Social Studies Curriculum Grades K12 Sunapee School District
Last Revised: May 2015
Sunapee School District, Social Studies Curriculum, 2015 present
Table of Contents
Kindergarten ——————————— Page 3
Grade 1 ————————————— Page 4
Grade 2 ————————————— Page 7
Grade 3 ————————————— Page 10
Grade 4 ————————————— Page 15
Grade 5 ————————————— Page 17
Grade 6 ————————————— Page 23
Grade 7 ————————————— Page 28
Grade 8 ————————————— Page 34
Grade 9 ————————————— Page 43
Grades 1112 — Citizenship & Law — Page 47
Grades 1112 — Economics ———— Page 51
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Sunapee School District, Social Studies Curriculum, 2015 present
Kindergarten: “Community”
Skills: 1. Distinguish between primary and secondary sources 2. Utilize various types of sources such as documents, charts, images, artifacts, and maps 3. Draw from the source information at a level appropriate to the task at hand (i.e., skimming for facts or probing for deeper meaning) 4. Draw inferences from factual material 9. Compare and contrast 10. Determine varying perspectives 11. Recognize change over time 12. Detect cause and effect relationships 13. Distinguish between facts, interpretations, and opinions 14. Present visually, orally, and in writing 16. Participate in the community
Content: Standards:
Geography: Spatial Sense SS:GE:1: The World in ● Maps and globes: what they represent, how we use them Spatial Terms ● Rivers, lakes and mountains: what they are and how they are represented on Students will demonstrate the maps and globes ability to use maps, mental ● Locate the Atlantic and Pacific Oceans maps, globes, and other ● Locate the North and South Poles graphic tools and technologies to acquire, process, report, and analyze geographic information.
The Seven Continents SS:GE:1: The World in ● Identify and locate the seven continents on a map and globe: Spatial Terms ○ Asia Students will demonstrate the ○ Europe ability to use maps, mental ○ Africa maps, globes, and other ○ North America graphic tools and technologies ○ South America to acquire, process, report, ○ Antarctica and analyze geographic ○ Australia information.
Geography SS:GE:1: The World in ● Name and locate Sunapee, NH Spatial Terms ● Locate North America, the continental United States, Alaska and Hawaii Students will demonstrate the ability to use maps, mental maps, globes, and other graphic tools and technologies to acquire, process, report, and analyze geographic information.
Native American Peoples, Past and Present SS:WH:5: Social/Cultural ● Become familiar with the people and way of life of at least one Native American Students will demonstrate tribe or nation including: their understanding of the ○ how they lived diversity of values, beliefs, ○ what they wore and ate and practices of individuals ○ their beliefs and stories and groups over time. ○ the current status of the tribe or nation
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Early Exploration and Settlement SS:HI:1: Political ● The Voyage of Columbus in 1492 Foundations and ○ Queen Isabella and King Ferdinand of Spain Development ○ The Nina, Pinta and Santa Maria Students will demonstrate an ○ Columbus’s mistaken identification of “Indies” and “Indians” understanding of the major ○ The idea of what was, for Europeans, a “New World” ideas, issues and events ● The Pilgrims pertaining to the history of ○ The Mayflower governance in our state and ○ Plymouth Rock nation. ○ Thanksgiving ● July 4, Independence Day SS:WH:5: Social/Cultural ○ The “birthday” of our nation Students will demonstrate ○ Democracy (rule of the people) Americans wanted to rule themselves their understanding of the instead of being ruled by a faraway king diversity of values, beliefs, ○ Some people were not free: slavery in early America and practices of individuals and groups over time
Presidents, Past and Present SS:HI:1: Political ● George Washington Foundations and ○ “Father of Our Country” Development ● Thomas Jefferson Students will demonstrate an ○ author of the Declaration of Independence understanding of the major ● Abraham Lincoln ideas, issues and events ○ humble origins pertaining to the history of ○ “Honest Abe” governance in our state and ○ president who signed the Emancipation Proclamation nation. ● current United States President
Symbols and Figures SS:HI:3: World Views and ● Recognize and be familiar with the significance of Value systems and their ○ American flag Intellectual and Artistic ○ Statue of Liberty Expressions ○ Mount Rushmore Students will demonstrate an ○ The White House understanding of conceptions of reality, ideals, guidelines of behavior and forms of expression.
New Grade Level
Grade 1: “Beginnings”
Skills: 1. Distinguish between primary and secondary sources 2. Utilize various types of sources such as documents, charts, images, artifacts, and maps 3. Draw from the source information at a level appropriate to the task at hand (i.e., skimming for facts or probing for deeper meaning) 4. Draw inferences from factual material 9. Compare and contrast 10. Determine varying perspectives 11. Recognize change over time 12. Detect cause and effect relationships 13. Distinguish between facts, interpretations, and opinions 14. Present visually, orally, and in writing
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16. Participate in the community
Content: Standards:
American History and Geography—Early People and Civilization SS:GE:4: Human Systems ● Crossing from Asia to North America from hunting to farming. Students will demonstrate an understanding of Gradual development of early towns. human migration; the complexity of cultural mosaics; economic interdependence, human settlement patterns, and the forces of cooperation and conflict among peoples.
Early American Civilization SS:GE:2: Places and Region ● Maya and Mexico in Central America Students will demonstrate an understanding of ● Aztecs in Mexico (Montezuma and Tenochtitlan) the physical and human geographic features ● Inca in South America (Peru, Chile) that define places and regions as well as how culture and experience influence people’s perceptions of places and regions.
Early Exploration and Settlement SS:GE:4: Human Systems ● Columbus Students will demonstrate an understanding of human migration; the complexity of cultural mosaics; economic interdependence, human settlement patterns, and the forces of cooperation and conflict among peoples.
SS:WH:5: Social/Cultural Students will demonstrate their understanding of the diversity of values, beliefs, and practices of individuals over time.
The Conquistadors SS:WH:1: Political Foundations and ● The Search for Gold and SIlver Developments ● Hernan Cortes and the Aztecs Students will demonstrate and understanding ● Francisco Pizarro and the Inca of major events, ideas and issues pertaining ● Diseases devastate Native American Population to the history of governance.
Early Exploration of the American West SS:GE:3: Physical Systems ● Daniel Boone and the Wilderness Road Students will demonstrate an understanding of ● The Louisiana Purchase (Exploration of Lewis and Clark and the physical processes that shape the Sacagawea) patterns of Earth’s surface and the ● Geography (Locate the Appalachian Mountains, the Rocky characteristics and spatial distribution of Mountains, and the Mississippi River) ecosystems.
Symbols and Figures—Recognize and become familiar with SS:GE:2: Places and Regions ● Liberty Bell Students will demonstrate an understanding of ● Current United States president the physical and human geographic features ● American Flag that define places and regions as well as how ● Bald Eagle culture and experience influence people’s perceptions of places and regions.
From Colonies to Independence: The American Revolution SS:HI:1: Political Foundations and ● Locate the original thirteen colonies Development ● Paul Revere’s Ride (One if by land, two if by sea…). Students will demonstrate an understanding of ● The Boston Tea Party the mamore ideas, issues and events ● Thomas Jefferson and the Declaration of Independence pertaining to the history of governance in our ● Minutemen and Redcoats (The shot heard around the world…) state and nation. ● Fourth of July ● Benjamin Franklin: patriot, inventor, writer
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● George Washington from military commander to our first SS:HI:2: Contacts, Exchanges & president International Relations ● Legend of Betsy Ross and Flag Students will demonstrate an understanding of the events, actions and policies of our nation in relation to other peoples and governments over time.
World History and Geography—Spatial Sense SS:GE:1: The World in Spatial Terms ● Name your continent, country, state, and community Students will demonstrate the ability to use ● Understand that maps have keys or legends with symbols and maps, mental maps, globes, and other graphic their uses tools and technologies to acquire process, ● Find directions on a map: east, west, south and north report, and analyze geographic information. ● Identify major oceans: Pacific, Atlantic, Indian, Arctic ● Review the seven continents: Asia, Europe, Africa, North America, South America, Antarctica, Australia ● Locate Canada, United States, Mexico, Central America ● Locate the Equator, Northern Hemisphere, Southern Hemisphere, North and South Poles ● Maps and Globes: what they represent and how we use them ● Rivers, lakes, and mountains: what they are and how they are represented on maps and globes ● Locate the north and south pole
An Overview of the Seven Continents—Identify and locate the seven SS:GE:1: The World in Spatial Terms continents on a map and globe Students will demonstrate the ability to use ● Asia maps, mental maps, globes, and other graphic ● Europe tools and technologies to acquire process, ● Africa report, and analyze geographic information. ● North America ● South America ● Antarctica ● Australia
Geographical Terms and Features SS:GE:1: The World in Spatial Terms ● peninsula, harbor, bay, island Students will demonstrate the ability to use maps, mental maps, globes, and other graphic tools and technologies to acquire process, report, and analyze geographic information.
Early World Civilization—Mesopotamia: The “Cradle of Civilization” SS:HI:3: World Views and Value systems ● Importance of Tigris and Euphrates Rivers and their Intellectual and Artistic ● Development of writing, why writing is important to the Expressions development of civilization Students will demonstrate an understanding of ● Code of Hammurabi (early code of law), why rules and laws are conceptions of reality, ideals, guidelines of important to the development of civilization behavior and forms of expression.
Ancient Egypt SS:GE:1: The World in Spatial Terms ● Geography (Africa, Sahara Desert) Students will demonstrate the ability to use ● Importance of Nile River, floods and farming maps, mental maps, globes, and other graphic ● Pharaohs (Tutankhamun, Hatshepsut, woman pharaoh) tools and technologies to acquire process, ● Pyramids and mummies, animal gods, Sphinx report, and analyze geographic information. ● Writing hieroglyphics SS:HI:4: Economic Systems & Technology Students will demonstrate an understanding of the changing forms of production, distribution and consumption of goods and services over time.
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History of World Religions SS:WH:5: Social/Cultural ● Judaism (Belief in one God, Story of Exodus, Israel, Hanukkah, Students will demonstrate their understanding Star of David, Torah, synagogue) of the diversity of values, beliefs, and ● Christianity (Christianity grew out of Judaism, Jesus: meaning practices of individuals over time. of “messiah”, Christmas and Easter, symbol of cross) ● Islam (Originated in Arabia: since spread worldwide, Followers are called Muslims, Symbols of crescent and star)
New Grade Level
Grade 2: “Leadership”
Skills: 01. Distinguish between primary and secondary sources 02. Utilize various types of sources such as documents, charts, images, artifacts, and maps 03. Draw from the source information at a level appropriate to the task at hand (i.e., skimming for facts or probing for deeper meaning) 04. Draw inferences from factual material, 09. Compare and contrast 10 Determine varying perspectives 11 Recognize change over time 12 Detect cause and effect relationships 13 Distinguish between facts, interpretations, and opinions 14 Present visually, orally, and in writing
Content: Standards:
World Geography Spatial Sense SS:GE:1: The World in Spatial Terms ● Name your continent, country, state, and community. Students will demonstrate the ability to use maps, ● Understand that maps have keys or legends with symbols mental maps, globes, and other graphic tools and and their uses. technologies to acquire, geographic information. ● Find directions on a map: ○ east SS:GE:3: Physical Systems ○ west Students will demonstrate an understanding of ○ north the physical processes that shape the patterns of ○ south Earth’s surface and the characteristics and ● Identify major oceans: spatial distribution of ecosystems. ○ Pacific ○ Atlantic ○ Indian ○ Artic ● The seven continents: ○ Asia, Europe, Africa, North America, South America, Antarctica, Australia ● Locate: ○ Canada ○ United States ○ Mexico ○ Central America ● Locate: ○ Equator ○ Northern Hemisphere ○ Southern Hemisphere ○ North Pole
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○ South Pole World Georaphy Geographical Terms and Features ● Review: peninsula, harbor, bay, island ● Introduce: coast, valley, desert, oasis
Geography of the Americas North America SS:GE:1: The World in Spatial Terms ● North America Students will demonstrate the ability to use maps, ○ Canada, United States, Mexico mental maps, globes, and other graphic tools and ● The United States technologies to acquire, geographic information. ○ Fifty states: 48 contiguous states, plus Alaska/Hawaii SS:GE:3: Physical Systems ○ Current Territories (American Samoa, Guan, Puerto Students will demonstrate an understanding of Rico, U.S. Virgin Islands) the physical processes that shape the patterns of ○ Mississippi River Earth’s surface and the characteristics and ○ Appalachian and Rocky Mountains spatial distribution of ecosystems. ○ Great Lakes
● Atlantic and Pacific Oceans, Gulf of Mexico, Caribbean Sea, West Indies ● Central America
Geography of the Americas South America ● Brazil: largest country in South America, Amazon River, rain forests ● Peru and Chile: Andes Mountains ● Locate: Venezuela, Colombia, Ecuador ● Bolivia: named after Simon Bolivar, “The Liberator” ● Argentina: the Pampas ● Main languages: Spanish and (in Brazil) Portuguese
Geography of the Americas Symbols and Figures ● Recognize and become familiar with the significance of U.S. flag: current and earlier versions ● Statue of Liberty ● Lincoln Memorial
Presidents SS:HI:1: Political Foundations and ● Thomas Jefferson Development ● Theodore Roosevelt Students will demonstrate an understanding of ● Franklin D. Roosevelt the major ideas, issues and events pertaining to ● Current President the history of governance in our state and nation
SS:HI:5: Social/Cultural Students will demonstrate an understanding of the interaction of various social groups, including their values, beliefs and practices, over time.
Artists SS:WH:5: Social/Cultural ● Michelangelo Students will demonstrate their understanding of ● Amadeus Mozart the diversity of values, beliefs, and practices of ● Leonardo da Vinci individuals and groups over time.
Scientists SS:WH:3: World Views and Value systems ● Jane Goodall and their Intellectual and Artistic ● Galileo Expressions ● Albert Einstein Students will demonstrate their understanding of ● Marie Curie conceptions of reality, ideals, guidelines of behavior and their forms of expression.
