Pelham School District Social Studies Curriculum K-12

Jennifer Pendergast, Kindergarten Susan Harden, First Grade Robin Andrews, Second Grade Carrie Dutil, Third Grade Darlene Greenwood, Fourth Grade Sandy McCarthy, Fifth Grade Kelly O’Hearn, Sixth Grade Carol Gariepy. Seventh Grade Steve Gaaudreau. Eighth Grade Paula Bailly-Burton, Pelham High School Steve Charbonneau, Pelham High School Ryan Clark, Pelham High School Mallory Higgins, Pelham High School Dave Torrisi, Pelham High School Elizabeth Zemetres, Pelham High School Natasha Kolehmainen, Director of Curriculum, Instruction, and Assessment Amanda Lecaroz, Superintendent

Social Studies Grade 1 Pelham Elementary School

Pelham School District Curriculum Document Course: Social Studies Grade: First Strand: History: Holidays Learning Outcomes Enduring Understandings: Essential Questions:

Students will understand why we celebrate national holidays. Why are special holidays important to us as Americans?

Students will understand the reasons for when we celebrate our national holidays.

Students will understand how our holidays link us to our country’s history.

Standards:

MA LS 1.5 Give reasons for celebrating the events or people commemorated in national and New Hampshire holidays. On a calendar for the current year, identify the months for Labor Day, Columbus Day, Veterans’ Day, Thanksgiving, Martin Luther King, Jr. Day, Presidents’ Day, Memorial Day, Flag Day, and Independence Day. (H, C, G)

MA C&S 3 Read dates on a calendar and associate them with days of the week. (H)

Content & Concepts Skills Students will know/understand… Students will be able to…

Students will know why we celebrate Veteran’s Day, Students will be able to identify each holiday and when it occurs. Thanksgiving, Martin Luther King Day, President’s Day and Memorial Day. Students will be able to differentiate between Veteran’s Day and Memorial Day.

Students will be able to compare and make observations between the first Thanksgiving and Thanksgivings of today.

Assessment Criteria Common Summative Assessments: Performance Tasks:

Pelham School District Curriculum Document Course: Social Studies Grade: First Strand: History: Customs and Traditions Learning Outcomes Enduring Understandings: Essential Questions:

Students will understand that different cultures have different How do observances of different cultural traditions make us unique traditions. as Americans?

Students will understand American traditions and folktales.

Students will understand that many folktales from America and around the world share similar attributes.

Standards:

MA LS 1.7 After reading or listening to folktales, legends, and stories from America (e.g., Johnny Appleseed, Paul Bunyan, Davy Crockett, John Henry, and Annie Oakley) and from around the world (e.g., Anansi, Issun Boshi, the Knee-High Man, Lon Po Po, and Medioa Pollito), describe the main characters and their qualities. (H)

MA LS 1.9 Explain that Americans have a variety of different religious, community, and family celebrations and customs, and describe celebrations or customs held by members of the class and their families. (H)

Content & Concepts Skills Students will know/understand… Students will be able to…

Students will understand that there are many different cultural, Students will be able to describe traditions that they celebrate with traditional and religious celebrations that make our families their families. special. Students will be able to read or listen to a story, folktale or legend Students will know that there are stories written about American about an American character and describe the qualities of the main traditions as well as from around the world. character.

Students will be able to read or listen to a story, folktale or legend about a character from around the world and describe the qualities of the main character.

Students will be able to compare and contrast the stories, folktales or legends from America and around the world.

Assessment Criteria Common Summative Assessments: Performance Tasks:

Pelham School District Curriculum Document Course: Social Studies Grade: First Strand: Geography: Map Skills Learning Outcomes Enduring Understandings: Essential Questions:

Students will understand that maps represent real places and How do maps help us learn about our world? describe physical features.

Students will understand that cardinal directions help us locate places.

Students will understand that landforms are labeled on a map.

Standards:

MA C&S 4 Describe a map as a representation of a space, such as the classroom, the school, the neighborhood, town, city, state, country, or world. (G)

MA C&S 5 Identify cardinal directions (north, east, south, west) and apply them to maps, locations in the classroom, school, playground, and community. (G)

MA C&S 6 Define and locate the North and South Poles and the equator. (G)

MA C&S 7 Define and give examples of a continent, mountain, river, lake, and ocean. (G)

MA LS 1.1 On a map of the United States, locate Washington, D.C., and identify it as the capital of the United States of America; locate Concord and identify it as the capital of New Hampshire. (G)

Content & Concepts Skills Students will know/understand… Students will be able to…

Students will understand that a map is a representation of a Students will be able to describe a map of a particular place.(ie- physical space such as the classroom, house, neighborhood, classroom, school, neighborhood etc.) town, city, state, country and world. Students will be able to identify the four cardinal directions. Students will understand the purpose of cardinal directions (N, S, E, W). Students will be able to apply the cardinal directions when working with a map. Students will know where the North Pole, South Pole and Equator are located. Students will be able to locate the North Pole, South Pole, and Equator on a map or globe. Students will know the physical features that are labeled on a map (i.e. continents, lakes rivers, mountains and oceans). Students will be able to define and give examples of a continent, mountain, river, lake and ocean.

Assessment Criteria Common Summative Assessments: Performance Tasks:

Pelham School District Curriculum Document Course: Social Studies Grade: First Strand: Economics: Learning Outcomes Enduring Understandings: Essential Questions:

Students will know the differences between “needs” and How do we decide what things we need and what things we want? “wants”.

Students will understand the differences between “goods” and “services”.

Students will understand that all people are consumers.

Standards:

MA C&S 9 Give examples of products (goods) that people buy and use. (E)

MA C&S 10 Give examples of services that people do for each other. (E)

MA C&S 11 Give examples of the choices people have to make about the goods and services they buy (e.g. a new coat, a tie, or a pair of shoes) and why they have to make choices (e.g., because they have a limited amount of money). (E)

Content & Concepts Skills Students will know/understand… Students will be able to…

Students will understand that “needs” are the things that keep us Students will be able to give examples of goods and services. alive and safe. Students will be able to differentiate between goods and services. Students will understand that “wants” are things we would like but do not “need”.

Students will understand that some people provide goods or services.

Students will know who works in their community and their roles.

Students will understand the role money plays in acquiring goods and services.

Assessment Criteria Common Summative Assessments: Performance Tasks:

Pelham School District Curriculum Document Course: Social Studies Grade: First Strand: Government & Civics: Leaders & Symbols Learning Outcomes Enduring Understandings: Essential Questions:

Students will understand that national symbols unite us as Americans. Why do we need leaders for our country?

Students will understand that there have been leaders though What makes a great leader? out history that have shaped our country.

Students will know that great leadership requires certain How do our national symbols make us united as Americans? qualities and what those are.

Standards:

MA C&S 8 Give examples that show the meaning of the following words: politeness, achievement, courage, honesty, and reliability. (C) MA LS 1.2 Identify the current President of the United States, describe what presidents do, and explain that they get their authority from a vote by the people. (H, C) MA LS 1.3 Identify and explain the meaning of American national symbols. (H, C) A. the American flag B. the bald eagle C. the White House D. the Statue of Liberty MA LS 1.4 Demonstrate the ability to recite the Pledge of Allegiance, to explain its general meaning, and to sing national songs such as America the Beautiful, My Country, ’tis of Thee, God Bless America, and The Star Spangled Banner and explain the general meaning of the lyrics. (H, C) MA LS 1.8 After reading or listening to stories about famous Americans of different ethnic groups, faiths, and historical periods (e.g., Neil Armstrong, Cesar Chavez, Roberto Clemente, Thomas Edison, Bill Gates, Daniel Inouye, Thurgood Marshall, Rosa Parks, Colin Powell, Sacagawea, Jonas Salk, Harriett Beecher Stowe, Clarence Thomas, Booker T. Washington, and the Wright Brothers) describe their qualities or distinctive traits. (H, C)

Content & Concepts Skills Students will know/understand… Students will be able to…

Students will know what qualities a good leader possesses. Students will be able to recite the Pledge of Allegiance.

Students will know the Pledge of Allegiance. Students will be able to identify the qualities of a good leader and apply them to the current president. Students will understand why we have national symbols. Students will be able to read or listen to a story about a famous American and describe the qualities that make them a good leader.

Students will be able to identify American national symbols and explain their significance.

Assessment Criteria Common Summative Assessments: Performance Tasks:

Pelham School District Curriculum Document Course: Social Studies Grade: First Strand: History: Calendar & Time Lines Learning Outcomes Enduring Understandings: Essential Questions:

Students will understand that calendars are a way to measure How do timelines help me understand my past? time and the Earth’s movement around the sun. How does a calendar help me understand how time passes? Students will understand that timelines highlight important events in a person’s life or a nation’s history. How was the calendar created?

Standards:

MA C&S 3 Read dates on a calendar and associate them with days of the week. (H)

MA C&S 1 Identify temporal sequences such as days, weeks, months, years, and seasons. Use correctly words and phrases related to time (now, in the past, in the future) and recognize the existence of changing historical periods (other times, other places). (H)

MA C&S 2 Place events in students’ own lives in chronological order. (H)

MA LS 1.6 Give reasons for noting the days that mark the changes in seasons. (G)

Content & Concepts Skills Students will know/understand… Students will be able to…

Students will know the calendar year contains 12 months and Students will be able to name the months of the year and the days four seasons. of the week.

Students will know the meanings of words and phrases related Students will be able to identify the seasons and when they occur. to time passing. Students will be able to apply concept words to time passing, ie. Students will understand their life in a chronological time line. yesterday, today, tomorrow, past, present, future, etc.

Students will create a representation of their life in a time-line.

Assessment Criteria Common Summative Assessments: Performance Tasks:

Social Studies Grade 2 Pelham Elementary School

Pelham School District Curriculum Document Course: Social Studies Grade: Second Strand: Geography: Map & Globe Skills Learning Outcomes Enduring Understandings: Essential Questions:

Students will understand maps and globes can help us learn How do maps and globes show information about the world? about our world.

Students will understand there are specific features of a map or globe that help us understand physical space.

Standards:

MA C&S 4 Describe how maps and globes depict geographical information in different ways. (G)

MA C&S 5 Read globes and maps and follow narrative accounts using them. (G, H)

Content & Concepts Skills Students will know/understand… Students will be able to…

The students will know the 7 continents of the world and what MA LS 2.1 On a map of the world, locate all of the continents: their names are. North America, South America, Europe, Asia, Africa, Australia, and Antarctica. (G) The students will know that Mexico, Canada and U.S. are all part of North America and where their borders are. MA LS 2.2 Locate the current boundaries of the United States, Canada, and Mexico. (G) The students will know there are 5 major oceans in the world. MA LS 2.3 Locate the oceans of the world: the Arctic, Atlantic, The students will understand the difference between a country Indian, Pacific, and Southern Oceans. (G) and a continent. MA LS 2.4 Locate five major rivers in the world: the Mississippi, Amazon, Volga, Yangtze, and Nile. (G)

MA LS 2.5 Locate major mountains or mountain ranges in the world such as the Andes, Alps, Himalayas, Mt. Everest, Mt. McKinley, and the Rocky Mountains. (G)

MA LS 2.6 Explain the difference between a continent and a country and give examples of each. (G) Assessment Criteria Common Summative Assessments: Performance Tasks:

Pelham School District Curriculum Document Course: Social Studies Grade: Second Strand: History: Timelines & Calendars Learning Outcomes Enduring Understandings: Essential Questions:

Students will understand that culture affects one’s individual How does exploring family heritage help our understanding of identify and belief system. Americans today?

