and its impact on the labor movement.  Identify key natural resources and their uses in the development of Pennsylvania’s industry.

PDE ESSENTIAL QUESTIONS How does continuity and change within Pennsylvania history influence your community today?

How has social disagreement and collaboration been beneficial to Pennsylvania society?

What document or physical representation best summarizes Pennsylvania and why?

What is your role as a Pennsylvanian in the history of the world?

How can the story of another Pennsylvanian, past or present, influence your life?

Extensions: Provide opportunities for further inquiry Integrate technology Student-generated authentic creative projects COURSE: Pennsylvania History GRADE(S): 11/12 STRAND: Unit 5- The Government of the TIME FRAME: 9 weeks Commonwealth

PA ACADEMIC STANDARDS 8.2.12 A, B, C, D

ESSENTIAL CONTENT  Describe the growth of politics in Pennsylvania.  Trace the various executive administrations and the impact on state government reforms and growth.  Describe the function and purpose of the state legislature.  Trace the contributions of various Pennsylvania governors’ administrations to the growth of Pennsylvania.  Explain the role and function of local government.  Identify key historical figures and their roles in local history. PDE ESSENTIAL QUESTIONS How does continuity and change within Pennsylvania history influence your community today?

How has social disagreement and collaboration been beneficial to Pennsylvania society?

What document or physical representation best summarizes Pennsylvania and why?

What is your role as a Pennsylvanian in the history of the world?

How can the story of another Pennsylvanian, past or present, influence your life?

Extensions: Provide opportunities for further inquiry Integrate technology Student-generated authentic creative projects