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SS:WH:5: Social/Cultural Students will demonstrate their understanding of the diversity of values, beliefs, and practices of individuals and groups over time.
Astronauts SS:HI:2: Contacts, Exchanges & ● Neil Armstrong International Relations ● Sally Ride Students will demonstrate an understanding of ● Christa McAuliffe the events, actions and policies of our nation in relation to other peoples and governments over time.
SS:HI:5: Social/Cultural Students will demonstrate an understanding of the interaction of various social groups, including their values, beliefs and practices, over time.
Pioneers SS:HI:2: Contacts, Exchanges & ● Amelia Earhart International Relations ● Helen Keller Students will demonstrate an understanding of the events, actions and policies of our nation in relation to other peoples and governments over time.
SS:HI:5: Social/Cultural Students will demonstrate an understanding of the interaction of various social groups, including their values, beliefs and practices, over time.
Business Leaders SS:HI:2: Contacts, Exchanges & ● Henry Ford International Relations ● Walt Disney Students will demonstrate an understanding of ● Oprah Winfrey the events, actions and policies of our nation in ● Bill Gates relation to other peoples and governments over ● Steve Jobs time.
SS:HI:5: Social/Cultural Students will demonstrate an understanding of the interaction of various social groups, including their values, beliefs and practices, over time.
Civil Rights Leaders SS:HI:2: Contacts, Exchanges & ● Martin Luther King Jr. International Relations ● Rosa Parks Students will demonstrate an understanding of the events, actions and policies of our nation in relation to other peoples and governments over time.
SS:HI:5: Social/Cultural Students will demonstrate an understanding of the interaction of various social groups, including their values, beliefs and practices, over time.
World Leaders SS:WH:3: World Views and Value systems ● Nelson Mandela and their Intellectual and Artistic ● Mother Teresa Expressions ● Mahatma Gandhi Students will demonstrate their understanding of conceptions of reality, ideals, guidelines of behavior and their forms of expression.
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Children SS:WH:3: World Views and Value systems ● Mattie Stepanek and their Intellectual and Artistic ● Malala Yousafzai (May not be the kid friendliest) Expressions Students will demonstrate their understanding of conceptions of reality, ideals, guidelines of behavior and their forms of expression.
Athletes SS:WH:3: World Views and Value systems ● Jackie Robinson and their Intellectual and Artistic ● Jim Thorpe Expressions ● Muhammad Ali Students will demonstrate their understanding of conceptions of reality, ideals, guidelines of behavior and their forms of expression.
New Grade Level
Grade 3: “Struggles and Triumphs”
Skills:
01. Distinguish between primary and secondary sources 02. Utilize various types of sources such as documents, charts, images, artifacts, and maps 03. Draw from the source information at a level appropriate to the task at hand (i.e., skimming for facts or probing for deeper meaning)
Content: Standards:
World Geography: Spatial Sense SS:GE:1: The World in Spatial Terms ● Name your continent, country, state and community Students will demonstrate the ability to use maps, ● Understand that maps have keys or legends with mental maps, globes, and other graphic tools and symbols and their uses technologies to acquire, process, report, and analyze ● Find directions on a map: east, west, north, south ● Identify major oceans: Pacific, Atlantic, Indian, Arctic geographic information. ● The seven continents: Asia, Europe, Africa, North America, South America, Antarctica, Australia SS:GE:2: Places and Regions ● Locate: Canada, United States, Mexico, Central Students will demonstrate an understanding of the America physical and human geographic features that define ● Locate: the Equator, Northern Hemisphere, and Southern Hemisphere, North and South Poles places and regions as well as how culture and ● Measure straightline distances using a bar scale experience influence people's perceptions of places ● Use an atlas and, if available, online sources to fine and regions. geographic information
Geographical Terms and Features SS:GE:2: Places and Regions ● boundary Students will demonstrate an understanding of the ● channel physical and human geographic features that define ● delta places and regions as well as how culture and ● isthmus ● plateau experience influence people's perceptions of places ● reservoir and regions. ● strait
Canada SS:GE:2: Places and Regions ● Locate in relation to the United States Students will demonstrate an understanding of the
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● French and British heritage, Frenchspeaking Quebec physical and human geographic features that define ● Rocky Mountains places and regions as well as how culture and ● Hudson Bay, St Lawrence River, Yukon River experience influence people's perceptions of places ● Divided into provinces and regions. ● Major cities, including Montreal, Quebec, Toronto, Vancouver
Important Rivers of the World SS:GE:2: Places and Regions ● Terms: source, mouth, tributary, drainage, basin Students will demonstrate an understanding of the ● Asia: Ob, Yellow (Huang He) Yangtze (Chang Jang), physical and human geographic features that define Ganges, Indus, Tigris, Euphrates. places and regions as well as how culture and ● Africa: Nile, Niger, Congo ● South America: Amazon, Parana, Orinoco experience influence people's perceptions of places ● North America: Mississippi, and major tributaries, and regions. Mackenzie, Yukon. ● Australia: MurrayDarling ● Europe: Volga, Danube, Rhine
American History and Geography SS:HI:2: Contacts, Exchanges & International ● The Earliest Americans Relations ○ Crossing from Asia to North America Students will demonstrate an understanding of the ■ During the Ice Age, nomadic hunters events, actions and policies of our nation in relation to cross from Asia to North America (now the Bering Strait). (Crossing a land other peoples and governments over time. bridge is one of many theories.) ■ Different peoples, with different SS:HI:4: Economic Systems & Technology languages and ways of life, eventually Students will demonstrate an understanding of the spread out over the North and South changing forms of production, distribution and American continents. These early peoples include: consumption of goods and services over time. ● Inuits (Eskimos), Anasazi, pueblo builders and cliff SS:HI:5: Social/Cultural dwellers,Mound builders Students will demonstrate an understanding of the interaction of various social groups, including their ● Native American values, beliefs and practices, over time. ○ In the Southwest ○ Pueblos (Hopi, Zuni) ○ Dine (Navajo) SS:WH:4: Economic Systems & Technology ○ Apache Students will demonstrate their understanding of the ● Eastern “Woodland” Indians changing forms of production, distribution and ○ Woodland culture: wigwams, longhouses, consumption of goods and services over time. farming, peace pipe, Shaman and Sachem ○ Major tribes and nations (such as Powhatan, Delaware, Susquehanna, Mohican, Massachusett, Iroquois Confederacy) ● In the Southeast ○ Cherokee ○ Seminole
Early Exploration of North America SS:GE:2: Places and Regions Students will demonstrate an understanding of the ● Early Spanish Exploration and settlement physical and human geographic features that define ○ Settlement of Florida places and regions as well as how culture and ○ Ponce de Leon, legend of the Fountain of Youth experience influence people's perceptions of places ○ Hernando de Soto and regions ○ Founding of St Augustine (oldest continuous
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European settlement in what is now the U.S.) SS:HI:5: Social/Cultural ○ Geography: Caribbean Sea, West Indies, Students will demonstrate an understanding of the Puerto Rico, Cuba, Gulf of Mexico, Mississippi interaction of various social groups, including their River values, beliefs and practices, over time.
Exploration and Settlement of the American Southwest SS:GE:2: Places and Regions Students will demonstrate an understanding of the ● Early Spanish explorers in the lands that are now the physical and human geographic features that define states of Texas, New Mexico, Arizona, and California; places and regions as well as how culture and missionary settlements (missions), especially in Texas and California experience influence people's perceptions of places ● Coronado and the legend of the “Seven Cities of and regions Cibola” (of Gold) SS:HI:5: Social/Cultural ● Geography: Grand Canyon and Rio Grande Students will demonstrate an understanding of the
interaction of various social groups, including their values, beliefs and practices, over time.
The Search for the Northwest Passage SS:GE:2: Places and Regions ● Many explorers undertook the perilous, sometimes Students will demonstrate an understanding of the fatal, voyage to find a shortcut across North America to physical and human geographic features that define Asia including: places and regions as well as how culture and ○ John Cabot: Newfoundland ○ Champlain: “New France” and Quebec experience influence people's perceptions of places ○ Henry Hudson: the Hudson River and regions ● Geography ○ “New France” and Quebec, Canada SS:HI:5: Social/Cultural ○ St. Lawrence River Students will demonstrate an understanding of the ○ The Great Lakes: Superior, Michigan, Huron, interaction of various social groups, including their Erie, Ontario values, beliefs and practices, over time.
The Thirteen Colonies: Life and Times Before the Revolution SS:GE:2: Places and Regions ● Geography Students will demonstrate an understanding of the ○ The thirteen colonies by region: New England, physical and human geographic features that define Middle, Atlantic, Southern places and regions as well as how culture and ○ Differences in climate from north to south: corresponding experience influence people's perceptions of places ○ differences in agriculture (subsistence farming and regions in New England, gradual development of large plantations in the South) ○ Important cities in the development of trade SS:GE:3: Physical Systems and government: Philadelphia, Boston, New Students will demonstrate an understanding of the York, Charleston physical processes that shape the patterns of Earth's ● Southern Colonies ○ Virginia, Maryland, North Carolina, South surface and the characteristics and spatial distribution Carolina, Georgia of ecosystems. ○ plantations with cash crops ○ The difference between indentured servants SS:GE:5: Environment and and slaves: Society ○ slaves as property Students will demonstrate an understanding of the ○ The Middle Passage ○ Virginia as case study connections and consequences of the interactions ■ Chesapeake Bay, James River between Earth's physical and human systems. ■ 1607: Three ships of the London Company (later called the Virginia SS:CV:1: The Nature and Purpose of Government Company) arrive in Virginia, seeking Students will demonstrate an understanding of the gold and other riches.
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■ Establishment of Jamestown, first nature of governments, and the fundamental ideals of continuous English colony in the New government of the United States World ■ Trade with Powhatan Indians (see also SS:CV:2: Structure and Function of United States Eastern Woodland, Indians, above and New Hampshire Government John Smith) ■ John Smith Students will demonstrate an understanding of major ■ Pocahontas, marriage to John Rolfe provisions of the United States and New Hampshire ■ Diseases kill many people, both Constitutions, and the organization and operation of colonists and Indians government at all levels including the legislative, ■ The Starving Time executive, and judicial branches. ■ Clashes between American Indians and American colonists ■ Development of tobacco as a cash SS:CV:3: The World and the United States' Place crop, development of plantations In It ■ 1619: first African laborers brought to Students will demonstrate an understanding of the Virginia relationship of ● The New England Colonies the United States to other countries, ○ New England colonies: Massachusetts, New Hampshire, Connecticut, Rhode Island and the role of the United States in ■ Gradual development of maritime world affairs. economy: fishing and shipbuilding ■ Subsistence farming SS:CV:4 Rights and Responsibilities ○ Massachusetts Students will demonstrate an understanding of the ■ Colonists seeking religious freedom: in rights and responsibilities of citizenship, and the ability England, an official “established” to apply their knowledge of local, state, and national church (the Church of England), which government through the political process and citizen did not allow people to worship as they chose involvement. ■ The Pilgrims ■ From England to Holland to SS:EC:2: Basic Economic Massachusetts Concepts ■ Significance of the Mayflower Compact Students will learn about the pillars of a free market ■ Plymouth Colony economy and the market mechanism. ■ Help by Wampanoag Indians: Massasoit, Tisquantum Squanto) ■ The Puritans SS:EC:4: Financial ■ Emphasis on reading and education, Institutions and the Government the New England Primer Students will understand how financial institutions and ○ Rhode Island the government work together to stabilize our ■ different than Massachusetts economy, and how changes in them affect the ■ Roger Williams: belief in religious individual. toleration ■ Anne Hutchinson SS:HI:1: Political Foundations and Development Students will demonstrate an understanding of the ○ Middle Atlantic Colonies major ideas, issues and events pertaining to the ■ Middle Atlantic colonies: New York, history of governance in our state and nation. New Jersey, New Jersey, Delaware,
Pennsylvania SS:HI:2: Contacts, Exchanges & International ● medium sized farms, religious toleration, some fishing and Relations shipping Students will demonstrate an understanding of the ■ New York events, actions and policies of our nation in relation to ● Dutch settlements and trading other peoples and governments over time. posts in “New Netherland” SS:HI:3: World Views and Value systems and their Intellectual and Artistic Expressions
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Students will demonstrate an understanding of conceptions of reality, ideals, guidelines of behavior and forms of expression.
SS:HI:4: Economic Systems & Technology Students will demonstrate an understanding of the changing forms of production, distribution and consumption of goods and services over time.
SS:HI:5: Social/Cultural Students will demonstrate an understanding of the interaction of various social groups, including their values, beliefs and practices, over time.
The Civil War SS:GE:4: Human Systems Students will demonstrate an understanding of human ● Controversy over slavery migration; the complexity of cultural mosaics; ● Harriet Tubman, “the underground railroad” economic interdependence; human settlement ● Northern v. Southern states: Yankees and Rebels ● Ulysses S. Grant and Robert E. Lee patterns; and the forces of cooperation and conflict ● Clara Barton, “Angel of the Battlefield”, founder of among peoples. American Red Cross ● President Abraham Lincoln: keeping the Union together SS:CV:4: Rights and Responsibilities ● Emancipation Proclamation and the end of slavery Students will demonstrate an understanding of the
rights and responsibilities of citizenship, and the ability
to apply their knowledge of local, state, and national government through the political process and citizen involvement.
SS:HI:1: Political Foundations and Development Students will demonstrate an understanding of the major ideas, issues and events pertaining to the history of governance in our state and nation.
SS:HI:3: World Views and Value systems and their Intellectual and Artistic Expressions Students will demonstrate an understanding of conceptions of reality, ideals, guidelines of behavior and forms of expression.
SS:HI:5: Social/Cultural Students will demonstrate an understanding of the interaction of various social groups, including their values, beliefs and practices, over time.