How does exploring the customs and traditions of other countries help us understand America today?

How are other countries around the world similar and different to America?

Standards:

MA C&S 1. Use a calendar to identify days, weeks, months, years, and seasons. (H)

MA C&S 2. Use correctly words and phrases related to time (now, in the past, in the future), changing historical periods (other times, other places), and causation (because, reasons). (H)

MA C&S 3. Explain the information that historical timelines convey and then put in chronological order events in the student’s life (e.g., the year he or she was born, started school, or moved to a new neighborhood) or in the history of countries studied. (H)

MA C&S 5. Read globes and maps and follow narrative accounts using them. (G, H)

Content & Concepts Skills Students will know/understand… Students will be able to…

The students will know that many of our traditions and customs MA LS 2.7 On a map of the world, locate the continent, regions, or come from other countries. countries from which students, their parents, guardians, grandparents, or other relatives or ancestors came. With the help of The students will know that a timeline gives information in a family members and the school librarian, describe traditional food, chronological order. customs, sports and games, and music of the place they came from. (G, C)

MA LS 2.8 With the help of the school librarian, give examples of traditions or customs from other countries that can be found in America today. (G, C)

MA LS 2.9 With the help of the school librarian, identify and describe well-known sites, events, or landmarks in at least three different countries from which students’ families come and explain why they are important. (H, G, C)

Assessment Criteria Common Summative Assessments: Performance Tasks:

Pelham School District Curriculum Document Course: Social Studies Grade: Second Strand: History: Famous People Learning Outcomes Enduring Understandings: Essential Questions:

Students will understand that events and actions of the past How do biographies of famous Americans from the past and affect the present and future. present teach us about our country’s history?

Standards:

MA C&S 5 Read globes and maps and follow narrative accounts using them. (G, H)

Content & Concepts Skills Students will know/understand… Students will be able to…

The students will understand that the actions/achievements of MA LS 2.10. After reading or listening to a variety of true stories famous Americans have helped create the country we live in about individuals recognized for their achievements, describe and today. compare different ways people have achieved great distinction (e.g. scientific, professional, political, religious, commercial, military, athletic, or artistic). (H)

Assessment Criteria Common Summative Assessments: Performance Tasks:

Pelham School District Curriculum Document Course: Social Studies Grade: Second Strand: Civics & Government: Rights & Responsibilities Learning Outcomes Enduring Understandings: Essential Questions:

Students will understand that rules provide order, security, and How can you make a difference? safety. What are the roles and responsibilities of citizens?

Why do we have rules and laws?

What happens when rules/laws are broken?

Standards:

MA C&S 6 Define and give examples of some of the rights and responsibilities that students as citizens have in the school (e.g., students have the right to vote in a class election and have the responsibility to follow school rules). (C)

MA C&S 7 Give examples of fictional characters or real people in the school or community who were good leaders and good citizens, and explain the qualities that made them admirable (e.g., honesty, dependability, modesty, trustworthiness, courage). (C)

Content & Concepts Skills Students will know/understand… Students will be able to…

The students will understand that rules and laws have a purpose Students will be able to define and give examples of some of the rights and responsibilities that students as citizens have in their The students will understand that every citizen has the school. responsibility to contribute to his/her community Students will be able to give examples of fictional characters or real people in the school or community who are good leaders and good citizens.

Assessment Criteria Common Summative Assessments: Performance Tasks:

Pelham School District Curriculum Document Course: Social Studies Grade: Second Grade Strand: Economics: Goods & Services or Producers & Consumers Learning Outcomes Enduring Understandings: Essential Questions:

Students will understand that economics affects all aspects of life. Why do people work?

Why do we have money?

Standards:

MA C&S 8 Give examples of people in the school and community who are both producers and consumers. (E)

MA C&S 9 Explain what buyers and sellers are and give examples of goods and services that are bought and sold in their community. (E)

Content & Concepts Skills Students will know/understand… Students will be able to…

The students will understand that our community depends on Students will be able to give examples of people in the school & people that provide services and people who use those services. community who are both producers and consumers.

Students will be able to explain what buyers and sellers are and give examples of goods and services that are bought and sold in their community.

Assessment Criteria Common Summative Assessments: Performance Tasks:

Social Studies Grade 3 Pelham Elementary School

Pelham School District Curriculum Document Course: Social Studies Grade: Third Strand: History and Economics: Native Americans Learning Outcomes Enduring Understandings: Essential Questions: Students will understand that… What do historic pictures and paintings show about life in the past?

Our environment impacts our way of life. Why are natural resources important?

How does one’s environment impact their way of life?

How and why has everyday life changed over time?

Standards: MA C&S 2 Observe visual sources such as historic paintings, photographs, or illustrations that accompany historical narratives, and describe details such as clothing, setting, or action. (H)

MA C&S 6 (Grade 4) Define and give examples of natural resources in the United States (E)

MA C&S 7 (Grade 4) Give examples of limited and unlimited resources and explain how scarcity compels people and communities to make choices about goods and services, giving up some things to get other things. (E)

NH SS:EC:4:2.1 Explain why needs and wants are unlimited while resources are limited.

NH SS:GEL:4:2.1 Describe the physical and human characteristics of places, e.g., land forms or where people live.

NH SS:GE:4:4.2 Describe the types and historical patterns of human migration, e.g., chain migration or slave trade.

NH SS: HI:4:2.1 Describe the interconnectedness of the world developed using examples, e.g., the contact between native Americana dn European settlers or the location of family members serving in foreign countries.

Content & Concepts Skills Students will know/understand… Students will be able to… Students will be able to compare native American life in one region Students will know the four major geographic areas of the United to another. States (Northwest Coast, Southwest, Plains, Northeast). Students will be able to draw conclusions about Native American Students will know that Native American way of life was way of life based on geographical location. impacted by the climate and geographical region they lived in. Students will be able to identify the Northwest Coast, Southwest, Students will know what a natural resource is and why it is Plains, and Northeast regions on a map of the United States. important to sustaining life. Students will be able to match shelters, clothing, and food to the Students will understand how Native American life changed correct Native American group. over time. Students will be able to identify which natural resources were important to the Native Americans in each of the four geographical regions.

MA LS 3.2 Identify the Wampanoags and their leaders at the time the Pilgrims arrived, and describe their way of life. (H, G)

Assessment Criteria Common Summative Assessments: Performance Tasks:

Pelham School District Curriculum Document Course: Social Studies Grade: Third Strand: Civics & Government and History: Immigration Learning Outcomes Enduring Understandings: Essential Questions:

Students will understand that time is measured in many ways. How is time measured? Students will understand that immigrants came to the United Why do we use timelines? States in hopes of making a better life. What benefits do immigrants hope to gain by coming to America? Students will understand how good citizens make a positive What makes a good citizen? impact on the society in which they live. What do historic pictures and paintings show about life in the past? Students will understand that knowing our ancestry helps shape Why is it important to know your ancestry? who we are.

Standards: MA C&S 1 Explain the meaning of time periods or dates in historical narratives (decade, century,1600s, 1776) and use them correctly in speaking and writing. (H) MA C&S 2 (Grade 5) Interpret timelines of events studied. (H) MA C&S 4 (Grade 4). Give examples of the major rights that immigrants have acquired as citizens of the United States (e.g., the right to vote, and freedom of religion, speech, assembly, and petition). (C) MA C&S 5 (Grade 4). Give examples of the different ways immigrants can become citizens of the United States. (C) MA C&S 2 Observe visual sources such as historic paintings, photographs, or illustrations that accompany historical narratives, and describe details such as clothing, setting, or action. (H) NH SS:GE:4:4.2 Describe the types and historical patterns of human migration, e.g., chain migration or slave trade. NH SS: HI:4:2.1 Describe the interconnectedness of the world developed using examples, e.g., the contact between native American and European settlers or the location of family members serving in foreign countries. NH SS:HI:4:1.3 Describe the significance of national and New Hampshire celebrations, monuments, symbols and documents, e.g., Veteran’s Day, the Statue of Liberty, Old Man of the Mountain, and the preamble to the New Hampshire Constitution. (H) NH SS:WH:4:1.1 Explain that people of different countries create social and political systems, e.g., a family or a government

Content & Concepts Skills Students will know/understand… Students will be able to… Students will know that immigrants are people who come to live Students will be able to locate the continent, regions, and then the in the United States from another country. countries from which students, their parents, guardians, grandparents, or other relatives or ancestors came. With the help Students will understand the various reasons immigrants came of family members and the school librarian, describe traditional to America. food, customs, sports and games, and music of the place they came from. Students will know that timelines are used to measure important Students will be able to give examples of traditions or customs events in the past. from other countries that can be found in America today. Students will be able to identify and describe well-known sites, Students will understand that historic pictures and paintings events, or landmarks in countries from which students’ families give us a sense of life in the past. come and explain why they are important. Students will be able to compare the different reasons immigrants came to the United States through Ellis Island. Students will be able to read a timeline of important events in the United States immigration history. Students will be able to identify the rights immigrants have acquired when they become citizens of the United States. Students will be able to tell how an immigrant can become a citizen. Students will be able to explain what a good citizen of the United States is/does. Assessment Criteria Common Summative Assessments: Performance Tasks:

Pelham School District Curriculum Document Course: Social Studies Grade: Third Strand: Geography: Map & Globe Skills Learning Outcomes Enduring Understandings: Essential Questions:

Students will understand that maps provide a location for places Where are people and places located in the world? in the world. How do we use a map? Students will understand how maps guide us to where we want to go. Why do we use maps?

Students will understand how maps help us see the relationship between places in the world.

Standards:

MA C&S 1. (Grade 4). Use map and globe skills to determine absolute locations (latitude and longitude) of places studied. (G)

MA C&S 2. (Grade 4) Interpret a map using information from its title, compass rose, scale, and legend. (G)

MA C&S 4. Use cardinal directions, map scales, legends, and titles to locate places on contemporary maps of New England, New Hampshire, and the local community. (G)

Content & Concepts Skills Students will know/understand… Students will be able to…

Students will know that maps provide direction to places. Students will be able to locate the Northwest Coast, the Southwest, The Plains, and the Northeast on a map of the United States using Students will know that maps have keys. cardinal directions.

Students will understand why maps are important. Students will be able to locate the country/countries their ancestors came from using cardinal directions.

Students will be able to use latitude and longitude to locate areas on a map.

Assessment Criteria Common Summative Assessments: Performance Tasks:

Pelham School District Curriculum Document Course: Social Studies Grade: Third Strand: Economics Learning Outcomes Enduring Understandings: Essential Questions:

Students will understand that money is used to buy what we Why do we need money? need. How does where you live affect how you live? Students will understand why money is important because we need it to pay for shelter, food, and clothing Why is money important?

Students will understand that when you have money you can What are the choices do you have when you have money? choose to spend it, save it, or donate it.

Students will understand that not all goods and services are offered everywhere you choose to live. Standards:

MA C&S 11 (Grade 5). Give examples of the ways people save their money and explain the advantages and disadvantages of each. (E)

MA C&S 7 (Grade 4) Give examples of limited and unlimited resources and explain how scarcity compels people and communities to make choices about goods and services, giving up some things to get other things. (E)

Content & Concepts Skills Students will know/understand… Students will be able to…

Students will know what money is. Students will be able to explain how banks and interest works.

Students will know what a bank is. Students will be able to identify United States currency and their values. Students will understand how banks work. Students will be able to explain why we need money. Students will know what money looks like and the values of each denomination. Students will be able to explain what a natural resource is and how people use them. Students will understand what a natural resource is. Students will be able to assess the choices we have when we make money.

