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NORTH CAROLINA UNPACKING DOCUMENT FOR AMERICAN HISTORY The Unpacking Documents for North Carolina K-12 Social Studies Standards were created in collaboration with teachers, NCDPI leadership, and members of the NCDPI Social Studies team. These documents are intended to supplement the standard course of study and provide a comprehensive understanding for the teaching of the standards and objectives. The explanations and examples in this document are intended to be helpful in the planning of local curriculum and classroom instruction. This document will provide: ● Inquiry Strand: the State Board of Education approved indicators for inquiry ● Standard: the State Board of Education approved standard(s) for a strand ● Objective: the State Board of Education approved objectives for teaching and learning ● Mastery of the Objective: a description of how the student should be able to demonstrate mastery of the objective ● Students Will Understand: understandings that students should be able to arrive at as a result of the instruction ● Students Will Know: information the student should know ● Example Topics: possible content and/or topic ideas that can be used to teach the objective ● Example Formative Assessments: possible tasks that can be used to gauge student understanding of the objective The example topics and example formative assessments provided with each objective are: ● Content examples for instruction that help to build student knowledge and understanding of the objective ● Sample assessment activities to gauge learning that may be used to determine whether students are meeting the learning objective ● Examples to enhance the student’s ability to make connections across other disciplines and in the real world ● Recommendations, with the understanding that PSUs retain local control to determine curriculum The example topics and example formative assessments provided with each objective are: ● Not meant to be an exhaustive list ● Not meant to be content that must be taught all at once ● Not a checklist for basic recall or memorization ● Not a checklist for assessment for each objective ● Not intended to reflect summative assessment items The Social Studies Glossary of Instructional Terms has been designed to be a tool to provide educators with words and phrases that represent the big, overarching concepts, and ideas that teachers need to know and understand in order to effectively teach the revised Social Studies Standards: View the Glossary of Instructional Terms 1 Inquiry Strand The inquiry process for each grade and course within the North Carolina Social Studies Standard Course of Study asks students to inquire, think critically, evaluate sources, use evidence, communicate, and solve problems. Students are asked to practice the skills embedded in the inquiry process on a regular basis throughout instruction; these skills should also be combined into an inquiry project at least once during the year or semester. Inquiry 9-12 The Inquiry Indicators are meant to be used in concert with the content standards in any strand for each grade in the 9-12 grade band. Teachers should be encouraged to use these indicators in every grade level. Because there is no set number of indicators that should be used in any grade level, the intent is that by the end of all high school courses students will have been exposed to the skills essential to developing critical thinking in social studies. For this to occur, students must be exposed to inquiry indicators in each grade. Standard Indicator I.1.1 Compelling Questions ● Identify issues and problems in social studies ● Formulate questions based upon disciplinary concepts I.1.2 Supporting Questions ● Identify related issues and problems related to the compelling question ● Formulate supporting questions I.1.3 Gathering and Evaluating Sources Apply the inquiry ● Locate credible primary and secondary sources models to analyze and ● Identify a variety of primary and secondary sources in support of compelling and supporting questions evaluate social studies ● Summarize the central ideas and meaning of primary and secondary sources through the use of literacy strategies topics and issues in ● Determine the origin, context, and bias of primary and secondary sources order to communicate ● Differentiate between facts and interpretation of sources conclusions and take ● Evaluate competing historical narratives and debates among historians informed actions I.1.4 Developing Claims and Using Evidence ● Analyze data from charts, graphs, timelines, and maps ● Analyze visual, literary, and musical sources ● Examine change and continuity over time ● Analyze causes, effects, and correlations ● Determine the relevance of a source in relation to the compelling and supporting questions I.1.5 Communicating Ideas ● Construct written, oral, and multimedia arguments 2 ● Support arguments with evidence and reasoning while considering counterclaims ● Use proper formatting in citing sources for arguments ● Develop new understandings of complex historical and current issues through rigorous academic discussions ● Participate in rigorous academic discussions emphasizing multiple viewpoints in which claims and evidence are acknowledged, critiqued, and built upon in order to create new understandings of complex historical or current issues I.1.6 Taking Informed Action ● Generate ideas through which the inquiry facilitates change ● Devise a plan to enact change based on the results of the inquiry ● Organize and take individual or collaborative action in order to affect change and inform others The time period and focus for this course is from 1763 through the year of the latest presidential election. Unpacking the Behavioral Science Objectives Standard AH.H.B.1 Evaluate American identity in terms of perspective, change, and continuity Overarching Concepts: Identity, Perspective, Change, Continuity Mastery of the Students Will Examples of Formative Objective Students Will Know Example Topics Objective Understand Assessment AH.B.1.1 Students must be A nation's ideals and Examples of the belief of Salutary neglect Monroe Doctrine & the Critique multiple able to demonstrate value system can American Exceptionalism American Identity perspectives of the ability to influence how people in policy Founding/revolution Activity, National American identity evaluate the extent view themselves and Endowment for the in terms of to which American that nation over time Multiple perspectives of Manifest destiny Humanities, Edsitement American exceptionalism American identity Project: Students exceptionalism influenced American The idea of a nation Monroe Doctrine analyze the Monroe identity of various being exceptional can Doctrine and Latin groups. influence its relationship Imperialism American perspectives with other people and on the doctrine in a Students must be nations over time “City on a Hill” series of close reading able to make these activities. Students evaluations by using Different groups within a First and Second Great then critique American material that nation may view the idea Awakenings identity through this expresses views from of the exceptionalism of foreign policy directive: multiple that nation from Turner’s Frontier Thesis To what extent did the perspectives. different perspectives idea of American depending on how they American Indians exceptionalism have been treated within influence the creation that society Immigration and implementation of 3 the Monroe Doctrine? Horatio Alger To what extent, in turn, did changes in American Rugged individualism foriegn policy derive from the Monroe Transcendentalism Doctrine influence American identity over Homesteaders time? Sooners Using a Say-Mean-Matter Separation of church and protocol, students state critique how American exceptionalism during Fourteen Points manifest destiny impacted America’s Cold War identity. Students use the protocol to examine Space Race a primary source either individually or in groups assigned by the teacher. Each individual or group then shares their thoughts to facilitate a classroom discussion of American identity and American exceptionalism. Mastery of the Students Will Examples of Formative Objective Students Will Know Example Topics Objective Understand Assessment AH.B.1.2 Students must be Different groups may Historical eras of American Revolution The teacher poses the Critique multiple able to demonstrate view a nation’s identity opportunity in United central question: To perspectives of the ability to from different States’ history Great Depression what extent did the Civil American identity evaluate the extent perspectives depending War challenge and/or in terms of to which opportunity, on how they have been Historical eras of crisis in Roaring 20’s reinforce the American opportunity, prosperity, and crisis treated within that United States’ history identity? Students work 4 prosperity, and have influenced nation Oregon Trail in groups to create a crisis American identity of Historical eras of poster on an assigned various groups. Moments of opportunity, prosperity in United States’ Immigration primary source using prosperity, and crisis will history different colors: 1) Blue- Students must be influence how Refugees identify & define able to make these individuals and groups Multiple perspectives of unfamiliar words/terms; evaluations by using view themselves and American identity Gilded Age 2) Red- statements/ material that their nation over time positions that challenge expresses views Natural disasters the American identity; from multiple
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