New Grade Level
Grade 4: “What are the Options?”
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Skills: 01. Distinguish between primary and secondary sources 02. Utilize various types of sources such as documents, charts, images, artifacts, and maps 03. Draw from the source information at a level appropriate to the task at hand (i.e., skimming for facts or probing for deeper meaning) 09. Compare and contrast 10. Determine varying perspectives 11. Recognize change over time 13. Distinguish between facts, interpretations, and opinions 14. Present visually, orally, and in writing
Content: Standards:
Types of Government SS:CV:1: The Nature and Purpose of ● An autocracy is a government in which one person has all the Government power Students will demonstrate an ○ In a monarchy, a king or queen rules the country understanding of the nature of ■ Example: Saudi Arabia governments, and the fundamental ideals ○ A dictatorship is a form of government where one leader of government of the United States. has absolute control over citizens’ lives ■ Example: North Korea ● In a democracy, citizens hold the political power SS:CV:3: The World and the United ○ In a representative democracy, citizens elect leaders to States' Place In It represent their rights and interests in government Students will demonstrate an ■ Example: United States of America understanding of the relationship of ○ In a direct democracy, there are no representatives. the United States to other countries, Citizens are directly involved in the daytoday work of and the role of the United States in governing the country world affairs. ■ Example: Switzerland, where citizens themselves can vote on laws, although Switzerland is otherwise a representative democracy ■ Small towns in NH ● In an oligarchy, a small group of people has all the power ○ Example: a small group of military leaders who might seize control of a country
American Government SS:CV:1: The Nature and Purpose of ● Levels and functions of government (national, state, local) Government ○ Identify current government officials, including President Students will demonstrate an and vicepresident of the U.S. State governor understanding of the nature of ○ State governments: established by state constitutions governments, and the fundamental ideals (which are subordinate to the U.S. Constitution, the of government of the United States. highest law in the land), like the national government, each state government has its legislative, executive, and SS:CV:2: Structure and Function of judicial branches United States and New Hampshire ○ Local governments: purposes, functions, and officials Government ○ How government services are paid for (taxes on Students will demonstrate an individuals and businesses, fees, tolls, etc.) understanding of major provisions of the ○ How people can participate in government United States and New Hampshire ■ voting in local, state, and national elections Constitutions, and the organization and ■ signing a petition operation of government at all levels ■ wearing a button or putting a sticker on the car including the legislative, executive, and ■ writing letters to elected representatives judicial branches. ■ contributing money to a party or candidate ■ attending meetings to gain information SS:CV:3: The World and the United ■ campaigning for a candidate States' Place In It ■ demonstrating through marches, boycotts, other Students will demonstrate an forms of protest understanding of the relationship of
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■ serving as a juror the United States to other countries, ■ running for office and the role of the United States in ■ holding public office world affairs.
SS:CV:4: Rights and Responsibilities Students will demonstrate an understanding of the rights and responsibilities of citizenship, and the ability to apply their knowledge of local, state, and national government through the political process and citizen involvement.
Industrialism and Economic Systems: Capitalism, and Socialism SS:EC:1: Economics and the Individual ● The Industrial Revolution Students will learn about their role in a free ○ Beginnings in Great Britain Revolution in transportation: market, how decisions that they make canals, railroads, new highways Steam power affect the economy, and how changes in ○ Revolution in textiles: Eli Whitney and the cotton gin, the economy can affect them factory production ○ Iron and steel mills SS:EC:2: Basic Economic Concepts ○ The early factory system Students will learn about the pillars of a ■ Families move from farm villages to factory towns free market economy and the market ■ Unsafe, oppressive working conditions in mills mechanism. and mines ■ Women and child laborers SS:EC:3: Cycles in the Economy ■ Low wages, poverty, slums, disease in factory Students will be able to explain the towns business cycle and trends in economic ■ Violent resistance: Luddites activity over time. ● Capitalism ○ Adam Smith and the idea of laissez faire vs. government intervention ○ Law of supply and demand ○ Growing gaps between social classes ● Socialism ○ An idea that took many forms, all of which had in common their attempt to offer an alternative to capitalism ■ For the public ownership of large industries, transport, banks, etc., and the more equal distribution of wealth ○ Marxism: the Communist form of Socialism ■ Karl Marx and Friedrich Engels, The Communist Manifesto: “Workers of the world, unite!” ■ Class struggle: bourgeoisie and proletariat ■ Communists, in contrast to Socialists, opposed all forms of private property SS:EC:4: Financial ● Examples of Capitalist and Communist Countries Institutions and the Government ○ Capitalism: United States of America Students will understand how financial ○ Communist: Cuba, former Soviet Union institutions and the government work The Great Depression: together to stabilize our economy, and how ● Wall Street stock market Crash of ‘29 changes in them affect the individual. ● “Black Tuesday” ● Hoover (limited federal government intervention) SS:HI:1: Political Foundations and ● Mass unemployment Development ○ Agricultural prices collapse following European peace Students will demonstrate an ○ Factory mechanization eliminates jobs understanding of the major ideas, issues ○ Bonus Army and events pertaining to the history of ○ “Hoovervilles” governance in our state and nation. ● The Dust Bowl, “Okie” migrations ● The New Deal (Social Security, WPA) SS:GE:4: Human Systems
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● FDR (much more federal government intervention) Students will demonstrate an ● Beliefs about the role of government understanding of human migration; the ○ How much is the government responsible for helping complexity of cultural mosaics; economic people through tough times? interdependence; human settlement ○ Themes of Socialism/Communism/Capitalism illustrated patterns; and the forces of cooperation and through this era and government response conflict among peoples. ● Radicals: Huey Long
Modern Asian Civilizations SS:EC:5: International Economics and ● Geography of Asia Trade ○ The largest continent, with the most populous countries in Students will recognize the importance of the world international trade and how economies are ■ North Korea, South Korea, India,China, Japan affected by it. ● capitals ● mountain ranges SS:GE:1: The World in Spatial Terms ● rivers Students will demonstrate the ability to use ● The Koreas maps, mental maps, globes, and other ○ North Korea Communist graphic tools and technologies to acquire, ○ South Korea Capitalist process, report, and analyze geographic ● India information. ○ Democracy ○ Socialism moving toward Capitalism SS:GE:2: Places and Regions ○ Ghandi Students will demonstrate an ● China understanding of the physical and human ○ Communist geographic features that define places and ○ Communism moving toward Socialism regions as well as how culture and ○ The Great Leap Forward experience influence people's perceptions ○ Mao Zedong of places and regions. ○ Hong Kong ○ Trade ● Japan ○ Democracy ○ Capitalism ○ Economic vitality and trade networks ○ Technology
New Grade Level
Grade 5: “Why America?”
Skills: 01. Distinguish between primary and secondary sources 02. Utilize various types of sources such as documents, charts, images, artifacts, and maps 03. Draw from the source information at a level appropriate to the task at hand (i.e., skimming for facts or probing for deeper meaning) 08. Cite sources accurately and completely 09. Compare and contrast 10. Determine varying perspectives 11. Recognize change over time 13. Distinguish between facts, interpretations, and opinions 14. Present visually, orally, and in writing
Content: Standards:
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World Geography Spatial Sense: SS:GE:1: The World in Spatial Terms ● Read maps and globes using longitude and latitude, coordinates, Students will demonstrate the ability to use degrees. maps, mental maps, globes, and other ● Tropic of Cancer and Tropic of Capricorn: relation to season and graphic tools and technologies to acquire, temperature process, report, and analyze geographic ● Climate zones: Arctic, Tropical, Temperate information. ● Time zones: Prime Meridian (0 degrees); Greenwich, England; 180 degree Line (International Date Line) SS:GE:3: Physical Systems ● Arctic Circle and Antarctic Circle Students will demonstrate an ● From a round globe to a flat map: Mercator projection, conic and understanding of the physical processes plane projection that shape the patterns of Earth's surface and the characteristics and spatial distribution of ecosystems.
World Geography Great Lakes of the World: SS:GE:1: The World in Spatial Terms ● Eurasia: Caspian Sea Students will demonstrate the ability to use ● Asia: Aral Sea maps, mental maps, globes, and other ● Africa: Victoria, Tanganyika, Chad graphic tools and technologies to acquire, ● North America: Superior, Huron, Michigan process, report, and analyze geographic ● South America: Maracaibo, Titicaca information.
U.S. Geography SS:GE:1: The World in Spatial Terms ● Locate Students will demonstrate the ability to use ○ Western Hemisphere maps, mental maps, globes, and other ○ North America graphic tools and technologies to acquire, ○ Caribbean Sea process, report, and analyze geographic ○ Gulf of Mexico information. ○ Gulf Stream (how climate is affected) ○ Regions (New England, MidAtlantic, South, Midwest, SS:GE:2: Places and Regions Great Plains, Southwest, West, Pacific Northwest Students will demonstrate an ○ Fifty states and capitals understanding of the physical and human geographic features that define places and regions as well as how culture and experience influence people's perceptions of places and regions.
Early American Civilizations: SS:GE:4: Human Systems ● Geography Students will demonstrate an ○ Identify and locate on a map and globe: understanding of human migration; the ■ Central America complexity of cultural mosaics; economic ■ South America interdependence; human settlement ■ Brazil patterns; and the forces of cooperation ■ Argentina and conflict among peoples. ■ Amazon River ■ Andes Mountains SS:WH:2: Contacts, Exchanges & International Relations ● Maya, Aztec and Inca Civilizations Students will demonstrate their ○ The Mayas understanding of the interactions of ■ Ancient Mayans lived in what is now southern peoples and governments over time. Mexico and parts of Central America; their SS:WH:5: Social/Cultural descendants still live here today. Students will demonstrate their ■ Accomplishments as architects and artisans: understanding of the diversity of values, pyramids and temples beliefs, and practices of individuals and ■ Development of systems of hieroglyphic writing groups over time. ■ Knowledge of astronomy and mathematics; development of a 365day calendar; early use of the concept of zero ○ The Aztecs
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■ A warrior culture (1400s and early 1500s), the empire covered much of what is now central Mexico. ■ The island city of Tenochtitlan: aqueducts, massive temples, etc ■ Moctezuma ■ Rulerpriests and the practice of human sacrifice ○ The Inca ■ Ruled an empire stretching along the Pacific coast of South America ■ Built great cities high in the Andes, connected by a system of roads (Machu Picchu, Cuzco) ● Spanish Conquerors ○ Conquistadors: Cortes and Pizarro ■ Guns and cannons are their advantage ■ Diseases devastate the native people
Native Americans Cultures and Conflicts: SS:CV:4: Rights and Responsibilities ● Culture and lifestyle Students will demonstrate an ○ Great Basin (Nez Perce) understanding of the rights and ○ Plateau (Shoshone) responsibilities of citizenship, and the ○ Plains (Sioux) ability to apply their knowledge of local, ○ Pacific Northwest (Chinook) state, and national government through ○ Southeast (Cherokee, Seminole) the political process and citizen ○ Extermination of buffalo involvement. ● American Government Policies ○ Bureau of Indian Affairs SS:GE:4: Human Systems ○ Forced removal to reservations Students will demonstrate an ● Conflicts understanding of human migration; the ○ Sand Creek Massacre complexity of cultural mosaics; economic ○ Little Bighorn: Crazy Horse, Sitting Bull, Custer’s Last interdependence; human settlement Stand patterns; and the forces of cooperation ○ Wounded Knee and conflict among peoples. ■ Ghost Dance SS:HI:1: Political Foundations and Development Students will demonstrate an understanding of the major ideas, issues and events pertaining to the history of governance in our state and nation.
European Exploration, Trade, and Clash of Cultures: SS:CV:3: The World and the United ● Background States' Place In It ○ In the 1400s Europeans set forth in a great wave of Students will demonstrate an exploration and trade understanding of the relationship of the ○ European motivations United States to other countries, and the ■ Muslims controlled many trade routes. role of the United States in world affairs. ■ Profit through trade in goods (gold, silver, silks, SS:WH:5: Social/Cultural sugar and spices) Students will demonstrate their ■ Spread of Christianity: missionaries understanding of the diversity of values, beliefs, and practices of individuals and ● Exploration, Trade and Colonization groups over time. ○ Portugal ■ Prince Henry of Navigator (exploration of the West SS:WH:4: Economic Systems & African coast) Technology ■ Bartolomeu Dias rounds the Cape of Good Hope Students will demonstrate their ■ Vasco da Gama: spice trade with India, exploration understanding of the changing forms of of East Africa production, distribution and consumption ○ Spain of goods and services over time.