Assessment Criteria Common Summative Assessments: Performance Tasks:

Social Studies Grade 4 Pelham Elementary School

Pelham School District Curriculum Document Course: Social Studies Grade: Fourth Strand: Geography: Map & Globe Skills Learning Outcomes Enduring Understandings: Essential Questions:

Maps and globes can help us learn about the world. How does where you live affect how you live?

Maps and globes help us to understand our places in the world. What stories do maps tell?

Maps and globes represent real places on the Earth.

There are specific features of a map or globe that help us understand physical space (title, legend, symbols, and compass rose).

There are differences and similarities between maps and globes.

A map is a drawing that represents geographic space.

Standards: MA C&S 1. Use map and globe skills to determine absolute locations (latitude and longitude) of places studied. (G)

MA C&S 4. (Grade 3) Use cardinal directions, map scales, legends, and titles to locate places on contemporary maps of New England, Massachusetts, and the local community. (G)

MA C&S 4. (Grade 5) Use maps and globes to identify absolute locations (latitude and longitude). (G)

MA C&S 5. (Grade 3) Describe the difference between a contemporary map of their city or town and the map of their city or town in the 18th, 19th, or early 20th century. (H, G)

SS:GE:1: Demonstrate the ability to use maps, mental maps, globes, and other graphic tools and technologies to acquire, process, report and analyze geographic information.

Content & Concepts Skills Students will know/understand… Students will be able to… Students will know a map of the world contains North America. MA LS 4.8 On a map of the world, locate North America. Students will know the location of the North and South Poles, the equator, the MA C&S 5. Identify the location of the North and South Poles, the equator, the prime meridian, Northern, Southern, Eastern, and Western Hemispheres. prime meridian, Northern, Southern, Eastern, and Western Hemispheres. Students will know a map of North America, contains the United States, the On a map of North America, locate the United States, the Atlantic and Pacific Atlantic and Pacific Oceans, Gulf of Mexico, Mississippi and Rio Grande Oceans, Gulf of Mexico, Mississippi and Rio Grande Rivers, the Great Lakes, Rivers, the Great Lakes, Hudson Bay, and the Rocky and Appalachian Hudson Bay, and the Rocky and Appalachian Mountain ranges. Mountain ranges. MA LS 4.9 On a map of North America, locate the current boundaries of the Students will know the current boundaries of the United States (including United States (including Alaska and Hawaii). Alaska and Hawaii). Locate the North East region and the New England Locate the North East region and the New England states. states. MA LS 4.10 Identify the states, state capitals, and major cities in the North East Students will know the location of the North East region and the New Region. (G) England states. MA LS 3.1 (Grade 3) On a map of the United States, locate the New England Students will know the states, state capitals, and major cities in the North East states (Connecticut, Rhode Island, Massachusetts, Vermont, New Hampshire, Region. Maine) and the Atlantic Ocean. Students will know a map of the United States contains the New England On a map of New Hampshire, locate major cities and towns, Connecticut River, states (Connecticut, Rhode Island, Massachusetts, Vermont, New Hampshire, Merrimack River, Mount Washington, and Lake Winnipesaukee. Maine) and the Atlantic Ocean. On a map of New Hampshire locate Pelham and its local geographic features and Students will know the location of major cities and towns, Connecticut River, landmarks. Merrimack River, Mount Washington, and Lake Winnipesaukee on a map of Add cardinal directions, map scales, legends, and titles to a map of New New Hampshire. Hampshire. Students will know the location of Pelham and its local geographic features Determine absolute locations (latitude and longitude) of places studied. and landmarks on a map of New Hampshire. SS:GE:2.1:B.7 Utilize various types of sources such as documents, charts, images, Students will know there are cardinal directions, map scales, legends, and artifacts, and maps. titles on maps. Students will know the absolute locations (latitude and longitude) of places studied. Students will understand various types of sources such as documents, charts, images, artifacts, and maps. Assessment Criteria Common Summative Assessments: Performance Tasks: Teacher created tests Map completion activities Create a brochure including physical and human features

Pelham School District Curriculum Document Course: Social Studies Grade: Fourth Strand: Geography: Human Interaction with the Environment Learning Outcomes Enduring Understandings: Essential Questions: Students will understand… Why does where you live affect how you live? Humans, their society, and the environment affect each other. Can people predict the consequences of their changes to the Location affects a society’s economy, culture, and development. physical environment?

What can be learned from our modification to the environment?

Standards: SS:GE:2 Places and regions Students will demonstrate an 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

SS:GE:3 Physical Systems Students will demonstrate an understanding of the physical processes that shape the patterns of Earth’s surface and the characteristics and special distribution of ecosystems

SS:GE:4: Human Systems: 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:GE:5: Environment and Society: Students will demonstrate an understanding of the connections and consequences of the interactions between Earth's physical and human systems.

Content & Concepts Skills Students will know/understand… Students will be able to… Understand various types of sources such as documents, charts, SS:GE:4:2.1 Utilize various types of sources such as documents, charts, images, and artifacts images, and artifacts Understand relevant social studies terms SS:GE:4:2.1 Recognize and utilize relevant social studies terms Understand issues that affect society SS:GE:2.2 Keep informed on issues that affect society Understand that physical and human processes together shape places SS:GE:4:2.2 Students will recognize how physical and human processes Understand the components of Earth’s physical systems e.g. climate, together shape places water cycle SS:GE:4:3:1 Illustrate the components of Earth’s physical systems e.g. Know the components and distribution of ecosystems e.g. food chains climate, water cycle Understand how humans interact with ecosystems SS:GE:4:3:.4 Recognize the components and distribution of ecosystems Understand the distribution of a population and its underlying causes e.g. food chains Understand the spatial patterns of settlement in different regions of the SS:GE:4:3.5 Investigate how humans interact with ecosystems world, e.g., urbanization along rivers or nomadic movement patterns. SS:GE:4:4.1 Recognize the distribution of a population and its underlying Know how people modify the physical environment, e.g., irrigation causes projects or clearing land for human use. SS:GE:4:4.4: Analyze the spatial patterns of settlement in different regions Understand the ways in which the physical environment provides of the world, e.g., urbanization along rivers or nomadic movement opportunities or limitations, e.g., natural resources that first attracted patterns. settlers or natural hazards that threaten life. SS:GE:4:5.1: Illustrate how people modify the physical environment, e.g., Know the effects of the use of renewable and nonrenewable resources irrigation projects or clearing land for human use. on human systems SS:GE:4:5.2: Examine the ways in which the physical environment Understand the role of natural resources in daily life. provides opportunities or limitations, e.g., natural resources that first attracted settlers or natural hazards that threaten life. SS:GE:4:5.3 Examine the effects of the use of renewable and nonrenewable resources on human systems SS:GE:4:5.4: Describe the role of natural resources in daily life, e.g., food, clothing, or shelter. Assessment Criteria Common Summative Assessments: Performance Tasks: Create a map of New Hampshire that locates and labels human and Teacher created tests physicals. Create a brochure including physical and human features of New Hampshire.

Pelham School District Curriculum Document Course: Social Studies Grade: Fourth Strand: History: Early Settlement of the North East and New Hampshire Learning Outcomes Enduring Understandings: Essential Questions: Students will understand… How has the world changed and how might it change in the future? Events and actions of the past affect the present and the future. What has happened in the past and how am I connected to those in Different perspectives affect the interpretation of history. the past?

Culture affects one’s individual identity and belief system. How can studying the past help us understand the present world and the future?

How do the decisions of earlier groups and individuals influence those who come after them? Standards:

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: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

MA C&S 2. (Grade 5) Interpret timelines of events studied. (H)

MA C&S 3. (Grade 5) Observe and identify details in cartoons, photographs, charts, and graphs relating to an historical narrative.

Content & Concepts Skills Students will … Students will be able to… Understand the differences between Puritans and Pilgrims. MA LS 3.4 Explain how the Puritans and Pilgrims differed and identify Know the early leaders in New Hampshire. early leaders in New Hampshire Understand the importance of New Hampshire and US figures in MA LS 3.7 After reading a biography of a person from New Hampshire or science and technology, the arts, business, education, journalism, US history, summarize that person’s life and achievements. (H, C) health and politics. MA LS 4.14 Identify the different European countries that influenced the Understand that different European countries Northeast region of the United States at the time the New World was Influenced the Northeast region of the United States at the time the being explored. New World was being explored. MA LS 5.6 Explain the early relationship of the English settlers to the Understand the relationship of the early English settlers to the indigenous peoples, or Indians, in the Northeast including the differing indigenous peoples, or Indians, in the Northeast views on ownership or use of land and the conflicts between them Understand the differing views on ownership or use of land and the MA LS 5.7 Identify some of the major leaders and groups responsible for conflicts between them. the founding of the original colonies in the northeast. Know the major leaders and groups responsible for the founding of the SS:HI:4:1.2: Trace the political development of New Hampshire original colonies in the northeast. governance, e.g., self-government in early settlements or the development Understand the political development of New Hampshire governance. of current forms of local government. Know how individual’s ideals have profoundly affected life in the US. SS:HI:4:3.1 Explore how individual’s ideals have profoundly affected life Understand how art, music and literature often reflect and/or in the US. eg. MLK”s belief in non violence or John Stark’s statement, influence major ideas, values and conflicts of particular time periods. “Live Free or Die.” Understand the major developments in economic productivity SS:HI:4:3.2: Explore how art, music and literature often reflect and/or throughout the history of the Northeast. influence major ideas, values and conflicts of particular time periods, e.g., Know the evolution of the United States economy. colonial life or industrialization in New Hampshire. Understand the unique contributions of different ethnic and religious SS:HI:4:4.1: Explore major developments in economic productivity groups to New Hampshire history and culture. throughout the history of the Northeast SS:HI:4:4.3: Investigate the evolution of the United States economy, e.g., the transition from farms to factories or the trend from small local stores to shopping malls. SS:HI:4:5.1: Explain the unique contributions of different ethnic and religious groups to New Hampshire history and culture, e.g., the Shakers Assessment Criteria Common Summative Assessments: Performance Tasks: Teacher created tests Biography Book Report on prominent NH or US personality

Pelham School District Curriculum Document Course: Social Studies Grade: Fourth Strand: History: Pelham Past and Present Learning Outcomes Enduring Understandings: Essential Questions:

Students will understand… How can studying the past help us understand the present world and the future? Events and actions of the past affect the present and the future. What has happened in the past and how am I connected to those in the past?

Standards:

MA C&S 2. (Grade 5) Interpret timelines of events studied. (H)

MA C&S 3. (Grade 5) Observe and identify details in cartoons, photographs, charts, and graphs relating to an historical narrative. (H, E, C)

Content & Concepts Skills Students will know/understand… Students will be able to… Know when Pelham, NH was founded. MA LS 3.11 Identify when the students’ own town or city was founded, and describe the different groups of people who have Know the different groups of people who founded Pelham, New settled in the community since its founding. (H, G) Hampshire. MA LS 3.9 Identify historic buildings, monuments, or sites in the area and explain their purpose and significance. (H, C)

MA LS 3.12 Explain how objects or artifacts of everyday life in the past tell us how ordinary people lived and how everyday life has changed. Draw on the services of the local historical society and local museums as needed. (H, G, E)

MA LS 3.14 Give examples of tax-supported facilities and services provided by their local government, such as public schools, parks, recreational facilities, police and fire departments, and libraries. (E)

Assessment Criteria Common Summative Assessments: Performance Tasks:

Pelham School District Curriculum Document Course: Social Studies Grade: Fourth Strand: Economics: Society’s Needs and Wants Learning Outcomes Enduring Understandings: Essential Questions:

How does something acquire value? Students will understand… What impact does scarcity have on goods and services (production, Economic systems are structured to meet the needs and wants of distribution, and consumption)? different societies. Why do people work?