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■ Two worlds meet: Columbus and the Tainos ■ Bartolome de las Casas speaks out against enslavement and mistreatment of native peoples ■ Magellan crosses the Pacific, one of his ships returns to Spain (first roundtheworld voyage) ○ England and France ■ Henry Hudson ■ Search for Northwest Passage ■ Colonies in North America and West Indies ■ Trading posts in India ○ Holland (The Netherlands) ■ The Dutch take over Portuguese trade routes and colonies in Africa and East Indies ■ The Dutch in South Africa, Cape Town ■ The Dutch in North America: New Netherland (later lost to England) ● Trade and Slavery ○ The Sugar Trade ■ African slaves on Portuguese sugar plantations on islands off West African coast, such as Sao Tome ■ Sugar plantations on Caribbean islands ■ West Indies: Cuba, Puerto Rico, Bahamas, Dominican Republic, Haiti, Jamaica ○ Transatlantic slave trade: “triangular trade” from Europe to Africa to colonies in the Caribbean and the Americas ■ The “Slave Coast” in West Africa ■ The Middle Passage
American Revolution: SS:CV:1: The Nature and Purpose of ● Background: The French and Indian War Government ○ Known as the Seven Year War, part of an ongoing struggle Students will demonstrate an between Britain and France for control of colonies in understanding of the nature of various regions around the world governments, and the fundamental ideals ○ Alliances with Native Americans of government of the United States. ○ The Battle of Quebec ○ British victory gains territory but leaves Britain financially SS:CV:2: Structure and Function of weakened. United States and New Hampshire ● Causes and Provocations Government ○ British taxes: “No taxation without representation” Students will demonstrate an ○ Boston Massacre, Crispus Attucks understanding of major provisions of the ○ Boston Tea Party United States and New Hampshire ○ The Intolerable Acts close the port of Boston and require Constitutions, and the organization and Americans to provide quarters for British troops operation of government at all levels ○ First Continental Congress protests to King George III including the legislative, executive, and ○ Thomas Paine’s Common Sense judicial branches. ● The Revolution SS:HI:1: Political Foundations and ○ Paul Revere’s ride: “One if by land, two if by sea” Development ○ Lexington and Concord Students will demonstrate an ■ The “shot heard ‘round the world” understanding of the major ideas, issues ■ Redcoats and Minute Men and events pertaining to the history of ○ Bunker Hill governance in our state and nation. ○ Second Continental Congress: George Washington appointed commander in chief of Continental Army ○ Declaration of Independence ■ Primarily written by Thomas Jefferson ■ Adopted July 4, 1776 ■ “We hold these truths to be selfevident, that all men are created equal, that they are endowed by
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their Creator with certain unalienable Rights, the that among these are Life, Liberty and the pursuit of Happiness.” ○ Women in the Revolution (Deborah Sampson, Phillis Wheatley, Molly Pitcher) ○ Loyalists (Tories) ○ Victory of Saratoga, alliance with France ○ European helpers (Lafayette, the French fleet, von Steuben) ○ Valley Forge ○ Benedict Arnold ○ John Paul Jones: “I have not yet begun to fight.” ○ Nathan Hale: “I only regret that I have but one life to lose for my country.” ○ Cornwallis: surrender at Yorktown
Westward Expansion: SS:HI:4: Economic Systems & ● Before the Civil War Technology ○ Geography Students will demonstrate an ■ Rivers: James, Hudson, St. Lawrence, Mississippi, understanding of the changing forms of Missouri, Ohio, Columbia, Rio Grande production, distribution and consumption ■ Erie Canal connecting the Hudson River and Lake of goods and services over time. Erie ■ Appalachian and Rocky Mountain SS:HI:5: Social/Cultural ■ Continental Divide and flow of rivers (east of Students will demonstrate an Rockies to the Arctic or Atlantic Oceans, west of understanding of the interaction of various Rockies to the Pacific Ocean social groups, including their values, ■ Great Plains stretching from Canada to Mexico beliefs and practices, over time. ○ Early exploration ■ Daniel Boone, Cumberland Gap, Wilderness Trail SS:WH:1: Political Foundations and ■ Lewis and Clark, Sacagawea Developments ■ “Mountain Men,” fur trade Students will demonstrate an ■ Zebulon Pike, Pike’s Peak understanding of major events, ideas and ○ Pioneers issues pertaining to the history of ■ Getting there in wagon trains, flatboats, governance. steamboats ■ Many pioneers set out from St. Louis (where the Missouri and Mississippi Rivers meet) ■ Land routes: Santa Fe Trail and Oregon Trail ■ Mormons (LatterDay Saints) settle in Utah, Brigham Young, Great Salt Lake, Gold Rush, ‘49ers ○ Native American resistance ■ More and more settlers move onto Native American lands, treaties made and broken ■ Tecumseh (Shawnee): attempted to unite tribes in defending their land ■ Battle of Tippecanoe ■ Osceola, Seminole leader ○ “Manifest Destiny” ■ The meaning of “manifest destiny” ■ Early settlement of Texas: Stephen Austin ■ General Antonio Lopez de Santa Anna ■ Battle of the Alamo (Remember the Alamo) ■ Davy Crockett ○ The MexicanAmerican War ■ General Zachary Taylor (“Old Rough and Ready”) ■ Some Americans strongly oppose the war, Henry
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David Thoreau's “Civil Disobedience” ■ Mexican land ceded to the United States (California, Nevada, Utah, parts of COlorado, New Mexico, Arizona) ○ After the Civil War ■ Homestead Act (1862), many thousands of Americans and immigrants start farms in the West ■ “Go west, young man” (Horace Greeley’s advice) ■ Railroads, Transcontinental Railroad links east and west (immigrant labor) ■ Cowboys, cattle drives ■ The “wild west”, reality versus legend: Billy the Kid, Jesse James, Annie Oakley, Buffalo Bill ■ “Buffalo Soldiers”, African American troops in the West ■ US purchases Alaska from Russia, “Seward’s folly” ■ 1890: the closing of the American frontier (as acknowledged in the US Census), the symbolic significance of the frontier
Black History Slavery to Civil Rights SS:CV:4: Rights and Responsibilities ● Students will demonstrate an understanding of the rights and responsibilities of citizenship, and the ability to apply their knowledge of local, state, and national government through the political process and citizen involvement.
Immigration, Industrialization and Urbanization: SS:HI:3: World Views and Value ● Immigration systems and their Intellectual and ○ Wave of new immigrants from 1830 onward Artistic Expressions ■ Great migrations from Ireland (potato famine) and Students will demonstrate an Germany understanding of conceptions of reality, ■ From 1880 on: immigration from southern and ideals, guidelines of behavior and forms of eastern Europe expression. ■ Immigrants from Asian countries (especially China) SS:HI:4: Economic Systems & ■ Ellis Island, “The New Colossus” Technology ■ Large populations of immigrants settle in major Students will demonstrate an cities (NY, Chicago, Philadelphia, Detroit, understanding of the changing forms of Cleveland, Boston, San Francisco) production, distribution and consumption ○ The tension between ideals and realities of goods and services over time. ■ The metaphor of America: “the melting pot” ■ America perceived as “land of opportunity” vs SS:HI:5: Social/Cultural resistance, discrimination and “nativism” Students will demonstrate an ■ Resistance to Catholics and Jews understanding of the interaction of various ■ Chinese Exclusion Act social groups, including their values, beliefs and practices, over time.
SS:WH:3: World Views and Value systems and their Intellectual and Artistic Expressions Students will demonstrate their understanding of conceptions of reality, ideals, guidelines of behavior and their forms of expression.
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New Grade Level
Grade 6: Western Traditions (“Our Roots”)
Content: Standards:
Early River Valley Civilizations SS:GE:5: Environment and ● Characteristics of Civilizations Society Students will demonstrate an understanding of ● Ancient Mesopotamia the connections and consequences of the interactions ○ Importance of Tigris and Euphrates Rivers between Earth's physical and human system. ○ Development of writing: cuneiform ○ Code of Hammurabi, why laws are important SS:GE:2: Places and Regions to the development of civilization Students will demonstrate an understanding of the ● Ancient Egypt physical and human geographic features that define ○ Importance of the Nile places and regions as well as how culture and ○ Pharaohs experience influence people's perceptions of places and ○ Pyramids, mummies, Sphinx regions. ○ Writing: hieroglyphics ● Ancient India SS:WH:5: Social/Cultural ○ Major cities: MohenjoDaro and Harappa Students will demonstrate their understanding of the ○ Caste System diversity of values, beliefs, and practices of individuals ○ Hinduism and Buddhism and groups over time. ● Ancient China ○ Dynasties ○ Philosophies ○ The Great Wall
Ancient Greece SS:WH:1: Political Foundations and Developments ● The Mycenaeans Students will demonstrate an understanding of major ○ Homer: Writer of the Iliad and the Odyssey, events, ideas and issues pertaining to the history of stories of the Trojan War governance. ● The Greek polis (citystate) ● Beginnings of democratic government: Modern SS:WH:3: World Views and Value systems and their American democratic government has its roots in Intellectual and Artistic Expressions Students will Athenian democracy (despite the obvious limitations demonstrate their understanding of conceptions of on democracy in ancient Greece, for example, reality, ideals, guidelines of behavior and their forms of slavery, vote denied to women expression. ○ The Assembly ○ Suffrage, majority vote SS:WH:5: Social/Cultural Students will demonstrate ● The “classical” ideal of human life and works their understanding of the diversity of values, beliefs, and ○ The ideal of the wellrounded individual and practices of individuals and groups over time. worthy citizen” ○ Architecture: the Parthenon ○ Games: The Olympics ○ Drama: Greek plays SS:CV:1: The Nature and Purpose of Government ● The Peloponnesian War: Sparta defeats Athens Students will demonstrate an understanding of the ● Socrates, Plato, and Aristotle nature of governments, and the fundamental ideals of ○ Socrates was Plato’s teacher, we know of government of the United States. him through Plato’s writings ○ For Socrates, wisdom is knowing that you do SS:GE:4: Human Systems Students will demonstrate not know everything an understanding of human migration; the complexity of ○ The trial of Socrates cultural mosaics; economic interdependence; human ○ Plato was Aristotle’s teacher settlement patterns; and the forces of cooperation and ○ Aristotle taught Alexander the Great conflict among peoples
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● Alexander the Great ○ spread Greek (“Hellenistic”) culture
Ancient Rome SS:WH:1: Political Foundations and Developments ● The Roman Republic Students will demonstrate an understanding of major ○ Builds upon Greek and classical ideals events, ideas and issues pertaining to the history of ○ Class and status: patricians and plebeians, governance. slaves ○ Roman government: consuls, tribunes, SS:WH:3: World Views and Value systems and their senators Intellectual and Artistic Expressions ● Julius Caesar Students will demonstrate their understanding of ● Augustus Caesar conceptions of reality, ideals, guidelines of behavior and ○ Pax Romana their forms of expression. ○ Roman law: 12 Tables and the Law of Nations SS:WH:5: Social/Cultural Students will demonstrate ● Christianity under the Roman Empire their understanding of the diversity of values, beliefs, and ○ Beginning of Christianity practices of individuals and groups over time. ○ Roman persecution of Christians ○ Constantine: first Christian emperor SS:GE:4: Human Systems ● The decline and fall of the Roman Empire (476 CE) Students will demonstrate an understanding of human ○ Division into Eastern and Western Empire migration; the complexity of cultural mosaics; economic ○ Economic, social, political and external interdependence; human settlement patterns; and the causes forces of cooperation and conflict among peoples. ○ Causes debated by historians for hundreds of years SS:CV:4: Rights and Responsibilities ○ Decline perceived as lesson for later Students will demonstrate an understanding of the rights generations and societies and responsibilities of citizenship, and the ability to apply ● Legacy of Rome their knowledge of local, state, and national government ○ Art through the political process and citizen involvement ○ Architecture: The Colosseum
Europe in the Middle Ages SS:WH:1: Political Foundations and Developments Students will demonstrate an understanding of major ● Background events, ideas and issues pertaining to the history of ○ Beginning about 200 CE, nomadic, warlike governance tribes began moving into western Europe, attacking the western Roman Empire; city of SS:WH:4: Economic Systems & Technology Rome sacked by Visigoths in 410 CE Students will demonstrate their understanding of the ■ The Huns; Attila the Hun changing forms of production, distribution and ○ Peoples settling in the old Roman Empire consumption of goods and services over time included Vandals (cf. English word for vandalism, Franks in Gaul (now France), Angles (in England: cf. “Angleland) and Saxons. ○ The Middle Ages are generally dated from 5001500 CE. Approximately the first three centuries after the fall of Rome are sometimes called the “Dark Ages”. ● Developments in the History of the Christian Church ○ growing power of the pope in the absence of central rulers ○ rise of monasteries, preservation of classical learning ○ Charlemagne ■ temporarily unites the western Roman Empire ■ Crowned Emperor by the Pope in 800 CE, the idea of a united “Holy
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Roman Empire” ■ love and encouragement of learning ● Feudalism ○ Life on a manor ○ Castles ○ Lords, vassals, knights, freedmen, serfs ○ Code of Chivalry ○ Knight, squire, page ● Growth of Towns ○ Towns as centers of commerce, guilds and apprentices ○ Weakening of feudal structure ● England in the Middle Ages ○ Henry II ■ Beginnings of trial by jury, precedents ■ Eleanor of Acquitaine ○ Significance of the Magna Carta, King John 1215 ■ Taxation only with representation ■ Limits to power of the king ■ Right to trial by jury ○ Parliament, Limited Monarchy, beginnings of representative government ○ The Hundred Years’ War ○ The Black Death
The Spread of Islam and the Holy Wars SS:WH:2: Contacts, Exchanges & International ● Islam Relations ○ Muhammad Students will demonstrate their understanding of the ○ Allah, Qur’an interactions of peoples and governments over time. ○ Sacred city of Mecca, mosques ○ Five Pillars of Islam SS:WH:5: Social/Cultural ○ Arab peoples unite to spread Islam in Students will demonstrate their understanding of the northern Africa, through the eastern Roman diversity of values, beliefs, and practices of individuals empire, and as far west as Spain and groups over time. ○ Islamic Turks conquer region around the Mediterranean; in 1453, Constantinople becomes Istanbul ○ The first Muslims were Arabs, but today diverse people around the world are Muslims ● Development of Islamic Civilization ○ Contributions in math and science ○ Muslim scholars translate and preserve writings ○ Thriving cities as centers of Islamic art and learning, such as Cordoba (Spain) ● Wars between Muslims and Christians ○ The Holy Land, Jerusalem ○ The Crusades ○ Saladin and Richard the LionHearted ○ Growing trade and cultural exchange between east and west
Renaissance SS:WH:2: Contacts, Exchanges & International ● Briefly mention the Age of Exploration Relations ● The Renaissance ○ Islamic scholars translate Greek works and
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so helped preserve classical civilizations Students will demonstrate their understanding of the ○ A “rebirth” of ideas from ancient Greece and interactions of peoples and governments over time. Rome ○ New trade and new wealth a middle class SS:WH:3: World Views and Value systems and their ○ New attitudes of the Renaissance Intellectual and Artistic Expressions ■ Live life to the fullest Students will demonstrate their understanding of ■ Appreciate individuality conceptions of reality, ideals, guidelines of behavior and ■ Importance of public service their forms of expression. ○ Patrons of the arts and learning ■ The Medici Family and Florence ○ Features of Renaissance art ○ Geniuses of Renaissance art ■ Leonardo da Vinci ■ Michelangelo ■ Raphael ■ Donatello
The Reformation SS:WH:2: Contacts, Exchanges & International ● The Reformation Relations ○ Gutenberg’s printing press: the Bible made Students will demonstrate their understanding of the widely available interactions of peoples and governments over time. ○ The Protestant Reformation ■ Martin Luther and the 95 Theses SS:WH:3: World Views and Value systems and their ■ John Calvin Intellectual and Artistic Expressions ○ The CounterReformation Students will demonstrate their understanding of ○ Copernicus and Galileo: conflicts between conceptions of reality, ideals, guidelines of behavior and science and the church their forms of expression.
Enlightenment SS:WH:3: World Views and Value systems and their ● The Enlightenment Intellectual and Artistic Expressions ○ Knowledge is power Students will demonstrate their understanding of ○ Isaac Newton and the laws of nature conceptions of reality, ideals, guidelines of behavior and ○ Two ideas of human nature: their forms of expression. ■ John Locke: consent of the governed SS:CV:4: Rights and Responsibilities ■ Thomas Hobbes: need for strong Students will demonstrate an understanding of the rights authority as a check on man and responsibilities of citizenship, and the ability to apply ○ Influence of Enlightenment on the their knowledge of local, state, and national government beginnings of the United States through the political process and citizen involvement ■ Thomas Jefferson: idea of “natural rights’ in the Declaration of SS:CV:1: The Nature and Purpose of Government Independence” Students will demonstrate an understanding of the ■ Montesquieu and the idea of nature of governments, and the fundamental ideals of separation of powers in government government of the United States.
SS:WH:1: Political Foundations and Developments Students will demonstrate an understanding of major events, ideas and issues pertaining to the history of governance.
SS:CV:2: Structure and Function of United States and New Hampshire Government Students will demonstrate an understanding of major provisions of the United States and New Hampshire Constitutions, and the organization and operation of
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government at all levels including the legislative, executive, and judicial branches.
Common Core Skills
Key Ideas and Details:
● CCSS.ELALITERACY.RH.910.1: Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. ● CCSS.ELALITERACY.RH.910.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text. ● CCSS.ELALITERACY.RH.910.3: Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
Craft and Structure:
● CCSS.ELALITERACY.RH.910.4: Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science. ● CCSS.ELALITERACY.RH.910.5: Analyze how a text uses structure to emphasize key points or advance an explanation or analysis. ● CCSS.ELALITERACY.RH.910.6:Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.
Integration of Knowledge and Ideas:
● CCSS.ELALITERACY.RH.910.7: Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text. ● CCSS.ELALITERACY.RH.910.8: Assess the extent to which the reasoning and evidence in a text support the author's claims. ● CCSS.ELALITERACY.RH.910.9: Compare and contrast treatments of the same topic in several primary and secondary sources.
Range of Reading and Level of Text Complexity:
● CCSS.ELALITERACY.RH.910.10: By the end of grade 10, read and comprehend history/social studies texts in the grades 910 text complexity band independently and proficiently.
Comprehension and Collaboration:
● CCSS.ELALITERACY.SL.910.1: Initiate and participate effectively in a range of collaborative discussions (oneonone, in groups, and teacherled) with diverse partners on grades 910 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. ● CCSS.ELALITERACY.SL.910.1.A: Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, wellreasoned exchange of ideas. ● CCSS.ELALITERACY.SL.910.1.C: Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. ● CCSS.ELALITERACY.SL.910.1.D: Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. ● CCSS.ELALITERACY.SL.910.2: Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source. ● CCSS.ELALITERACY.SL.910.3: Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
Presentation of Knowledge and Ideas:
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● CCSS.ELALITERACY.SL.910.4: Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. ● CCSS.ELALITERACY.SL.910.5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
New Grade Level
Grade 7: Geography (updated 2016)
Content: Standards:
Geography Skills SS:GE:1: The World in Spatial Terms EQ: How does geography Influence the way Students will demonstrate the ability to use maps, people live? mental maps, globes, and other graphic tools and ● The Geographer’s World technologies to acquire, process, report, and analyze ○ How Geographer’s View the geographic information World ○ Geographer’s Tools (Textbook Ch 1, Lessons 12) ● Physical Geography ○ Planet Earth ○ A Changing Earth ○ Land and Water (Textbook Ch 2, Lessons 13)
Human Geography SS:WH:5: Social/Cultural EQ: How did people adapt to their environment? Students will demonstrate their understanding of the What makes a culture unique? diversity of values, beliefs, and practices of ● Human Geography individuals and groups over time. ○ The World’s People ○ Culture SS:WH:1: Political Foundations and ■ Brief overview of Developments religions Students will demonstrate an understanding of major ■ Forms of government events, ideas and issues pertaining to the history of (Textbook Ch 3, Lessons 12) governance.
Geography of Western Europe, Northern Europe, SS:GE:2: Places and Regions and Southern Europe Students will demonstrate an understanding of the ● Prominent countries and capitals physical and human geographic features that define ● Physical Geography places and regions as well as how culture and ○ Landforms and Waterways experience influence people's perceptions of places ● Brief History of Western Europe: WWI, and regions. WWII, Cold War ● Travel Project SS:GE:4: Human Systems ○ Visit 10 historic places in Europe Students will demonstrate an understanding of ○ Justify selection and identify human migration; the complexity of cultural mosaics; language/currency economic interdependence; human settlement patterns; and the forces of cooperation and conflict (Textbook Ch 11, Lesson 12; Ch 12, Lesson among peoples. 12; map on page 360 and 390)
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SS:WH:1: Political Foundations and Developments Students will demonstrate an understanding of major events, ideas and issues pertaining to the history of governance.
SS:WH:5: Social/Cultural Students will demonstrate their understanding of the diversity of values, beliefs, and practices of individuals and groups over time.
Geography of Eastern Europe SS:GE:2: Places and Regions ● Prominent countries and capitals Students will demonstrate an understanding of the ● Landforms and Waterways physical and human geographic features that define ● History of the Regions places and regions as well as how culture and ○ Conflict and Communism experience influence people's perceptions of places ○ Regions in the Modern Era and regions. ● Life in Eastern Europe and Western Russia SS:GE:4: Human Systems ○ People and Cultures Students will demonstrate an understanding of human migration; the complexity of cultural mosaics; (Textbook Ch 13 Lessons 13; map on page 418) economic interdependence; human settlement patterns; and the forces of cooperation and conflict among peoples.
SS:WH:1: Political Foundations and Developments Students will demonstrate an understanding of major events, ideas and issues pertaining to the history of governance.
SS:WH:5: Social/Cultural Students will demonstrate their understanding of the diversity of values, beliefs, and practices of individuals and groups over time.
SS:WH:2: Contacts, Exchanges & International Relations Students will demonstrate their understanding of the interactions of peoples and governments over time.
Geography of East Asia SS:GE:2: Places and Regions ● Prominent countries and capitals Students will demonstrate an understanding of the ● Physical geography physical and human geographic features that define ● Landforms and Waterways places and regions as well as how culture and ● History of East Asia experience influence people's perceptions of places ○ Early East Asia and regions. ○ Change in East Asia ○ Modern East Asia SS:GE:4: Human Systems ● Life in East Asia Students will demonstrate an understanding of ○ Culture in East Asia human migration; the complexity of cultural mosaics; economic interdependence; human settlement (Textbook Ch 14 Lessons 13; map on page 460) patterns; and the forces of cooperation and conflict among peoples.
SS:WH:1: Political Foundations and Developments
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Students will demonstrate an understanding of major events, ideas and issues pertaining to the history of governance.
SS:WH:5: Social/Cultural Students will demonstrate their understanding of the diversity of values, beliefs, and practices of individuals and groups over time.
SS:WH:2: Contacts, Exchanges & International Relations Students will demonstrate their understanding of the interactions of peoples and governments over time.
Geography of Southeast Asia SS:GE:2: Places and Regions ● Prominent countries and capitals Students will demonstrate an understanding of the ● Landforms and Resources physical and human geographic features that define ● Climate, Vegetation, and Wildlife places and regions as well as how culture and ● History of Southeast Asia experience influence people's perceptions of places ○ Western Colonization and regions. ○ Independent Countries SS:GE:4: Human Systems (Textbook Ch 15 Lessons 13, map on page 486) Students will demonstrate an understanding of human migration; the complexity of cultural mosaics; economic interdependence; human settlement patterns; and the forces of cooperation and conflict among peoples.
SS:WH:1: Political Foundations and Developments Students will demonstrate an understanding of major events, ideas and issues pertaining to the history of governance.
SS:WH:5: Social/Cultural Students will demonstrate their understanding of the diversity of values, beliefs, and practices of individuals and groups over time.
Geography of South Asia SS:GE:2: Places and Regions ● Prominent countries and capitals Students will demonstrate an understanding of the ● Physical Geography physical and human geographic features that define ○ South Asia’s Physical Features places and regions as well as how culture and ○ South Asia’s Climates experience influence people's perceptions of places ● History of South Asia and regions. ○ Early South Asia ○ Modern South Asia SS:GE:4: Human Systems ● Life in South Asia Students will demonstrate an understanding of ○ People and Places human migration; the complexity of cultural mosaics; ○ People and Cultures economic interdependence; human settlement patterns; and the forces of cooperation and conflict (Textbook Ch 16 Lessons 13; map on page 510) among peoples.
Geography of Southwest Asia (Middle East) SS:GE:2: Places and Regions ● Prominent countries and capitals Students will demonstrate an understanding of the ● Southwest Asia’s Physical Features physical and human geographic features that define ○ Southwest Asia’s Climate places and regions as well as how culture and
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○ Southwest Asia’s Natural experience influence people's perceptions of places Resources and regions. ● History of Southwest Asia ○ Early Southwest Asia SS:GE:4: Human Systems ○ Modern Southwest Asia Students will demonstrate an understanding of ● Life in Southwest Asia human migration; the complexity of cultural mosaics; ○ People and Cultures economic interdependence; human settlement patterns; and the forces of cooperation and conflict (Textbook Ch 18 Lessons 13; map on page 566) among peoples.
SS:WH:1: Political Foundations and Developments Students will demonstrate an understanding of major events, ideas and issues pertaining to the history of governance.
SS:WH:5: Social/Cultural Students will demonstrate their understanding of the diversity of values, beliefs, and practices of individuals and groups over time.
North Africa SS:GE:2: Places and Regions ● Prominent countries and capitals Students will demonstrate an understanding of the ● Physical Geography physical and human geographic features that define ○ Landforms and Waterways places and regions as well as how culture and ○ Climate experience influence people's perceptions of places ● The History of North Africa and regions. ○ The Middle Ages ○ The Modern Era SS:GE:4: Human Systems ○ Students will demonstrate an understanding of (Textbook Ch 19 Lessons 1 and 2; map on page human migration; the complexity of cultural mosaics; 604) economic interdependence; human settlement patterns; and the forces of cooperation and conflict among peoples.
SS:WH:1: Political Foundations and Developments Students will demonstrate an understanding of major events, ideas and issues pertaining to the history of governance.
SS:HI:5: Social/Cultural Students will demonstrate an understanding of the interaction of various social groups, including their values, beliefs and practices, over time.
Geography of Sub Saharan (East Africa, Central Africa, West Africa, Southern Africa) ● Label all countries, not memorizing ● Country Profile ○ Early history ○ Colonization ○ Independence ○ Aspects of Cultures ○ Current Issues
(Textbook Ch 2023)
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Geography of Mexico, Central America and the Caribbean Islands ● Prominent countries and capitals ● NAFTA
(Textbook Ch 7: Global Connections; map on page 226)
Geography of Brazil ● Prominent countries and capitals ● Physical Geography of Brazil ○ A Tropical Climate ○ Natural Resources ● Life in Brazil ○ People and Cultures
(Textbook Ch 8 Lessons 1 and 3)
Geography of the Tropical North, and Andes and Mid Latitude Countries ● Prominent countries and capitals ● Physical Geography ○ Natural Resources ● Life in Tropical North ○ People and Cultures ● Is Globalization Destroying Indigenous Cultures?
(Ch 9 Lessons 1 and 3, Ch 10 What Do You Think?)
Geography of the United States SS:GE:2: Places and Regions ● Physical features Students will demonstrate an understanding of the General forms: Sierra Nevada Mountain physical and human geographic features that define Range, Cascade Mountain Range places and regions as well as how culture and Mountains: Rockies, Appalachians, Blue experience influence people's perceptions of places Ridge, Allegheny, and regions. Peaks:Mount McKinley, Mount Olympus, Mount Washington SS:GE:4: Human Systems Main water features: Gulf of Mexico, Students will demonstrate an understanding of Chesapeake Bay, San Francisco Bay, human migration; the complexity of cultural mosaics; Great Salt Lake, Gulf of California, economic interdependence; human settlement Atlantic Ocean, Pacific Ocean, Long patterns; and the forces of cooperation and conflict Island Sound, Straits of Florida, Bering among peoples. Strait Great Lakes (freshwater), Erie, Huron, SS:WH:1: Political Foundations and Michigan, Ontario, Superior; Lake Developments Champlain Students will demonstrate an understanding of major Rivers: Mississippi, Missouri, Ohio, events, ideas and issues pertaining to the history of Hudson, Columbia, Potomac, Rio governance. Grande, Connecticut River, St. Lawrence River, Platte River, James SS:HI:5: Social/Cultural River Students will demonstrate an understanding of the Cape Hatteras, Cape Cod interaction of various social groups, including their Grand Canyon, The Everglades, values, beliefs and practices, over time. Yellowstone National Park, Redwood Forests Mason Dixon Line
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● Political, economic, and social features The fifty states and their capitals, Washington, D. C., Cities:New York, New York; Chicago, Illinois; Las Vegas, Nevada; Buffalo, New York; Miami, Florida; Seattle, Washington; Philadelphia, Pennsylvania; Tampa, Florida; Portland, Oregon; New Orleans, Louisiana; San Francisco, California; Pittsburgh, Pennsylvania; Dallas, Texas; Los Angeles, California; Cleveland, Ohio; Houston, Texas; San Diego, California; Charleston, South Carolina; St. Louis, Missouri; Cincinnati, Ohio; Memphis, Tennessee; Milwaukee, Wisconsin; Detroit, Michigan; Minneapolis, Minnesota; San Antonio, Texas
Common Core Skills
Key Ideas and Details:
● CCSS.ELALITERACY.RH.910.1: Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. ● CCSS.ELALITERACY.RH.910.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text. ● CCSS.ELALITERACY.RH.910.3: Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
Craft and Structure:
● CCSS.ELALITERACY.RH.910.4: Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science. ● CCSS.ELALITERACY.RH.910.5: Analyze how a text uses structure to emphasize key points or advance an explanation or analysis. ● CCSS.ELALITERACY.RH.910.6:Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.