Economics affects all aspects of life. Why do we have money?

How can the choices we make affect the economy? Economic ideas and decisions made in the past have influenced the How does control of land and resources motivate peoples’ actions? present. How do economic needs and wants affect decisions of individuals, groups, and institutions (political and social)? Standards: SS:EC:3: Cycles in the Economy: Students will be able to explain the business cycle and trends in economic activity over time.

SS:EC:4: Financial Institutions and the Government: Students will understand how financial institutions and the government work together to stabilize our economy, and how changes in them affect the individual.

SS:EC:5: International Economics and Trade: Students will recognize the importance of international trade and how economies are affected by it.

MA C&S 9. (Grade 3) Define specialization in jobs and businesses and give examples of specialized businesses in the community. (E)

Content & Concepts Skills Students will know/understand… Students will be able to… Understand cycles of economic growth and decline. SS:EC:4:3.1: Illustrate cycles of economic growth and decline, e.g., Know different methods people use to exchange goods and New Hampshire manufacturing or agriculture. services. SS:EC:4:4.1: Describe different methods people use to exchange goods and services, e.g., barter or the use of money. Understand the different methods people use to exchange goods and services. SS:EC:4:5.1: Describe that countries have different kinds of resources.

Know why some countries’ resources are in greater demand than SS:EC:4:5.2: Explain why some countries’ resources are in greater others. demand than others, e.g., colonial New Hampshire’s mast trees or petroleum. Know the goods and services provided by their local businesses and industries. MA LS 3.13 Give examples of goods and services provided by their local businesses and industries.

Understand the importance of maritime commerce in the MA LS 5.11 Explain the importance of maritime commerce in the development of the economy of colonial New Hampshire. development of the economy of colonial New Hampshire using the services of historical societies and museums as needed. (H, E)

A. the fishing and shipbuilding industries B. trans-Atlantic trade C. the port city of Portsmouth Assessment Criteria Common Summative Assessments: Performance Tasks:

Pelham School District Curriculum Document Course: Social Studies Grade: Fourth Strand: Civics & Government: New Hampshire’s State Government and Federal Government Learning Outcomes Enduring Understandings: Essential Questions: Students will understand: How does government work for its citizens? How do people influence the government? The actions of individuals, groups, and/or institutions affect society What are the roles and responsibilities of citizens? through intended and unintended consequences. Can an individual make a difference? How do the rights and responsibilities of citizens reflect their national The distribution of power is a product of existing documents and laws identity? combined with contemporary values and beliefs. How do citizens (both individually and collectively) influence government policy? Rules provide order, security, and safety. What is power and how is it gained, used, and justified? How are governments created, structured, maintained, and changed? When should society control individuals? Why do we have rules and laws? Whose responsibility is it to make the rules/laws? Who is responsible for enforcing the rules/laws? What happens when rules and laws are broken? Standards: MA C&S 3. Observe and describe national historic sites and describe their function and significance. MA C&S 7. (Grade 3) Give examples of the different ways people in a community can influence their local government (e.g., by voting, running for office, or participating in meetings). (C) 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: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.

Content & Concepts Skills Students will know/understand… Students will be able to… Understand the individual functions of the three branches and SS:CV:4:2.1: Identify the individual functions of the three branches the organization of New Hampshire state government. of government and the organization of New Hampshire state government. Understand Constitution of New Hampshire. MA LS 5.19 Identify the Constitution of New Hampshire including its date, its primary author, and the basic rights it gives to citizens Understand the rights of citizens of New Hampshire and the of the state. (C) United States. SS:CV:4:4.1: Describe the rights of citizens as outlined by the Constitutions of New Hampshire and the United Know how laws and/or policies are made at local, state and States. (Themes: A: Conflict and Cooperation, H: Individualism, federal levels. Equality and Authority) SS:CV:4:2.2: Explain how laws and/or policies are made at local, Understand the responsibilities of government at the federal, state land federal levels. state, and local levels. 5.23 Describe the responsibilities of government at the federal, state, and local levels (e.g., protection of individual rights and the Know the three branches of the United States government, their provision of services such as law enforcement and the building and functions and relationships. funding of schools). (C) 5.25 Identify the three branches of the United States government as Understand how American citizens were expected to participate outlined by the Constitution, describe their functions and in, monitor, and bring about changes in their government over relationships. time. MA LS 5.27 Explain how American citizens were expected to participate in, monitor, and bring about changes in their government over time, and give examples of how they continue to do so today. (H, C) Assessment Criteria Common Summative Assessments: Performance Tasks:

Social Studies Grade 5 Pelham Elementary School

Pelham School District Curriculum Document Course: Social Studies Grade: 5 Strand: History, Civics, Economics, and Geography Pre-Columbian Civilizations of the New World and European Exploration, Colonization, and Settlement to 1700 Learning Outcomes Enduring Understandings: Essential Questions: Knowledge of the past helps one understand the present and make decisions about the future. What is the role of tradition?

The study of the continuum of human civilization reveals the ideals, beliefs, How has ethnocentrism impacted history? values, and institutions of its people.

People respond to and resolve conflicts in a variety of ways. How does global transformation impact cultures? Culture is a way of life of a group of people who share similar beliefs and customs.

People are affected by environmental, economic, social, cultural, and civic concerns. Standards: Massachusetts Curriculum Standards 5.2 Interpret timelines of events studied. (H) 5.3 Observe and identify details in cartoons, photographs, charts, and graphs relating to an historical narrative. (H,E,C) 5.7 Compare maps of modern world with historical maps of the world before the Age of Exploration, and describe the changes in the 16th and 17th century maps of the world. (G,H,E)

NH Curriculum Standards SS:CV:2 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:GE:1 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. SS:GE:4 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:HI:1 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:2 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 Students will demonstrate an understanding of the interaction of various social groups, including their values, beliefs and practices, over time. SS:WH:2 Students will demonstrate their understanding of the interactions of peoples and governments over time.

Content & Concepts Skills Students will know/understand… Students will be able to… Identify and illustrate the heritage that early settlers brought to the 5.1 Describe the earliest explorations of the New World by the Vikings, the development and establishment of American democracy, e.g., political, legal, period and locations of their explorations, and the evidence for them. (H,G) philosophical, or religious traditions. 5.5 Describe the goals and extents of the Dutch settlement in New York, the Apply the spatial concepts of location, distance, direction, scale, movement, French settlements in Canada, and the Spanish settlements in Florida, the and region, e.g., the relative and absolute location of the student's community, Southwest, and California. (H) or the diffusion of the English language to the United States 5.6 Explain the early relationship of the English settlers to the indigenous Know the types and historical patterns of human migration, e.g., ethnic peoples, or Indians, in North America, including the differing views on cleansing, overcoming physical barriers, or famine. ownership or use of land and the conflicts between them (e.g. the Pequot and Analyze the spatial patterns of settlement, e.g., urbanization along river, King Philip’s War in New England). (H,G,E) agriculture on fertile plains, or nomadic lifestyles in steppes and deserts 5.7 Identify some of the major leaders and groups responsible for the founding of Explain how and why people have developed forms of self-government, e.g., the original colonies in North America. (H,C) the Mayflower Compact or the Iroquois League. • Lord Baltimore in Maryland Explain how the foundations of American democracy are rooted in European, • William Penn in Pennsylvania Native American and colonial traditions, experiences and institutions • John Smith in Virginia Explain the impact ethnic and religious groups have had on the development • Roger Williams in Rhode Island of the United States, e.g., the Irish or the Mormons. • John Winthrop in Massachusetts Describe major migrations, e.g., the first humans from Africa to the rest of the 5.9 Explain the reasons that the language, political institutions, and political world, the Huns into China and Europe, or the Bantu across Africa. principles of what became the United States of America were largely shaped by English colonists even though other major European nations also explored the New World. (H,G)

• The relatively small number of colonists who came from other nations

besides England

• Long experiences with self-government • The high rate of literacy and education among the English colonial leaders • England’s strong economic, intellectual, and military position Assessment Criteria Common Summative Assessments: Performance Tasks:

Pelham School District Curriculum Document Course: Social Studies Grade: 5 Strand: History, Civics, Economics, and Geography The Political, Intellectual, and Economic Growth of the Colonies, 1700-1775 Learning Outcomes Enduring Understandings: Essential Questions: Knowledge of the past helps one understand the present and make decisions about the future. Why are there conflicts in the world?

The study of the continuum of human civilization reveals the ideals, beliefs, values, and institutions of its people. How interdependent are peoples?

People respond to and resolve conflicts in a variety of ways. How has conflict over resources changed the world? Culture is a way of life of a group of people who share similar beliefs and customs.

People are affected by environmental, economic, social, cultural, and civic concerns. Standards: Massachusetts Curriculum Standards 4.8 Give examples of how the interaction of buyers and sellers influences the prices of goods and services in markets. (E) 5.2 Interpret timelines of events studied. (H) 5.3 Observe and identify details in cartoons, photographs, charts, and graphs relating to an historical narrative. (H,E,C) 5.6 Distinguish between political and topographical maps and identify specialized maps that show information such as population, income, or climate change. (G,H,E) 5.12 Define what an entrepreneur is (a person who has started a business seeking profit) and give examples from colonial history of an entrepreneur (e.g. Peter Faneuil and Benjamin Franklin). (E) 5.13 Define profit and describe how profit is an incentive for entrepreneurs. (E) 5.14 Give examples of how changes in supply and demand affected prices in colonial history (e.g. fur, lumber, fish, and meat). (E,H)

NH Curriculum Standards SS:CV:2 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:EC:5 Students will recognize the importance of international trade and how economies are affected by it. SS:GE:1 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. SS:GE:4 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:HI:1 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:2 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 Students will demonstrate an understanding of the interaction of various social groups, including their values, beliefs and practices, over time. SS:WH:4 Students will demonstrate their understanding of the changing forms of production, distribution and consumption of goods and services over time.