Integration of Knowledge and Ideas:
● CCSS.ELALITERACY.RH.910.7: Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text. ● CCSS.ELALITERACY.RH.910.8: Assess the extent to which the reasoning and evidence in a text support the author's claims. ● CCSS.ELALITERACY.RH.910.9: Compare and contrast treatments of the same topic in several primary and secondary sources.
Range of Reading and Level of Text Complexity:
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● CCSS.ELALITERACY.RH.910.10: By the end of grade 10, read and comprehend history/social studies texts in the grades 910 text complexity band independently and proficiently.
Comprehension and Collaboration:
● CCSS.ELALITERACY.SL.910.1: Initiate and participate effectively in a range of collaborative discussions (oneonone, in groups, and teacherled) with diverse partners on grades 910 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. ● CCSS.ELALITERACY.SL.910.1.A: Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, wellreasoned exchange of ideas. ● CCSS.ELALITERACY.SL.910.1.C: Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. ● CCSS.ELALITERACY.SL.910.1.D: Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. ● CCSS.ELALITERACY.SL.910.2: Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source. ● CCSS.ELALITERACY.SL.910.3: Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
Presentation of Knowledge and Ideas:
● CCSS.ELALITERACY.SL.910.4: Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. ● CCSS.ELALITERACY.SL.910.5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
New Grade Level
Grade 8: U.S. History I
Content: Standards:
The World Before 1500 SS:HI:2: Contacts, Exchanges & International Relations ● America is a blending of the cultures of three Students will demonstrate an understanding of the continents events, actions and policies of our nation in relation to ● Societies of the Americas other peoples and governments over time. ○ After humans populated the Americas, advanced civilizations and cultures developed SS:HI:3: World Views and Value systems and their ● Societies of Africa Intellectual and Artistic Expressions ○ Complex and simple societies competed for Students will demonstrate an understanding of resources and trade in three geographical conceptions of reality, ideals, guidelines of behavior and zones forms of expression. ● Societies of Europe ○ Between 13001500, Europe experienced SS:HI:4: Economic Systems & Technology major changes in social, political, and Students will demonstrate an understanding of the economic life changing forms of production, distribution and consumption of goods and services over time.
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SS:HI:5: Social/Cultural Students will demonstrate an understanding of the interaction of various social groups, including their values, beliefs and practices, over time.
European Exploration of the Americas SS:HI:4: Economic Systems & Technology ● Spain Students will demonstrate an understanding of the ○ conquistadors changing forms of production, distribution and ■ Hernando Cortes consumption of goods and services over time. ■ Francisco Pizarro ○ impact on Aztecs, Incas SS:HI:5: Social/Cultural ○ Christopher Columbus Students will demonstrate an understanding of the ○ Treaty of Tordesillas interaction of various social groups, including their ○ missionaries values, beliefs and practices, over time. ■ Bartholome de Las Casas ○ Amerigo Vespucci ○ Ferdinand Magellan ○ Spanish Armada ○ mercantilism ○ Columbian Exchange ● France ○ Giovanni da Verrazzano ○ Jacques Cartier ○ Samuel de Champlain ● England ○ John Cabot ○ Henry Hudson ● Beginnings of Slavery ○ Triangular Trade ○ Middle Passage
The Thirteen Colonies: Life and Times Before the Revolution SS:HI:1: Political Foundations and Development Students will demonstrate an understanding of the ● Geography major ideas, issues and events pertaining to the history ○ The thirteen colonies by region: New of governance in our state and nation England, Middle, Atlantic, Southern ○ Differences in climate from north to south: corresponding ○ differences in agriculture (subsistence farming in New England, gradual development of large plantations in the South) ○ Important cities in the development of trade and government: Philadelphia, Boston, New York, Charleston
● Southern Colonies ○ Virginia, Maryland, North Carolina, South Carolina, Georgia ○ plantations with cash crops ○ The difference between indentured servants and slaves: ○ slaves as property ○ The Middle Passage ○ Virginia as case study ■ Chesapeake Bay, James River ■ 1607: Three ships of the London Company (later called the Virginia
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Company) arrive in Virginia, seeking gold and other riches. ■ Establishment of Jamestown, first continuous English colony in the New World ■ Trade with Powhatan Indians (see also Eastern Woodland, Indians, above John Smith) ■ John Smith ■ Pocahontas, marriage to John Rolfe ■ Diseases kill many people, both colonists and Indians ■ The Starving Time ■ Clashes between American Indians and American colonists ■ Development of tobacco as a cash crop, development of plantations ■ 1619: first African laborers brought to Virginia
● The New England Colonies ○ New England colonies: Massachusetts, New Hampshire, Connecticut, Rhode Island ■ Gradual development of maritime economy: fishing and shipbuilding ■ Subsistence farming
○ Massachusetts ■ Colonists seeking religious freedom: in England, an official “established” church (the Church of England), which did not allow people to worship as they chose ■ The Pilgrims ■ From England to Holland to Massachusetts ■ Significance of the Mayflower Compact ■ Plymouth Colony ■ Help by Wampanoag Indians: Massasoit, Tisquantum Squanto) ■ The Puritans ■ Emphasis on reading and education, the New England Primer
○ Rhode Island ■ different than Massachusetts ■ Roger Williams: belief in religious toleration ■ Anne Hutchinson
○ Middle Atlantic Colonies ■ Middle Atlantic colonies: New York, New Jersey, New Jersey, Delaware, Pennsylvania ● medium sized farms, religious toleration, some fishing and shipping
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■ New York ● Dutch settlements and trading posts in “New Netherland”
The Road to Revolution SS:HI:1: Political Foundations and Development ● Parliament taxes colonists (Stamp Act, Sugar Act) Students will demonstrate an understanding of the ● Taxation without representation major ideas, issues and events pertaining to the history ● Colonists defy Parliaments, boycotts of governance in our state and nation. ● Townshend Acts ● Writs of Assistance SS:HI:2: Contacts, Exchanges & International Relations ● Sons and Daughters of Liberty Students will demonstrate an understanding of the ○ Samuel Adams events, actions and policies of our nation in relation to ● The Boston Massacre other peoples and governments over time. ○ John Adams ● Tea Act SS:HI:4: Economic Systems & Technology ● Committees of Correspondence Students will demonstrate an understanding of the ● Boston Tea Party changing forms of production, distribution and ● Intolerable Acts consumption of goods and services over time. ● First Continental Congress ● Battles of Lexington and Concord, “Shot Heard SS:HI:5: Social/Cultural Around the World” Students will demonstrate an understanding of the ○ Paul Revere interaction of various social groups, including their ● Second Continental Congress values, beliefs and practices, over time. ● Loyalists vs. Patriots ● Common Sense by Thomas Paine ● Declaration of Independence ○ Thomas Jefferson
The American Revolution SS:HI:1: Political Foundations and Development ● General George Washington Students will demonstrate an understanding of the ● Although the Continental Army had difficulty fighting in major ideas, issues and events pertaining to the history a divided America, the Patriots triumphed at Saratoga of governance in our state and nation. ○ Foreign aid from France and Spain ● Valley Forge SS:HI:2: Contacts, Exchanges & International Relations ● George Rogers Clark leads army on the frontier Students will demonstrate an understanding of the ● privateers events, actions and policies of our nation in relation to ● British change their strategy move troops South other peoples and governments over time. ○ Battle of Charlestown ○ Lord Cornwallis ○ Guerilla war by Americans ○ Surrender at Battle of Yorktown ● Legacy of the War
Confederation to Constitution SS:HI:1: Political Foundations and Development ● Shay’s Rebellion Students will demonstrate an understanding of the ● Articles of Confederation why failed major ideas, issues and events pertaining to the history ● Constitutional Convention of governance in our state and nation. ○ James Madison, Founding Fathers ○ Connecticut Compromise ○ ⅗ Compromise ○ Federalists vs. AntiFederalists ● Constitution ○ Preamble ○ Separation of Power
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○ Checks and Balances ○ Limited Government ○ Federalism ● Process of Amending the Constitution ● Bill of Rights
Launching a New Republic SS:HI:1: Political Foundations and Development ● Washington’s Presidency Students will demonstrate an understanding of the ○ precedents set Cabinet, 2 terms major ideas, issues and events pertaining to the history ● Nation’s finances of governance in our state and nation. ○ Alexander Hamilton National Bank ● Competing claims to territory SS:HI:2: Contacts, Exchanges & International Relations ○ Battle of Fallen Timbers Students will demonstrate an understanding of the ● Whiskey Rebellion events, actions and policies of our nation in relation to ● Neutrality abroad French Revolution, Britain and other peoples and governments over time. France at War ● Washington’s Farewell Address ● Federalists vs. Democratic Republicans ○ Alexander Hamilton, John Adams v. Thomas Jefferson, James Madison ● John Adams as president ○ Alien and Sedition Acts ○ XYZ Affair
Jeffersonian Democracy SS:HI:1: Political Foundations and Development ● Marbury v. Madison Judicial Review Students will demonstrate an understanding of the ● The Louisiana Purchase major ideas, issues and events pertaining to the history ○ Constitutional justification of governance in our state and nation. ● Lewis and Clark Expedition ● Embargo Act of 1807 SS:HI:2: Contacts, Exchanges & International Relations ● Tecumseh’s plea for Native American unity Students will demonstrate an understanding of the ● War of 1812 events, actions and policies of our nation in relation to ○ 2 phases Britain concentrated on France, other peoples and governments over time. then on US ○ Battle of New Orleans, Andrew Jackson
National and Regional Growth SS:HI:2: Contacts, Exchanges & International Relations ● Industrial Revolution Students will demonstrate an understanding of the ○ Factories, The Lowell Mills events, actions and policies of our nation in relation to ○ New inventions improve life other peoples and governments over time. ○ The Cotton Gin Eli Whitney ○ Slavery expands SS:HI:4: Economic Systems & Technology ■ Slave life Students will demonstrate an understanding of the ■ Slave rebellions changing forms of production, distribution and ● Nat Turner consumption of goods and services over time. ■ Slave culture ● Nationalism and Sectionalism SS:HI:5: Social/Cultural ○ Madison’s American System Students will demonstrate an understanding of the ○ James Monroe Era of Good Feelings interaction of various social groups, including their ○ Transportation links cities values, beliefs and practices, over time. ■ Canals ■ Railroads ○ Missouri Compromise ○ Monroe Doctrine
The Age of Jackson SS:HI:1: Political Foundations and Development ● John Quincy Adams elected ● Andrew Jackson elected
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○ Jacksonian Democracy widening political Students will demonstrate an understanding of the power to more people major ideas, issues and events pertaining to the history ● Regional interests of governance in our state and nation. ○ tariffs ○ sale of Western land SS:HI:3: World Views and Value systems and their ○ federal spending on improvements Intellectual and Artistic Expressions ● Tariff of Abominations Students will demonstrate an understanding of ● Doctrine of Nullification, John C. Calhoun conceptions of reality, ideals, guidelines of behavior and ○ South Carolina threatens to secede forms of expression. ● Indian Removal Act ○ Trail of Tears SS:HI:4: Economic Systems & Technology ● Jackson’s War on the Bank Students will demonstrate an understanding of the ○ inflation changing forms of production, distribution and ○ Panic of 1837 consumption of goods and services over time. ○ depression ● Martin Van Buren ● Birth of the Whig Party ○ William Henry Harrison ○ John Tyler
Manifest Destiny SS:HI:1: Political Foundations and Development ● Reasons pioneers headed West Students will demonstrate an understanding of the ● Sante Fe Trail, Oregon Trail, Mormon Trail major ideas, issues and events pertaining to the history ● Texas Revolution of governance in our state and nation. ○ James Polk ○ Moses and Stephen Austin SS:HI:2: Contacts, Exchanges & International Relations ○ General Antonio Lopez de Santa Anna Students will demonstrate an understanding of the ○ Sam Houston events, actions and policies of our nation in relation to ○ Battle of the Alamo other peoples and governments over time. ○ Lone Star Republic, annexation ○ War with Mexico SS:HI:3: World Views and Value systems and their ■ Zachary Taylor Intellectual and Artistic Expressions ■ Treaty of Guadalupe Hidalgo Students will demonstrate an understanding of ■ Mexican cession conceptions of reality, ideals, guidelines of behavior and ○ California Gold Rush forms of expression. ■ 49ers ■ Mass migration ■ Impact on Native Americans
A New Spirit of Change SS:HI:3: World Views and Value systems and their ● Patterns of immigration Intellectual and Artistic Expressions ○ push and pull factors Students will demonstrate an understanding of ○ challenges conceptions of reality, ideals, guidelines of behavior and ● Reform Movement forms of expression. ○ factory conditions, worker’s rights ○ Temperance Movement SS:HI:5: Social/Cultural ○ educational opportunities Students will demonstrate an understanding of the ○ care for the needy interaction of various social groups, including their ○ Abolition values, beliefs and practices, over time. ■ Options for ending slavery ■ Frederick Douglas ■ Sojourner Truth ■ Harriet Tubman ■ Underground Railroad ○ Women’s Rights ■ Lucretia Mott ■ Elizabeth Cady Stanton ■ Seneca Falls Convention
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The Nation Breaking Apart SS:HI:1: Political Foundations and Development ● Northern economy vs. Southern economy Students will demonstrate an understanding of the ● Wilmot Proviso outlaw slavery in territory acquired major ideas, issues and events pertaining to the history from War with Mexico of governance in our state and nation. ● FreeSoil Party ● Compromise of 1850 CA as free state, no laws SS:HI:3: World Views and Value systems and their regarding rest of territories Intellectual and Artistic Expressions ○ Stephen Douglas Students will demonstrate an understanding of ● Fugitive Slave Act conceptions of reality, ideals, guidelines of behavior and ● Harriet Beecher Stowe Uncle Tom’s Cabin forms of expression. ● Kansas Nebraska Act popular sovereignty to decide slave issue SS:HI:4: Economic Systems & Technology ○ Bleeding Kansas Students will demonstrate an understanding of the ● Republican Party and Democratic Party changing forms of production, distribution and ● Know Nothing Party antiimmigrant consumption of goods and services over time. ● Dred Scott v. Sandford 1856 ● LincolnDouglas Debates SS:HI:5: Social/Cultural ● John Brown’s Raid at Harper’s Ferry Students will demonstrate an understanding of the ● Election of 1860, Abraham Lincoln interaction of various social groups, including their ● Confederate States of America values, beliefs and practices, over time. ○ Jefferson Davis
The Civil War SS:HI:1: Political Foundations and Development ● South Carolina’s attack at Fort Sumter Students will demonstrate an understanding of the ● Robert E. Lee commanded Confederacy major ideas, issues and events pertaining to the history ● Anaconda Plan by the North of governance in our state and nation. ● First Battle of Bull Run ● Union Army SS:HI:2: Contacts, Exchanges & International Relations ○ George McClellan Students will demonstrate an understanding of the ○ Ulysses S. Grant events, actions and policies of our nation in relation to ○ William Tecumseh Sherman other peoples and governments over time. ● Battle at Antietam ● The Emancipation Proclamation SS:HI:5: Social/Cultural ● 54th Massachusetts Volunteers Students will demonstrate an understanding of the ● Women’s Aid interaction of various social groups, including their ○ Clara Barton values, beliefs and practices, over time. ● Battle of Gettysburg ● Gettysburg Address ● Vicksburg ● Sherman’s March to the Sea ● Surrender at Appomattox Court House ● Lincoln’s Assassination ○ John Wilkes Booth ● 13th Amendment
Reconstruction SS:HI:1: Political Foundations and Development ● Andrew Johnson Students will demonstrate an understanding of the ● black codes major ideas, issues and events pertaining to the history ● 14th Amendment of governance in our state and nation. ● scalawags and carpetbaggers ● freedmen’s schools SS:HI:3: World Views and Value systems and their ● share cropping Intellectual and Artistic Expressions ● Ku Klux Klan Students will demonstrate an understanding of ● Ulysses S. Grant conceptions of reality, ideals, guidelines of behavior and ● 15th Amendment forms of expression. ● Failures of Reconstruction SS:HI:5: Social/Cultural
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Students will demonstrate an understanding of the interaction of various social groups, including their values, beliefs and practices, over time.
Common Core Skills
Key Ideas and Details:
● CCSS.ELALITERACY.RH.910.1: Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. ● CCSS.ELALITERACY.RH.910.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text. ● CCSS.ELALITERACY.RH.910.3: Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
Craft and Structure:
● CCSS.ELALITERACY.RH.910.4: Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science. ● CCSS.ELALITERACY.RH.910.5: Analyze how a text uses structure to emphasize key points or advance an explanation or analysis. ● CCSS.ELALITERACY.RH.910.6:Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.
Integration of Knowledge and Ideas:
● CCSS.ELALITERACY.RH.910.7: Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text. ● CCSS.ELALITERACY.RH.910.8: Assess the extent to which the reasoning and evidence in a text support the author's claims. ● CCSS.ELALITERACY.RH.910.9: Compare and contrast treatments of the same topic in several primary and secondary sources.
Range of Reading and Level of Text Complexity:
● CCSS.ELALITERACY.RH.910.10: By the end of grade 10, read and comprehend history/social studies texts in the grades 910 text complexity band independently and proficiently.
Comprehension and Collaboration:
● CCSS.ELALITERACY.SL.910.1: Initiate and participate effectively in a range of collaborative discussions (oneonone, in groups, and teacherled) with diverse partners on grades 910 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. ● CCSS.ELALITERACY.SL.910.1.A: Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, wellreasoned exchange of ideas. ● CCSS.ELALITERACY.SL.910.1.C: Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. ● CCSS.ELALITERACY.SL.910.1.D: Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. ● CCSS.ELALITERACY.SL.910.2: Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source. ● CCSS.ELALITERACY.SL.910.3: Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
Presentation of Knowledge and Ideas:
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● CCSS.ELALITERACY.SL.910.4: Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. ● CCSS.ELALITERACY.SL.910.5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
New Grade Level
Grade 9: U.S. History II
Content: Standards:
(Review) Civil War & Reconstruction (1 week) SS:HI:1: Political Foundations and Development ● Causes of the Civil War Students will demonstrate an understanding of the ○ Sectionalism political foundations and development of the United ○ Abolition States. ○ Manifest Destiny ■ Missouri Compromise & Compromise SS:HI:2: Contacts, Exchanges & International of 1850 Relations ● Civil War Students will demonstrate an understanding of ○ North vs. South interactions between the United States and other ○ Emancipation Proclamation countries. ○ Why the North won the war. ● Reconstruction SS:HI:5: Social/Cultural ○ Three approaches to Reconstruction Students will demonstrate an understanding of various ○ Southern resistance (KKK, Democratic Party, social groups. Jim Crow) ○ Southern economy (sharecropping & tenant framing)
Late 1800s SS:HI:2: Contacts, Exchanges & International ● Settlement out West Relations ○ Homestead Act Students will demonstrate an understanding of ○ Closing of the Frontier interactions between the United States and other ○ Indian Wars countries. ● Growth of Industry ○ Railroads SS:HI:3: World Views and Value systems and their ○ “Robber Barons” Intellectual and Artistic Expressions ○ Labor unions Students will demonstrate an understanding of world ● Immigration views and value systems. ○ Old vs. New ● Imperialism SS:HI:4: Economic Systems & Technology ○ Alaska & Hawaii Students will demonstrate an understanding of ○ SpanishAmerican War economic systems and technology.
SS:HI:5: Social/Cultural Students will demonstrate an understanding of various social groups.
Progressivism SS:HI:1: Political Foundations and Development ● Living conditions in cities Students will demonstrate an understanding of the
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● Theodore Roosevelt political foundations and development of the United ● Taft States. ● Wilson’s New Freedom ● Prohibition SS:HI:4: Economic Systems & Technology ● Women’s Suffrage Students will demonstrate an understanding of economic systems and technology.
SS:HI:5: Social/Cultural Students will demonstrate an understanding of various social groups.
WWI SS:HI:2: Contacts, Exchanges & International ● Background of WWI Relations ● Evolution of U.S. Neutrality Students will demonstrate an understanding of ○ Trade interactions between the United States and other ○ Lusitania countries. ○ Zimmerman Telegram ● Involvement in the War ● The League of Nations and Treaty of Versailles
The Roaring Twenties SS:HI:1: Political Foundations and Development ● Red Scare Students will demonstrate an understanding of the ● The Roaring Twenties political foundations and development of the United ○ Prohibition & Speakeasies States. ○ Organized Crime ○ Jazz Music SS:HI:3: World Views and Value systems and their ○ Economic boom Intellectual and Artistic Expressions ● Mass culture Students will demonstrate an understanding of world ○ Radio views and value systems. ○ Cars ○ Education SS:HI:4: Economic Systems & Technology ● The Stock Market Crash Students will demonstrate an understanding of economic systems and technology.
SS:HI:5: Social/Cultural Students will demonstrate an understanding of various social groups.
The Great Depression SS:HI:1: Political Foundations and Development ● Causes for the Great Depression (overproduction, Students will demonstrate an understanding of the credit, stock market crash, SmootHawley and bank political foundations and development of the United failures) States. ● Life in the Great Depression ● The election of 1932 and role of government. SS:HI:2: Contacts, Exchanges & International ● The New Deal Relations ● The Second New Deal Students will demonstrate an understanding of ● Evaluation of the New Deal interactions between the United States and other countries.
SS:HI:4: Economic Systems & Technology Students will demonstrate an understanding of economic systems and technology.
SS:HI:5: Social/Cultural Students will demonstrate an understanding of various social groups.
World War II SS:HI:2: Contacts, Exchanges & International
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● European Background Relations ● Japanese Empire and the U.S. reaction to it. Students will demonstrate an understanding of ● Isolationism vs. Intervention (Neutrality Acts & interactions between the United States and other LendLease) countries. ● Pearl Harbor ● Domestic impact of the war (internment of SS:HI:4: Economic Systems & Technology JapaneseAmericans, women in the workforce) Students will demonstrate an understanding of ● European Front economic systems and technology. ○ War in the East (Contributions of the Soviet Union, Stalingrad, etc.) ○ Air war ○ DDay ○ Battle of the Bulge ● Pacific Front ○ Midway ○ Island hopping ○ Iwo Jima & Okinawa ○ Atomic bomb and why it was used.
The Cold War SS:HI:2: Contacts, Exchanges & International ● Reasons for the Cold War Relations ● NATO Students will demonstrate an understanding of ● Arms Race interactions between the United States and other ● Germany countries. ○ Divided ○ Berlin Airlift ○ Berlin Wall ● China & Korea ● McCarthyism ● Space Race ○ Sputnik ○ Apollo program ● Kennedy and the Cold War (Cuba, Bay of Pigs, Missile Crisis) ● Proxy wars ● Detente ● Collapse of Communism
Civil Rights Era SS:HI:1: Political Foundations and Development ● Integration of the military Students will demonstrate an understanding of the ● Jackie Robinson political foundations and development of the United ● Brown v. Board of Education States. ● Little Rock ● Montgomery Bus Boycott SS:HI:3: World Views and Value systems and their ● Martin Luther King Jr. Intellectual and Artistic Expressions ● Great Society Students will demonstrate an understanding of world ● Warren Court views and value systems. ● Civil Rights Act ● Selma SS:HI:5: Social/Cultural ● Busing Students will demonstrate an understanding of various ● Women’s Rights (Title IX, ERA) social groups.
The Vietnam War SS:HI:2: Contacts, Exchanges & International ● U.S. involvement Relations ● Tonkin Gulf Resolution Students will demonstrate an understanding of ● Guerilla warfare interactions between the United States and other ● The draft countries. ● Tet Offensive
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● Election of ‘68 SS:HI:3: World Views and Value systems and their ● Antiwar protests Intellectual and Artistic Expressions ● Nixon Students will demonstrate an understanding of world ● Fall of Saigon views and value systems. ● The Wall
70s80s SS:HI:1: Political Foundations and Development ● Nixon Students will demonstrate an understanding of the ○ EPA political foundations and development of the United ○ China States. ○ Watergate ● Carter SS:HI:2: Contacts, Exchanges & International ○ Energy Crisis Relations ○ MidEast Students will demonstrate an understanding of ○ Iran Hostage Crisis interactions between the United States and other ● Reagan countries. ○ “Reganomics” ○ 80s culture SS:HI:3: World Views and Value systems and their ○ Cold War Intellectual and Artistic Expressions Students will demonstrate an understanding of world views and value systems.
SS:HI:4: Economic Systems & Technology Students will demonstrate an understanding of economic systems and technology.
The 90s SS:HI:2: Contacts, Exchanges & International ● President Bush Relations ○ Operation Desert Storm Students will demonstrate an understanding of ○ Economy interactions between the United States and other ● President Clinton countries. ○ Economy ■ NAFTA SS:HI:4: Economic Systems & Technology ■ Technology Students will demonstrate an understanding of ■ Stock Market economic systems and technology. ○ Contract with America ● U.S. role in the world SS:HI:5: Social/Cultural ○ Somalia Students will demonstrate an understanding of various ○ Rwanda social groups. ○ MidEast peace efforts ○ Yugoslavia
21st Century America SS:HI:2: Contacts, Exchanges & International ● 2000 Election Relations ● 9/11 Students will demonstrate an understanding of ○ Afghanistan interactions between the United States and other ○ Iraq countries. ● 2008 Election ○ Affordable Care Act SS:HI:4: Economic Systems & Technology ○ Drone War Students will demonstrate an understanding of ○ U.S. role in global affairs economic systems and technology.
Common Core Skills
Key Ideas and Details:
● CCSS.ELALITERACY.RH.910.1: Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
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● CCSS.ELALITERACY.RH.910.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text. ● CCSS.ELALITERACY.RH.910.3: Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
Craft and Structure:
● CCSS.ELALITERACY.RH.910.4: Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science. ● CCSS.ELALITERACY.RH.910.5: Analyze how a text uses structure to emphasize key points or advance an explanation or analysis. ● CCSS.ELALITERACY.RH.910.6:Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.
Integration of Knowledge and Ideas:
● CCSS.ELALITERACY.RH.910.7: Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text. ● CCSS.ELALITERACY.RH.910.8: Assess the extent to which the reasoning and evidence in a text support the author's claims. ● CCSS.ELALITERACY.RH.910.9: Compare and contrast treatments of the same topic in several primary and secondary sources.
Range of Reading and Level of Text Complexity:
● CCSS.ELALITERACY.RH.910.10: By the end of grade 10, read and comprehend history/social studies texts in the grades 910 text complexity band independently and proficiently.