Content & Concepts Skills Students will know/understand… Students will be able to… Illustrate ways in which government in the United States is founded on the conviction that 3.3 Identify who the Pilgrims were and why they left Europe to seek religious freedom; describe their Americans are united by the principles they share, e.g., life, liberty, and property. journey and their early years in the Plymouth Colony. (H,G,C,E) Identify and illustrate the heritage that early settlers brought to the development and • The purpose of the Mayflower Compact and its principles of self-government establishment of American democracy, e.g., political, legal, philosophical, or religious traditions. • Challenges in settling in America Translate mental maps into appropriate graphics to display geographic information and answer • Events leading to the first Thanksgiving geographic questions, e.g., countries through which a person would travel between Cairo and 3.4 Explain how the Puritans and the Pilgrims differed and identify early leaders in Massachusetts Nairobi. such as John Winthrop; describe the daily life, education, and work of the Puritans in the Utilize maps, globes, graphs, charts, models, and databases to analyze spatial distributions and Massachusetts Bay Colony. (H,E,C) patterns, e.g., climate zones, natural resources, or population density. 3.5 Explain important political, economic, and military developments leading to and during the Understand the effects of movement on the characteristics of places, e.g., acculturation, American Revolution. (H,C) assimilation, or movement. • The growth of towns and cities in Massachusetts before the Revolution Explain how and why people have developed forms of self-government, e.g., the Mayflower • The Boston Tea Party Compact or the Iroquois League. • The beginning of the Revolution at Lexington and Concord Explain how the foundations of American democracy are rooted in European, Native American • The Battle of Bunker Hill and colonial traditions, experiences and institutions • Revolutionary leaders such as John Adams, Samuel Adams, John Hancock, and Paul Explain the impact ethnic and religious groups have had on the development of the United States, Revere e.g., the Irish or the Mormons. 5.10 On a map of North America, identify the first 13 colonies and describe how regional differences Describe the impact of major national and state events on everyday life, e.g., the Industrial in climate, types of farming, populations, and sources of labor shaped their economies and societies Revolution or the World War II home front. th through the 18 century. (H,G,E) 5.12 Explain the causes of the establishment of slavery in North America. Describe the harsh conditions of the Middle Passage and slave life, the responses of slaves to their conditions. Describe the life of free African Americans in the colonies. (H,G,E,C) 5.13 Identify the founders and the reasons for the establishment of educational institutions in the colonies (grammar schools and colleges such as Harvard and the College of William and Mary). (H) 5.14 Explain the development of colonial governments and describe how these developments contributed to the Revolution. (H,G,E,C) • Legislative bodies • Town meetings • Charters on the individual freedom and rights 5.15 Explain the reasons for the French and Indian War, how it led to an overhaul of British imperial policy, and the colonial response to these policies. (H,C,E) • Sugar Act (1764) • Stamp Act (1765) • Townsend Duties (1767) • Tea Act (1773) and the Intolerable Acts (1774) • The slogan “no taxation without representation” • The roles of the Stamp Act Congress, the Sons of Liberty, and the Boston Tea Party (1773) Assessment Criteria Common Summative Assessments: Performance Tasks:

Pelham School District Curriculum Document Course: Social Studies Grade: 5 Strand: History, Civics, and Economics The Revolution and the Formation of a Federal Government Under the Constitution, 1775-1789 Learning Outcomes Enduring Understandings: Essential Questions:

What is legitimate authority? Knowledge of the past helps one understand the present and make decisions about the future. Why are there conflicts in the world?

How rules and laws made and what are the differences in their usage? People develop systems to manage conflict and create order. How has the meaning of citizenship evolved over time?

Conflict resolution can involve aggression, compromise, cooperation, How do we balance the rights of the individual against the rights of the and change. group?

What is equality?

What is authority? Standards:

Massachusetts Curriculum Standards 5.2 Interpret timelines of events studied. (H) 5.3 Observe and identify details in cartoons, photographs, charts, and graphs relating to an historical narrative. (H,E,C)

NH Curriculum Standards SS:CV:1 Students will demonstrate an understanding of the nature of governments, and the fundamental ideals of government of the United States. SS:CV:4 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 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 Students will demonstrate an understanding of conceptions of reality, ideals, guidelines of behavior and forms of expression.

Content & Concepts Skills Students will know/understand… Students will be able to… Apply the ideals and principles of the American system of government 3.6 Identify the Declaration of Independence, the Constitution, and the to historic and contemporary examples, e.g. , individual rights and Bill of Rights as key American documents. (C) responsibilities, minority rights, or equality of opportunity and equal 5.16 Explain the meaning of the key ideas on equality, natural rights, the protection under the law. rule of law, and the purpose of government contained in the Declaration of Independence. (H,C,E) Identify the core ideals and principles of American government by 5.17 Describe the major battles of the Revolution and explain the factors citing documents, e.g., the Declaration of Independence, the United leading to American victory and British defeat. (H) States Constitution, or the Bill of Rights. • Lexington and Concord (1775) • Bunker Hill (1775) Evaluate those characteristics that promote good citizenship, e.g., • Saratoga (1777) individual responsibility or respect for the rights and decisions of • Valley Forge (1777-1778) others. • Yorktown (1781) 5.20 Explain the reasons for the adoption of the Articles of Confederation Explain how the foundations of American democracy are rooted in in 1781 and for its later failure. (H,C) European, Native American and colonial traditions, experiences and 5.21 Describe Shay’s Rebellion of 1786-1787 and explain why it was one of institutions. the crucial events leading to the Constitutional Convention. (H,C,E) 5.22 Identify the various leaders of the Constitutional Convention and describe the major issues they debated. (H,E,C) • Distribution of political power • Rights of individuals • Rights of states • The Great Compromise • Slavery Assessment Criteria Common Summative Assessments: Performance Tasks:

Pelham School District Curriculum Document Course: Social Studies Grade: 5 Strand: History, Civics, Economics, and Geography The First Four Presidencies and the Growth of the Republic United States to 1820 Learning Outcomes Enduring Understandings: Essential Questions: Knowledge of the past helps one understand the present and make decisions about the future. How has the relationship between people and their physical settings changed over time? The study of the continuum of human civilization reveals the ideals, beliefs, values, and institutions of its people.

People respond to and resolve conflicts in a variety of ways.

Culture is a way of life of a group of people who share similar beliefs and customs.

People are affected by environmental, economic, social, cultural, and civic concerns. Standards:

Massachusetts Curriculum Standards 5.2 Interpret timelines of events studied (H) 5.3 Observe and identify details in cartoons, photographs, charts, and graphs relating to an historical narrative. (H,E,C)

NH Curriculum Standards SS:GE:4 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:HI:4 Students will demonstrate an understanding of the changing forms of production, distribution and consumption of goods and services over time.

Content & Concepts Skills Students will know/understand… Students will be able to…

Know the types and historical patterns of human migration e.g. ethnic 5.29 Explain the events leading up to, and the significance of, the cleansing, overcoming physical barrier, or famine. Louisiana Purchase of 1803. (H,C,E,G)

Understand the effects of movement on the characteristics of places, 5.30 Describe the expedition of Lewis and Clark from 1803-1806 (H,E,G) e.g. acculturation, assimilation, or movement. 5.34 Explain the reasons that pioneers moved west from the beginning of Analyze the spatial patterns of settlement, e.g. urbanization along river, the middle of the 19th century, and describe their lives on the frontier. agriculture on fertile plains, or nomadic lifestyles in steppes or deserts. (H,C,G,E) • Wagon train journeys on the Oregon and Santa Fe Trails Demonstrate an understanding of how westward movement led to • The settlements in the western territories personal opportunities and a more diverse economy as seen in events, e.g. the Louisiana Purchase or the Homestead Act (1862).

Assessment Criteria Common Summative Assessments: Performance Tasks:

Pelham School District Curriculum Document Course: Social Studies Grade: 5 Strand: History and Geography Regions of the United States Learning Outcomes Enduring Understandings: Essential Questions: Geography influences needs, culture, opportunities, choices, How has the relationship between people and their physical interests, and skills. settings changed over time?

There is a relationship between the consumption and How do urban and rural lives differ? conservation of natural resources.

Standards:

Massachusetts Curriculum Standards 4.3 Observe and describe national and historic sites and describe their function and significance. (H, C) 4.6 Define and give examples of natural resources in the United States. (E) 5.4 Use maps and globes to identify absolute locations (latitude and longitude). (G) 5.6 Distinguish between political and topographical maps and identify specialized maps that show information such as populations, income, or climate change. (G,H,E)

NH Curriculum Standards SS:GE:1 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. SS:GE:2 Students will demonstrate an 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. SS:GE:4 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:HI:3 Students will demonstrate an understanding of conceptions of reality, ideals, guidelines of behavior and forms of expression.

Content & Concepts Skills Students will know/understand… Students will be able to… Translate mental maps into appropriate graphics to display geographic information 4.8 On a map of the world, locate North America. On a map of North America, locate the and answer geographic questions, e.g., countries through which a person would travel United States, the Atlantic and Pacific Oceans, Gulf of Mexico, Mississippi and Rio Grande between Cairo and Nairobi. Rivers, the Great Lakes, Hudson Bay, and the Rocky and Appalachian Mountain ranges. Utilize maps, globes, graphs, charts, models, and databases to analyze spatial (G) distributions and patterns, e.g., climate zones, natural resources, or population density. 4.9 On a map of North America, locate the current boundaries of the United States Apply the spatial concepts of location, distance, direction, scale, movement, and region, (including Alaska and Hawaii). Locate New England, Middle Atlantic, Atlantic e.g. the relative and absolute and absolute location of the student’s community, or the Coast/Appalachian, Southeast/Gulf, South Central, Great Lakes, Plains, Southwest diffusion of the English language to the United States Desert, and Pacific States, and the Commonwealth of Puerto Rico. (G) Describe how places and regions preserve culture, e.g. songs and traditions 4.10 Identify the states, state capitals, and major cities in each region. (G) Understand the effects of movement on the characteristics of places, e.g. acculturation, 4.11 Describe the climate, major physical features, and major natural resources in each assimilation, or movement region. (G) Examine how the art, music, and literature of our nation has been enhanced by groups, 4.12 Identify and describe unique features of the United States (e.g. the Everglades, the e.g. immigrants or abolitionists Grand Canyon, Mount Rushmore, the Redwood Forest, Yellowstone National Park, and Yosemite National Park). (G) 4.13 Identify major monuments and historical sites in and around Washington, D.C. (e.g. the Jefferson and Lincoln Memorials, the Smithsonian Museums, the Library of Congress, the White House, the Capitol, the Washington Monument, the National Archives, Arlington National Cemetery, the Vietnam Veterans Memorial, the Iwo Jima Memorial, and Mount Vernon). (G) 4.14 Identify the five different European countries (France, Spain, England, Russia, and the Netherlands) that influenced different regions of the present United States at the time the New World was being explored and describe how their influence can be traced to place names, architectural features, and language. (H,G) 4.15 Describe the diverse nature of the American people by identifying the distinctive contributions to American culture of: (H,G) • at least three indigenous peoples in different areas of the country (e.g., Navajo, Seminoles, Sioux, Hawaiians, and Inuits). • African Americans, including an explanation of their early concentration in the South because of slavery and the Great Migration to northern cities in the 20th century, and recent African immigrant groups (e.g., Ethiopian) and where they tended to settle in large numbers. • major European immigrant groups who have come to America, locating their countries of origin and where they tended to settle in large numbers (e.g., English, Germans, Italians, Scots, Irish, Jews, Poles, and Scandinavians). • major Spanish-speaking (e.g., Cubans, Mexicans) and Asian (e.g., Chinese, Japanese, Korean, Vietnamese) immigrant groups who have come to America in the 19th and 20th centuries, locating their countries of origin and where they tended to settle in large numbers. Assessment Criteria Common Summative Assessments: Performance Tasks:

World Geography Grade 6 Pelham Memorial School

Pelham School District Curriculum Document Course: Social Studies Grade: Sixth Strand: Geography Learning Outcomes Enduring Understandings: Essential Questions:

Why are maps and globes the main tools of geography? Maps and globes communicate information about the world. What are geographic terms and what do they mean?

Why are using charts and graphs useful to understanding geographic information?

What are different ways to locate cities and countries around the world?

Why are atlases useful geographic tools?

What are ethnic, religious and linguistic groups? Standards: MA C&S 1. Use map and globe skills learned in prekindergarten to grade five to interpret different kinds of projections, as well as topographic, landform, political, population, and climate maps. (G) MA C&S 2. Use geographic terms correctly, such as delta, glacier, location, settlement, region, natural resource, human resource, mountain, hill, plain, plateau, river, island, isthmus, peninsula, erosion, climate, drought, monsoon, hurricane, ocean and wind currents, tropics, rain forest, tundra, desert, continent, region, country, nation, and urbanization. (G) MA C&S 3. Interpret geographic information from a graph or chart and construct a graph or chart that conveys geographic information (e.g., about rainfall, temperature, or population size data). (G) MA C&S 4. Explain the difference between absolute and relative location and give examples of different ways to indicate relative location for countries or cities across the world. (G) MA C&S 5. Identify how current world atlases are organized and the kind of information they provide for each continent and country. (G) MA C&S 6. Identify what time zones are, when and how the precise measurement of longitude was scientifically and historically determined, the function and location of the international date line, and the function of the Royal Observatory in Greenwich, England, and give examples of differences in time in countries in different parts of the world. (G) MA C&S 7. Use the following demographic terms correctly: ethnic group, religious group, and linguistic group. (G)

Content & Concepts Skills Students will know/understand… Students will be able to…

Students will understand how to read and use maps to interpret Students will be able to locate on a world a map the continents and different data. major geographic features.

Students will know how use geographic terms correctly. Students will be able explain how absolute and relative locations influenced settlement of major regions and countries of the world. Students will know how to interpret and build graphs and charts using geographic information. Students will be able explain how the major physical characteristics influenced settlement of major regions and countries of the world. Students will be able understand how to use absolute and relative location to discover where places are around the world. Students will be able explain how the climate influenced settlement of major regions and countries of the world. Students will know what and how to use an atlas.

Assessment Criteria Common Summative Assessments: Performance Tasks:

Pelham School District Curriculum Document Course: Social Studies Grade: Sixth Strand: Civics & Government: Nationhood and International Relations Learning Outcomes Enduring Understandings: Essential Questions:

Nations are formed based on geographical areas. What are some of the well-known international organizations?

International organizations help nations interact. How are nations formed?

What are the forms of government?

Standards:

MA C&S 8. Define what a nation is and give examples of the different ways nations are formed. (C)

MA C&S 9. Give examples of several well-known international organizations (e.g., the North Atlantic Treaty Organization, the World Bank, the International Monetary Fund, the British Commonwealth, and the United Nations) and explain their purposes and functions. (C)

Content & Concepts Skills Students will know/understand… Students will be able to…

Students will understand that international organizations make Students will be able to give examples of well-known organizations decisions that impact the world. around the world.

Students will know how nations are formed around the world. Students will describe the general level of education in nations around the world.

Students will describe major ethnic and religious groups around the world.

Students will describe why the government seeks control over population growth and methods it uses to control population growth in various countries around the world.

Students will be to explain how nations are formed around the world.

Students will identify when countries became independent and describe of independence was achieved.

Assessment Criteria Common Summative Assessments: Performance Tasks:

Pelham School District Curriculum Document Course: Social Studies Grade: Sixth Strand: Economics Learning Outcomes Enduring Understandings: Essential Questions:

Trade is impacted by resources, geography and international What is the law of supply and demand? systems. Why and how are different currencies used and exchanged? Supply and demand is impacted by international relationships. What are the elements of a market economy?

Why are there different economic systems?

How do people live around the world? Standards: MA C&S 10.Provide examples of currencies from several countries and explain why international trade requires a system for exchanging currency between nations. (E)

MA C&S 11. Give examples of products that are traded among nations, and examples of barriers to trade in these or other products. (E)

MA C&S 12.Define supply and demand and describe how changes in supply and demand affect prices of specific products. (E) Supply is what producers or sellers want to sell or exchange. Demand is what consumers or buyers want to get in exchange or buy.

MA C&S 13.Identify the key elements of a market economy. (E) In a market economy, the major decisions about production and distribution are made in a decentralized manner by individual households and business firms following their own self-interest.

MA C&S 14.Describe how different economic systems (traditional, command, market, mixed) try to answer the basic economic questions of what to produce, how to produce, and for whom to produce. (E)

MA C&S 15.Compare the standard of living in various countries today using gross domestic product per capita as an indicator. (E)

Content & Concepts Skills Students will know/understand… Students will be able to…

Students will know how supply and demand affect the global Students will be able apply the concepts of supply and demand. economy. Students will be able to compare and contrast different economic Students will understand what makes up a market economy. systems.

Students will understand that people live differently around the Students will describe the major obstacles to economic development world. of many nations around the world.

Students will understand that nations have different economic systems.

Assessment Criteria Common Summative Assessments: Performance Tasks:

Social Studies Grade 7 Pelham Memorial School

Pelham School District Curriculum Document Course: Social Studies Grade: Seventh Strand: Geography Learning Outcomes Enduring Understandings: Essential Questions:

How do maps and globes describe our world? Students will understand that… How do maps provide information about people, places, and People adapt to and modify their environment. physical and cultural environments? Movement and migration of people and ideas affects the How does geography affect how and where people live? past, present, and future.

Geography, climate, and natural resources affect the way How did geographic factors affect political, social, and economic aspects of life River Valley Civilizations, Greek, people live and work. Roman cultures? “Where” can be measured in many different ways. How do maps show the role geography played in the development of early civilizations?

Standards:

MA C&S 1. Compare information shown on modern and historical maps of the same region. (G)

Content & Concepts Skills Students will know/understand… Students will be able to… 7.2 By using maps, students will identify sites in Africa where archaeologists have found evidence of the Students will understand the pros and cons of origins of modern human beings and describe what the archaeologists found. (G, H) using different maps for different reasons. 7.7 Students will use a historical map, to locate the Tigris and Euphrates Rivers and identify Sumer, Babylon, and Assyria as successive civilizations and empires in this region, and explain why the region is Students will understand that geography, sometimes called “the Fertile Crescent.” On a modern map of western Asia, identify the modern countries climate, and natural resources affect the way in the region (Iraq, Iran, and Turkey). (H, G, E) people live and work? 7.12 Students will use an historical map of the Mediterranean region, to locate the Mediterranean and Red Students will know understand that Seas, the Nile River and Delta, and the areas of ancient Nubia and Egypt. Identify the locations of ancient geographical factors contribute to the history, Upper and Lower Egypt and explain what the terms mean. On a modern map, identify the modern and culture of world populations? countries of Egypt and Sudan.(G)

7.17 Students will use a map of the ancient Mediterranean world to locate Greece, Asia Minor, Crete, Phoenicia, the Aegean, and the Red Sea. On a modern map, locate Greece, Crete, Turkey, Lebanon, and Syria. (G)

7.19 Students will use a historical map of the Mediterranean to locate Asia Minor, Greece and Mesopotamia, the kingdoms of the Hittites and ancient Israel, and Egypt. On a modern map, locate Egypt, Greece, Israel, Jordan, Lebanon, the area governed by the Palestinian Authority, Syria, and Turkey. (G)

7.20 Students will use a map to Identify the ancient Israelites, or Hebrews, trace their migrations from Mesopotamia to the land called Canaan, and explain the role of Abraham and Moses in their history. (H, G)

7.24 On a historical map of the Mediterranean area, locate Greece and trace the extent of its influence to 300 BC/BCE. On a modern map of the Mediterranean area, Europe, England, the Middle East, and the Indian subcontinent, locate England, France, Greece, Italy, Spain, and other countries in the Balkan peninsula, Crete, Egypt, India, the Middle East, Pakistan, and Turkey. (H, G)

7.35 Students will use a historical map to identify ancient Rome and trace the extent of the Roman Empire to 500 AD/CE. (H, G)

7.36 Students will explain how the geographical location of ancient Rome contributed to the shaping of Roman society and the expansion of its political power in the Mediterranean region and beyond. (H, G, E) Assessment Criteria Common Summative Assessments: Performance Tasks:

Pelham School District Curriculum Document Course: Social Studies Grade: Seventh Strand: History: Timelines Learning Outcomes Enduring Understandings: Essential Questions:

Students will understand… What is the significance and meaning of historical dates and time frames? And correctly explain the significance and meaning of historical dates and time. How do historians use calendars and dating to measure time?

Be able to make and interpret timelines. How do historians use primary and secondary sources to piece together credible evidence to interpret or explain events? Different points of views about an event. How are historical events linked by cause and effect. And explain how historians use cause and effects links to explain why events happen. How do we search for and use evidence to learn about the past when there are no written records? And explain how archaeology helps scientists learn about ancient civilizations. Standards: MA C&S 2. Use correctly the words or abbreviations for identifying time periods or dates in historical narratives (decade, age, era, century, millennium, AD/CE, BC/BCE, c., and circa). Identify in BC/BCE dates the higher number as indicating the older year (that is, 3000 BC/BCE is earlier than 2000 BC/BCE) (H)

MA C&S 3. Construct and interpret timelines of events and civilizations studied. (H)

MA C&S 4. Distinguish between primary and secondary sources and describe how each kind of source is used in interpreting history. (H)

MA C&S 5. Identify multiple causes and effects when explaining historical events. (H)

MA C&S 6. Describe ways of interpreting archaeological evidence from societies leaving no written records. (H)

Content & Concepts Skills Students will know/understand… Students will be able to… Students will be able to apply concepts of historical dates and time lines.

Students will understand how to compare Students will organize and design timelines. and relate to historical dates and passage of time. 7.1 Students will describe the great climatic and environmental changes that shaped the earth and eventually permitted the growth of human life. (H)

Students will know the meaning of 7.4 Students will explain the importance of the invention of metallurgy and measuring time. agriculture (the growing of crops and the domestication of animals). (H)

7.5 Students will describe how the invention of agriculture related to settlement, population growth, and the emergence of civilization. (H)

7.9 Students will describe how irrigation, metal smithing, slavery, the domestication of animals, and inventions such as the wheel, the sail, and the plow contributed to the growth of Mesopotamian civilizations. (H, E)

7.2 Identify sites in Africa where archaeologists have found evidence of the origins of modern human beings and describe what the archaeologists found. (G, H)

7.3 Describe the characteristics of the hunter-gatherer societies of the Paleolithic Age (their use of tools and fire, basic hunting weapons, beads and other jewelry). (H)

Assessment Criteria Common Summative Assessments: Performance Tasks:

Pelham School District Curriculum Document Course: Social Studies Grade: Seventh Strand: Civics & Government Learning Outcomes Enduring Understandings: Essential Questions:

The actions of individuals and groups affect society What role should government play in the lives of people? through intended and unintended consequences. What are the roles and responsibilities of citizens? Rules provide order, security, and safety. What is power and how is it gained, used, and justified? The form of government impacts the lives of its citizenry. How are governments created, structured, maintained, and changed?

Why do we have rules and laws?

Whose responsibility is it to make the rules/laws?

Who is responsible for enforcing the rules/laws?

What happens when rules and laws are broken?

Standards:

MA C&S 7. Define and use correctly words and terms relating to government such as city-state, dynasty, kingdom, empire, republic, separation of powers, civic duty, rule of law, and military. (C)

Content & Concepts Skills

Students will know/understand… Students will be able to… MA C&S 7.10 Describe the important achievements of The important achievements of the Mesopotamian Mesopotamian civilization. (H, C, E) civilization and its system of writing and its importance in record keeping and tax collection. 7.14 Describe the role of the pharaoh as god/king, the concept of dynasties, the importance of at least one Egyptian Who Hammurabi was and explain the basic principle of ruler, the relationship of pharaohs to peasants, and the role of justice in Hammurabi’s Code. slaves in ancient Egypt. (H, C)

Why the government of ancient Athens is considered the 7.26 Explain why the government of ancient Athens is beginning of democracy in ancient Greece and define a considered the beginning of democracy and explain the city-state. democratic political concepts developed in ancient Greece. (H, C)

7.38 Describe the government of the Roman Republic and its contribution to the development of democratic principles, including separation of powers, rule of law, representative government, and the notion of civic duty. (H, C)

Assessment Criteria Common Summative Assessments: Performance Tasks:

Pelham School District Curriculum Document Course: Social Studies Grade: Seventh Strand: Economics Learning Outcomes Enduring Understandings: Essential Questions:

Students will understand… How does something acquire value?