Comprehension and Collaboration:
● CCSS.ELALITERACY.SL.910.1: Initiate and participate effectively in a range of collaborative discussions (oneonone, in groups, and teacherled) with diverse partners on grades 910 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. ● CCSS.ELALITERACY.SL.910.1.A: Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, wellreasoned exchange of ideas. ● CCSS.ELALITERACY.SL.910.1.C: Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. ● CCSS.ELALITERACY.SL.910.1.D: Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. ● CCSS.ELALITERACY.SL.910.2: Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source. ● CCSS.ELALITERACY.SL.910.3: Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
Presentation of Knowledge and Ideas:
● CCSS.ELALITERACY.SL.910.4: Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. ● CCSS.ELALITERACY.SL.910.5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
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New Grade Level
Grades 1112: Citizenship and Law
Content: Standards:
Foundations of American Government SS:CV:1: The Nature and Purpose of Government ● Different Forms of Government Students will demonstrate an understanding of the ● Ancient Greece & Rome nature of governments, and the fundamental ideals of ● English Tradition government of the United States. ● The Enlightenment ● American Revolution SS:CV:2: Structure and Function of United States ● Articles of Confederation and New Hampshire Government Students will demonstrate an understanding of major provisions of the United States and New Hampshire Constitutions, and the organization and operation of government at all levels including the legislative, executive, and judicial branches.
The Constitution SS:CV:1: The Nature and Purpose of Government ● Issues at the Constitutional Convention Students will demonstrate an understanding of the ● Ratification nature of governments, and the fundamental ideals of ● The Constitution government of the United States. ● The Electoral College ● Checks & Balances SS:CV:2: Structure and Function of United States ● Amendment Process and New Hampshire Government Students will demonstrate an understanding of major provisions of the United States and New Hampshire Constitutions, and the organization and operation of government at all levels including the legislative, executive, and judicial branches.
SS:CV:3: The World and the United States' Place In It Students will demonstrate an understanding of the relationship of the United States to other countries, and the role of the United States in world affairs.
SS:CV:4: Rights and Responsibilities Students will demonstrate an understanding of the rights and responsibilities of citizenship, and the ability to apply their knowledge of local, state, and national government through the political process and citizen involvement.
Civil Rights and Liberties SS:CV:1: The Nature and Purpose of Government ● Bill of Rights Students will demonstrate an understanding of the ● Judicial Interpretations of the Constitution nature of governments, and the fundamental ideals of ● Freedom of Speech government of the United States. ● Students’ Rights ● The 14th Amendment SS:CV:2: Structure and Function of United States ● Extending rights to nonmajority groups and New Hampshire Government Students will demonstrate an understanding of major provisions of the United States and New Hampshire Constitutions, and the organization and operation of government at all levels including the legislative, executive, and judicial branches.
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The Legislative Branch SS:CV:1: The Nature and Purpose of Government ● Influences on a member of Congress Students will demonstrate an understanding of the ● The work of a Congressperson nature of governments, and the fundamental ideals of ● The lawmaking process government of the United States. ● Powers of Congress SS:CV:2: Structure and Function of United States and New Hampshire Government Students will demonstrate an understanding of major provisions of the United States and New Hampshire Constitutions, and the organization and operation of government at all levels including the legislative, executive, and judicial branches.
SS:CV:3: The World and the United States' Place In It Students will demonstrate an understanding of the relationship of the United States to other countries, and the role of the United States in world affairs.
The Executive Branch SS:CV:1: The Nature and Purpose of Government ● The Presidency Students will demonstrate an understanding of the ● The Executive Branch nature of governments, and the fundamental ideals of ● The Power of the President government of the United States.
SS:CV:2: Structure and Function of United States and New Hampshire Government Students will demonstrate an understanding of major provisions of the United States and New Hampshire Constitutions, and the organization and operation of government at all levels including the legislative, executive, and judicial branches.
SS:CV:3: The World and the United States' Place In It Students will demonstrate an understanding of the relationship of the United States to other countries, and the role of the United States in world affairs.
The Judicial Branch SS:CV:1: The Nature and Purpose of Government ● Civil vs. Criminal cases Students will demonstrate an understanding of the ● State and Federal Court system nature of governments, and the fundamental ideals of ● The Supreme Court government of the United States. ● Judicial activism vs. judicial restraint SS:CV:2: Structure and Function of United States and New Hampshire Government Students will demonstrate an understanding of major provisions of the United States and New Hampshire Constitutions, and the organization and operation of government at all levels including the legislative, executive, and judicial branches.
Political Parties & Elections SS:CV:1: The Nature and Purpose of Government ● Origins of political beliefs Students will demonstrate an understanding of the ● The Two Party system nature of governments, and the fundamental ideals of ● Role of political parties in the political process government of the United States. ● Primaries vs. general elections ● Political campaigns SS:CV:4: Rights and Responsibilities ● The role of the news media in the political process
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Students will demonstrate an understanding of the rights and responsibilities of citizenship, and the ability to apply their knowledge of local, state, and national government through the political process and citizen involvement.
Common Core Skills
Key Ideas and Details:
● CCSS.ELALITERACY.RH.910.1: Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. ● CCSS.ELALITERACY.RH.910.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text. ● CCSS.ELALITERACY.RH.910.3: Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
Craft and Structure:
● CCSS.ELALITERACY.RH.910.4: Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science. ● CCSS.ELALITERACY.RH.910.5: Analyze how a text uses structure to emphasize key points or advance an explanation or analysis. ● CCSS.ELALITERACY.RH.910.6:Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.
Integration of Knowledge and Ideas:
● CCSS.ELALITERACY.RH.910.7: Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text. ● CCSS.ELALITERACY.RH.910.8: Assess the extent to which the reasoning and evidence in a text support the author's claims. ● CCSS.ELALITERACY.RH.910.9: Compare and contrast treatments of the same topic in several primary and secondary sources.
Range of Reading and Level of Text Complexity:
● CCSS.ELALITERACY.RH.910.10: By the end of grade 10, read and comprehend history/social studies texts in the grades 910 text complexity band independently and proficiently.
Comprehension and Collaboration:
● CCSS.ELALITERACY.SL.910.1: Initiate and participate effectively in a range of collaborative discussions (oneonone, in groups, and teacherled) with diverse partners on grades 910 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. ● CCSS.ELALITERACY.SL.910.1.A: Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, wellreasoned exchange of ideas. ● CCSS.ELALITERACY.SL.910.1.C: Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. ● CCSS.ELALITERACY.SL.910.1.D: Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. ● CCSS.ELALITERACY.SL.910.2: Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source. ● CCSS.ELALITERACY.SL.910.3: Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
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Presentation of Knowledge and Ideas:
● CCSS.ELALITERACY.SL.910.4: Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. ● CCSS.ELALITERACY.SL.910.5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
New Grade Level
Grades 1112: Economics
Content: Standards:
Economic Way of Thinking SS:EC:1: Economics and the Individual ● Scarcity Students will learn about their role in a free market, how ● Wants vs. Needs decisions that they make affect the economy, and how ● Consumers, producers, goods, services changes in the economy can affect them. ● Three basic economic questions
○ What to produce? ○ How to produce it? SS:EC:2: Basic Economic Concepts ○ For whom to produce? Students will learn about the pillars of a free market ● Factors of Production: Land, Labor, Capital and economy and the market mechanism. Entrepreneurship ● Tradeoffs, real costs, and opportunity costs SS:EC:3: Cycles in the Economy ● Production Possibilities Curve Students will be able to explain the business cycle and trends in economic activity over time.
Introduction to Economic Systems SS:EC:1: Economics and the Individual ● Traditional, Command, and Market Economies Students will learn about their role in a free market, how ● Communism, Socialism and Capitalism decisions that they make affect the economy, and how ○ Karl Marx changes in the economy can affect them. ○ Adam Smith: the invisible hand
● Fundamentals of a Market Economy ○ Private property, limited government SS:EC:2: Basic Economic Concepts involvement, voluntary exchange, competition Students will learn about the pillars of a free market and consumer sovereignty, profit, and economy and the market mechanism. specialization ● Circular Flow of Money SS:EC:3: Cycles in the Economy ● Mixed economies, economies in transition Students will be able to explain the business cycle and trends in economic activity over time.
The Law of Demand SS:EC:1: Economics and the Individual ● Demand schedule and curve Students will learn about their role in a free market, how ● Law of Diminishing Marginal Utility decisions that they make affect the economy, and how ● Determinants of Demand changes in the economy can affect them. ● Elasticity of Demand
○ Total Revenue Test SS:EC:2: Basic Economic Concepts Students will learn about the pillars of a free market economy and the market mechanism.
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The Law of Supply SS:EC:1: Economics and the Individual ● Supply schedule and curve Students will learn about their role in a free market, how ● Law of Diminishing Marginal Returns decisions that they make affect the economy, and how ● Production Costs changes in the economy can affect them. ● Determinants of Supply
● Elasticity of Supply SS:EC:2: Basic Economic Concepts Students will learn about the pillars of a free market economy and the market mechanism.
The Stock Market and Investing ● Demand affects stock prices SS:EC:1: Economics and the Individual ● The process of purchasing stock Students will learn about their role in a free market, how ● Names of the major stock exchanges and the types of decisions that they make affect the economy, and how stock they sell changes in the economy can affect them. ● DOW Jones Industrial Average ● Factors that influence the Stock Market. ● Risk Tolerance when investing SS:EC:2: Basic Economic Concepts ● Types of investments growth investments and Students will learn about the pillars of a free market income investments economy and the market mechanism. ● Time value of money. ● Rule of 72. SS:EC:6: Personal Finance ● Relationship between risk and return. Students will be able to explain the importance of ● Diversification money management, spending credit, saving, and
investing in a free market economy.
Equilibrium Price SS:EC:1: Economics and the Individual ● Surpluses and shortages Students will learn about their role in a free market, how ● Price floors and ceilings decisions that they make affect the economy, and how ○ minimum wage debate changes in the economy can affect them. ○ rationing
○ black markets SS:EC:2: Basic Economic Concepts Students will learn about the pillars of a free market economy and the market mechanism.
Market Structures SS:EC:2: Basic Economic Concepts ● Perfect Competition Students will learn about the pillars of a free market ● Monopolistic Competition economy and the market mechanism. ● Oligopoly ● Monopoly ○ natural ○ technological patents, copyrights ○ government ○ geographic ○ Antitrust legislation ● Prohibiting unfair business practices ○ price fixing ○ market allocation ○ predatory pricing ○ consumer protection agencies
International Trade SS:EC:3: Cycles in the Economy ● Absolute advantage, Comparative advantage Students will be able to explain the business cycle and ● barriers to free trade trends in economic activity over time. ○ tariffs ○ quotas SS:EC:5: International Economics and Trade ○ embargos
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○ government incentives Students will recognize the importance of international ○ trade agreements trade and how economies are affected by it. ● Spectrum of trade policy free trade to protectionism
Business Organization SS:EC:1: Economics and the Individual ● Sole proprietorships Students will learn about their role in a free market, how ● Partnerships decisions that they make affect the economy, and how ● Corporations changes in the economy can affect them. ● Mergers
● Franchises ● Coops SS:EC:6: Personal Finance ● Nonprofits Students will be able to explain the importance of money management, spending credit, saving, and investing in a free market economy.
Economic Indicators and Performance SS:EC:1: Economics and the Individual ● GDP Students will learn about their role in a free market, how ○ how calculated decisions that they make affect the economy, and how ○ what is not measured changes in the economy can affect them. ● Inflation
● Business Cycle ○ phases SS:EC:2: Basic Economic Concepts ○ predicting business cycles leading, Students will learn about the pillars of a free market coincident, lagging indicators economy and the market mechanism. ○ business cycles in history, Great Depression ● Unemployment SS:EC:3: Cycles in the Economy ○ unemployment rate Students will be able to explain the business cycle and ○ full employment trends in economic activity over time. ○ types of unemployment
■ frictional ■ seasonal SS:EC:4: Financial Institutions and the ■ structural Government ■ cyclical Students will understand how financial institutions and ● Poverty the government work together to stabilize our economy, and how changes in them affect the individual.
Personal Finance SS:EC:6: Personal Finance ● Checking and Savings Accounts Students will be able to explain the importance of ● Credit Cards money management, spending credit, saving, and ● Filing federal taxes investing in a free market economy. ● Budgeting
Common Core Skills
Key Ideas and Details:
● CCSS.ELALITERACY.RH.910.1: Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. ● CCSS.ELALITERACY.RH.910.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text. ● CCSS.ELALITERACY.RH.910.3: Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
Craft and Structure:
● CCSS.ELALITERACY.RH.910.4: Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.
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Sunapee School District, Social Studies Curriculum, 2015 present
● CCSS.ELALITERACY.RH.910.5: Analyze how a text uses structure to emphasize key points or advance an explanation or analysis. ● CCSS.ELALITERACY.RH.910.6:Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.
Integration of Knowledge and Ideas:
● CCSS.ELALITERACY.RH.910.7: Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text. ● CCSS.ELALITERACY.RH.910.8: Assess the extent to which the reasoning and evidence in a text support the author's claims. ● CCSS.ELALITERACY.RH.910.9: Compare and contrast treatments of the same topic in several primary and secondary sources.
Range of Reading and Level of Text Complexity:
● CCSS.ELALITERACY.RH.910.10: By the end of grade 10, read and comprehend history/social studies texts in the grades 910 text complexity band independently and proficiently.
Comprehension and Collaboration:
● CCSS.ELALITERACY.SL.910.1: Initiate and participate effectively in a range of collaborative discussions (oneonone, in groups, and teacherled) with diverse partners on grades 910 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. ● CCSS.ELALITERACY.SL.910.1.A: Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, wellreasoned exchange of ideas. ● CCSS.ELALITERACY.SL.910.1.C: Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. ● CCSS.ELALITERACY.SL.910.1.D: Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. ● CCSS.ELALITERACY.SL.910.2: Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source. ● CCSS.ELALITERACY.SL.910.3: Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
Presentation of Knowledge and Ideas:
● CCSS.ELALITERACY.SL.910.4: Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. ● CCSS.ELALITERACY.SL.910.5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
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