What impact does scarcity have on goods and services? Economic systems are structured to meet the needs and wants of different societies. Why do people work?

Economics affects all aspects of life. Why do we have money?

Economic ideas and decisions made in the past have How can the choices we make affect the economy? influenced the present. How does control of land and resources motivate peoples’ actions?

How do economic needs and wants affect decisions of individuals, groups, and institutions (political and social)?

Standards:

MA C&S 8. Define and apply economic concepts learned in prekindergarten through grade 6: producers, consumers, goods, services, buyers, sellers, natural resources, taxes, specialization, savings, entrepreneur, prices, markets, scarcity, trade, barter, money, medium of exchange, supply, and demand. (E)

Content & Concepts Skills Students will be able to… Students will know/understand… 7.6 Identify the characteristics of civilizations. (H, G, E)

7.7 On a historical map, locate the Tigris and Euphrates Rivers and The need for an economy to produce a food supply. identify Sumer, Babylon, and Assyria as successive civilizations and

empires in this region, and explain why the region is sometimes Why people needed to settle near fertile land, such as the called “the Fertile Crescent.” On a modern map of western Asia, Fertile Crescent, to produce goods. identify the modern countries in the region (Iraq, Iran, and Turkey).

(H, G, E) How inventions and specialization contributed to the growth and economy of a civilization. 7.9 Describe how irrigation, metalsmithing, slavery, the domestication of animals, and inventions such as the wheel, the sail, How geographic location allow an economy to trade and and the plow contributed to the growth of Mesopotamian barter. civilizations. (H, E)

7.25 Explain how the geographical location of ancient Athens and other city-states contributed to their role in maritime trade, their colonies in the Mediterranean, and the expansion of their cultural influence. (H, G, E)

7.36 Explain how the geographical location of ancient Rome contributed to the shaping of Roman society and the expansion of its political power in the Mediterranean region and beyond. (H, G, E)

7.42 Explain how inner forces (including the rise of autonomous military powers, political corruption, and economic and political instability) and external forces (shrinking trade, attacks, and invasions) led to the disintegration of the Roman Empire. (H, E)

Assessment Criteria Common Summative Assessments: Performance Tasks:

US History Grade 8 Pelham Memorial School

Pelham School District Curriculum Document Course: Social Studies Grade: Eighth Strand: History/Geography/Civics & Government/Economics: The political and intellectual origins of the American nation: the revolution and the constitution, 1763–1789 Learning Outcomes Enduring Understandings: Essential Questions: Students will understand… Why did certain major historical events happen the way they did? Groups of people can have a significant impact on government. What makes some actions have an immediate effect on history Certain events, large and small, can have a lasting impact on our while others have a long range affect? history. How can one small event affect the course of history? Determining the accuracy of a historical account is crucial to understanding. How do we determine the accuracy of certain historical events?

How did the development of England’s government affect the creation of the United States? Standards: MA C&S 5 – Explain how a cause and effect relationship is different from a sequence or correlation of events. (H, C, E)

MA C&S 6 – Distinguish between long-term and short-term cause and effect relationships. (H, G, C, E)

MA C&S 7 – Show connections, causal and otherwise, between particular historical events and ideas and larger social, economic, and political trends and developments. (H, G, C, E)

MA C&S 10 – Distinguish historical fact from opinion. (H, E, C)

MA C&S 12 – Define and use correctly the following words and terms: Magna Carta, parliament, habeas corpus, monarchy, and absolutism. (C)

Content & Concepts Skills Students will know/understand… Students will be able to… Students will be able to explain how a cause and effect relationship is different MA USI.1 Students will be able to explain the political and economic factors that from a sequence or correlation of events. contributed to the American Revolution. (H, C) Students will be able to tell the difference between long term and short term MA USI.2 Students will be able to explain the historical and intellectual cause and effect relationships. influences on the American Revolution and the formation and framework of the Students will be able to show how one particular event can effect social, American government. (H, C) economic, and political developments on a large scale. MA USI.3 Students will be able to explain the influence and ideas of the Students will be able to determine the difference between historical facts and Declaration of Independence and the political philosophy of Thomas Jefferson. opinions. (H, C) Students will be able to define and use the following words correctly: Magna MA USI.4 Students will be able to analyze how Americans resisted British Carta, parliament, habeas corpus, monarchy, and absolutism. policies before 1775 and analyze the reasons for the American victory and the Students will be able to identify the impact on the colonies of the French and British defeat during the Revolutionary war. (H) Indian War, including how the war led to an overhaul of British imperial MA USI.5 Students will be able to explain the role of Massachusetts in the policy from 1763 to 1775. Revolution, including important events that took place in Massachusetts and Students will be able to explain how freedom from European feudalism and important leaders from Massachusetts. (H) aristocracy and the widespread ownership of property fostered MA USI.6 Students will be able to explain the reasons for the adoption of the individualism and contributed to the Revolution. Articles of Confederation in 1781, including why its drafters created a weak Students will be familiar with the Boston Massacre, the Boston Tea Party, the central government; analyze the shortcomings of the national government under Battles of Lexington and Concord and Bunker Hill, Sam Adams, John the Articles; and describe the crucial events (e.g., Shays’s Rebellion) leading to Adams, and John Hancock in the context of the cause of the American the Constitutional Convention. (H, C) Revolution. MA USI.7 Students will be able to explain the roles of various founders at the Students will understand major debates of the Constitutional Convention such Constitutional Convention. Describe the major debates that occurred at the as the distribution of political power, the rights of individuals, the rights of Convention and the “Great Compromise” that was reached. (H, C) states and slavery. MA USI.8 Students will be able to describe the debate over the ratification of the Students will know the Founding Fathers such as Benjamin Franklin, Constitution between Federalists and Anti-Federalists and explain the key ideas Alexander Hamilton, James Madison, and George Washington. contained in the Federalist Papers on federalism, factions, checks and balances, Students will understand the influence of the British concept of limited and the importance of an independent judiciary. (H, C) government. MA USI.9 Students will be able to explain the reasons for the passage of the Bill Students will know the particular ways in which the Bill of Rights protects of Rights. (H, C) basic freedoms, restricts government power, and ensures rights to persons MA USI.10 Students will be able to, on a map of North America, identify the first accused of crimes. 13 states to ratify the Constitution. (H, G) Assessment Criteria Common Summative Assessments: Performance Tasks:

Pelham School District Curriculum Document Course: Social Studies Grade: Eighth Strand: History/Geography/Civics & Government/Economics: THE FORMATION AND FRAMEWORK OF AMERICAN DEMOCRACY Learning Outcomes Enduring Understandings: Essential Questions: Students will understand… What makes some actions have an immediate effect on history while others have a long range affect? Groups of people can have a significant impact on government. How can one small event affect the course of history? Certain events, large and small, can have a lasting impact on our history. How do we determine the accuracy of certain historical events?

Determining the accuracy of a historical account is crucial to How did the development of England’s government affect the understanding. creation of the United States?

The structure of a government will significantly impact the How does the role of the United States government affect economic economy. development?

Standards: MA C&S 6 – Distinguish between long-term and short-term cause and effect relationships. (H, G, C, E)

MA C&S 7 – Show connections, causal and otherwise, between particular historical events and ideas and larger social, economic, and political trends and developments. (H, G, C, E)

MA C&S 10 – Distinguish historical fact from opinion. (H, E, C)

MA C&S 12 – Define and use correctly the following words and terms: Magna Carta, parliament, habeas corpus, monarchy, and absolutism. (C)

MA C&S 25 – Explain the basic economic functions of the government in the economy of the United States. (E)

Content & Concepts Skills Students will know/understand… Students will be able to… Students will be able to tell the difference between long term and MA USI.11 Students will be able to describe the purpose and functions of short term cause and effect relationships. government. (H, C) MA USI.12 Students will be able to explain and provide examples of different forms of government, including democracy, monarchy, oligarchy, theocracy, and Students will be able to show how one particular event can effect autocracy. (H, C) social, economic, and political developments on a large scale. MA USI.13 Students will be able to explain why the United States government is classified as a democratic government. (H, C) Students will be able to determine the difference between MA USI.14 Students will be able to explain the characteristics of American democracy, including the concepts of popular sovereignty and constitutional historical facts and opinions. government, which includes representative institutions, federalism, separation of powers, shared powers, checks and balances, and individual rights. (H, C) Students will be able to define and use the following words MA USI.15 Students will be able to explain the varying roles and responsibilities correctly: Magna Carta, parliament, habeas corpus, monarchy, of federal, state, and local governments in the United States. (H, C) and absolutism. MA USI.16 Students will be able to describe the evolution of the role of the federal government, including public services, taxation, economic policy, foreign policy, and common defense. (H, C) Students will be able to explain the basic functions of the US MA USI.19 Students will be able to explain the rights and the responsibilities of Government. citizenship and describe how a democracy provides opportunities for citizens to participate in the political process through elections, political parties, and interest groups. (H, C) MA USI.20 Students will be able to explain the evolution and function of political parties, including their role in federal, state, and local elections. (H, C) MA USI.21 Students will be able to describe how decisions are made in a democracy, including the role of legislatures, courts, executives, and the public. (H, C)

Assessment Criteria Common Summative Assessments: Performance Tasks:

Pelham School District Curriculum Document Course: Social Studies Grade: Eighth Strand: History/Geography/Civics & Government/Economics: political democratization, westward expansion, and diplomatic developments, 1790–1860 Learning Outcomes Enduring Understandings: Essential Questions:

Students will understand… How do chronological events show how the world is interconnected? Historical events in one region can affect the entire world. Why did certain major historical events happen the way they did? Groups of people can have a significant impact on government. What makes some actions have an immediate effect on history Certain events, large and small, can have a lasting impact on our while others have a long range affect? history. How can one small event affect the course of history? Determining the accuracy of a historical account is crucial to understanding. How do we determine the accuracy of certain historical events? Standards: MA C&S 3 – Interpret and construct timelines that show how events and eras in various parts of the world are related to one another. (H)

MA C&S 5 – Explain how a cause and effect relationship is different from a sequence or correlation of events. (H, C, E)

MA C&S 6 – Distinguish between long-term and short-term cause and effect relationships. (H, G, C, E)

MA C&S 7 – Show connections, causal and otherwise, between particular historical events and ideas and larger social, economic, and political trends and developments. (H, G, C, E)

MA C&S 10 – Distinguish historical fact from opinion. (H, E, C)

Content & Concepts Skills Students will know/understand… Students will be able to… Students will be able to create and interpret a timeline showing how MA USI.22 Students will be able to summarize the events in US History relate to events in other parts of the world. major policies and political developments that took Students will be able to explain how a cause and effect relationship is place during the presidencies of George Washington different from a sequence or correlation of events. (1789–1797), John Adams (1797–1801), and Thomas Students will be able to tell the difference between long term and short Jefferson (1801–1809). (H, C) term cause and effect relationships. MA USI.23 Students will be able to analyze the Students will be able to show how one particular event can effect social, economic, and political developments on a large scale. rising levels of political participation and the expansion Students will be able to determine the difference between historical of suffrage in antebellum America. (C, H) facts and opinions. MA USI.24 Students will be able to describe the election of Students will be able to understand the origins of the Federalist and 1828, the importance of Jacksonian democracy, and Jackson’s Democratic-Republican parties in the 1790s, the conflicting ideas of actions as President. (H) Thomas Jefferson and Alexander Hamilton, the Alien and Sedition MA USI.25 Students will be able to trace the influence and Acts, and the Louisiana Purchase. ideas of Supreme Court Chief Justice John Marshall and the Students will be able to understand the spoils system, Jackson’s veto importance of the doctrine of judicial review as manifested in of the National Bank, and Jackson’s policy of Indian Removal. Marbury v. Madison (1803). (H, C) Students will understand the War of 1812, the purchase of Florida in MA USI.26 Students will be able to describe the causes, 1819, the 1823 Monroe Doctrine, the Cherokees’ Trail of Tears, the course, and consequences of America’s westward expansion and annexation of Texas in 1845, the concept of Manifest Destiny and its relationship to westward expansion, the acquisition of the Oregon its growing diplomatic assertiveness. Use a map of North Territory in 1846, the territorial acquisitions resulting from the America to trace America’s expansion to the Civil War, including Mexican War, the search for gold in California and the Gadsden the location of the Santa Fe and Oregon trails. (H, E, G) Purchase of 1854. Assessment Criteria Common Summative Assessments: Performance Tasks:

Pelham School District Curriculum Document Course: Social Studies Grade: Eighth Strand: History/Geography/Civics & Government/Economics: ECONOMIC GROWTH IN THE NORTH AND SOUTH, 1800–1860 Learning Outcomes Enduring Understandings: Essential Questions: Students will understand… How do we determine the accuracy of certain historical events?

Certain events, large and small, can have a lasting impact on our How did the development of England’s government affect the history. creation of the United States?

Determining the accuracy of a historical account is crucial to How do basic economic principles affect the development of the understanding. United States?

The structure of a government will significantly impact the How does the role of the United States government affect economic economy. development? Standards:

MA C&S 10 – Distinguish historical fact from opinion. (H, E, C)

MA C&S 12 – Define and use correctly the following words and terms: Magna Carta, parliament, habeas corpus, monarchy, and absolutism. (C)

MA C&S 16 – Define and use correctly gross domestic product, economic growth, recession, depression, unemployment, inflation, and deflation. (E)

MA C&S 25 – Explain the basic economic functions of the government in the economy of the United States. (E)

Content & Concepts Skills Students will know/understand… Students will be able to… Students will be able to determine the difference between MA USI.27 Students will be able to explain the historical facts and opinions. importance of the Transportation Revolution of the 19th century (the building of canals, roads, bridges, Students will be able to define and use the following words turnpikes, steamboats, and railroads), including the correctly: Magna Carta, parliament, habeas corpus, monarchy, stimulus it provided to the growth of a market economy. and absolutism. (H, E)

Students will be able to define and use correctly gross domestic MA USI.28 Students will be able to explain the product, economic growth, recession, depression, emergence and impact of the textile industry in New unemployment, inflation, and deflation. England and industrial growth generally throughout antebellum America. (H, E) Students will be able to explain the basic functions of the US Government. MA USI.29 Students will be able to describe the rapid growth of slavery in the South after 1800 and analyze slave life Students will know the technological improvements and and resistance on plantations and farms across the South, as well inventions that contributed to industrial growth, the causes as the impact of the cotton gin on the economics of slavery and and impact of the wave of immigration from Northern Europe Southern agriculture. (H) to America in the 1840s and 1850s, the rise of a business class of merchants and manufacturers and the roles of women in New England textile factories. Assessment Criteria Common Summative Assessments: Performance Tasks:

Pelham School District Curriculum Document Course: Social Studies Grade: Eighth Strand: History/Geography/Civics & Government/Economics: SOCIAL, POLITICAL, AND RELIGIOUS CHANGE, 1800–1860 Learning Outcomes Enduring Understandings: Essential Questions: Students will understand… Why did certain major historical events happen the way they did? Historical events in one region can affect the entire world. What makes some actions have an immediate effect on history Groups of people can have a significant impact on government. while others have a long range affect?

Certain events, large and small, can have a lasting impact on our How can one small event affect the course of history? history. How do we interpret historical events without imposing 21st Determining the accuracy of a historical account is crucial to century norms and values? understanding. How do we determine the accuracy of certain historical events? Historical events are often compared to modern day happenings. Standards: MA C&S 5 – Explain how a cause and effect relationship is different from a sequence or correlation of events. (H, C, E)

MA C&S 6 – Distinguish between long-term and short-term cause and effect relationships. (H, G, C, E)

MA C&S 7 – Show connections, causal and otherwise, between particular historical events and ideas and larger social, economic, and political trends and developments. (H, G, C, E)

MA C&S 8 – Interpret the past within its own historical context rather than in terms of present-day norms and values. (H, E, C)

MA C&S 10 – Distinguish historical fact from opinion. (H, E, C)

Content & Concepts Skills Students will know/understand… Students will be able to… Students will be able to explain how a cause and effect MA USI.30 Students will be able to summarize relationship is different from a sequence or correlation of events. the growth of the American education system and Students will be able to tell the difference between long term and Horace Mann’s campaign for free compulsory public short term cause and effect relationships. education. (H) Students will be able to show how one particular event can effect social, economic, and political developments on a large scale. MA USI.31 Students will be able to describe the formation Students will understand that different historical time periods of the abolitionist movement, the roles of various abolitionists, had different social and political values than we have today. and the response of southerners and northerners to abolitionism. Students will be able to determine the difference between (H) historical facts and opinions. Students will know reformers such as Frederick Douglass, MA USI.32 Students will be able to describe important William Lloyd Garrison, Sojourner Truth, and Harriet Tubman. religious trends that shaped antebellum America. (H) Students will understand the increase in the number of Protestant denominations, the Second Great Awakening and MA USI.33 Students will be able to analyze the goals and the influence of these trends on the reaction of Protestants to effect of the antebellum women’s suffrage movement. (H) the growth of Catholic immigration. Students will know people and events involved in the suffrage MA USI.34 Students will be able to analyze the emergence movement such as the 1848 Seneca Falls convention, Susan B. of the Transcendentalist movement through the writings of Anthony, Lucretia Mott and Elizabeth Cady Stanton. Ralph Waldo Emerson and American literature, including the contributions of Henry David Thoreau and Ralph Waldo Emerson. (H) Assessment Criteria Common Summative Assessments: Performance Tasks:

Pelham School District Curriculum Document Course: Social Studies Grade: Eighth Strand: History/Geography/Civics & Government/Economics: THE CIVIL WAR AND RECONSTRUCTION, 1860–1877 Learning Outcomes Enduring Understandings: Essential Questions: Students will understand… Why did certain major historical events happen the way they did? Historical events in one region can affect the entire world. What makes some actions have an immediate effect on history Groups of people can have a significant impact on government. while others have a long range affect?

Certain events, large and small, can have a lasting impact on our How can one small event affect the course of history? history. How do we interpret historical events without imposing 21st Determining the accuracy of a historical account is crucial to century norms and values? understanding. How do we determine the accuracy of certain historical events? Historical events are often compared to modern day happenings. Standards: MA C&S 5 – Explain how a cause and effect relationship is different from a sequence or correlation of events. (H, C, E)

MA C&S 6 – Distinguish between long-term and short-term cause and effect relationships. (H, G, C, E)

MA C&S 7 – Show connections, causal and otherwise, between particular historical events and ideas and larger social, economic, and political trends and developments. (H, G, C, E)

MA C&S 8 – Interpret the past within its own historical context rather than in terms of present-day norms and values. (H, E, C)

MA C&S 10 – Distinguish historical fact from opinion. (H, E, C)

Content & Concepts Skills Students will know/understand… Students will be able to… Students will be able to explain how a cause and effect relationship is MA USI.35 Students will be able to describe how the different from a sequence or correlation of events. different economies and cultures of the North and South Students will be able to tell the difference between long term and short term cause and effect relationships. contributed to the growing importance of sectional politics in the Students will be able to show how one particular event can effect social, early 19th century. (H) economic, and political developments on a large scale. Students will understand that different historical time periods had different MA USI.36 Students will be able to summarize the critical social and political values than we have today. developments leading to the Civil War. (H) Students will be able to determine the difference between historical facts and opinions. Students will understand the events leading up to the Civil War such as the MA USI.37 Students will be able to on a map of North Missouri Compromise (1820), the South Carolina Nullification Crisis (1832– America, identify Union and Confederate States at the outbreak 1833), the Wilmot Proviso (1846), the Compromise of 1850, the publication of of the war. (H, G) Harriet Beecher Stowe’s Uncle Tom’s Cabin (1851–1852), the Kansas- Nebraska Act (1854), the Dred Scott Supreme Court case (1857), the Lincoln-Douglas debates (1858), John Brown’s raid on Harper’s Ferry (1859), MA USI.38 Students will be able to analyze Abraham the election of Abraham Lincoln (1860). Lincoln’s presidency, the Emancipation Proclamation (1863), his Students will know Civil War leaders and battles such as Jefferson Davis, views on slavery, and the political obstacles he encountered. (H, Ulysses S. Grant, Robert E. Lee, Shiloh, Antietam, Vicksburg and C) Gettysburg. Students will understand the effects of the Civil War such as physical and economic destruction, the increased role of the federal government, and the MA USI.39 Students will be able to analyze the roles and greatest loss of life on a per capita basis of any U.S. war before or since. policies of various Civil War leaders and describe the important Students will understand the basic concepts of Reconstruction such as Civil War battles and events. (H) Presidential and Congressional Reconstruction, the impeachment of President Johnson, the 13th, 14th, and 15th Amendments, the opposition MA USI.40 Students will be able to provide examples of the of Southern whites to Reconstruction, the accomplishments and failures of Radical Reconstruction, the presidential election of 1876 and the end of various effects of the Civil War. (H, E) Reconstruction, the rise of Jim Crow laws and the Supreme Court case, Plessy v. Ferguson (1896). MA USI.41 Students will be able to explain the policies and consequences of Reconstruction. (H, C) Assessment Criteria Common Summative Assessments: Performance Tasks:

World Geography Pelham High School

Pelham School District Curriculum Document Course: Social Studies: World Geography Grade: 9 (freshmen) Strand: Geography: Graphic Tools (The World in Spatial Terms) Learning Outcomes Competencies: Essential Questions: Students will demonstrate the ability to use and evaluate graphic How do diverse government systems affect global issues? tools and technologies to acquire, process, report, and analyze geographic information. How do diverse economic systems affect global issues?

Enduring Understandings: How does conflict impact social conditions? Students will understand government systems Students will understand economic systems How does the physical environment impact cultural diffusion and Students will understand the roots of conflict surrounding national identity? politics, ethnicity and religion Students will understand the relationship between global cultures and the physical world Standards:

SS:GE:1: The World in Spatial Terms 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. SS:GE:12:1.1: Use graphic tools to depict geographic issues, e.g., ice production in the Philippines or voting patterns in the United States. SS:GE:12:1.2: Demonstrate how mental maps reflect the human perception of places, e.g., people's decisions to migrate or attitudes towards other cultures. SS:GE:12:1.3: Analyze spatial interactions and models of spatial organization, e.g., trade flows between countries or location of industry in areas of low production costs.

MA:HG:12.3: Interpret and construct timelines that show how events and eras in various parts of the world are related to one another. (H) MA:HG:12.4: Interpret and construct charts and graphs that show quantitative information. (H, C, G, E)

Content & Concepts Skills Students will know/understand… Students will be able to… Students will know and understand the use and importance of Students will be able to construct, analyze and evaluate maps, maps, globes, charts, graphs, timelines and other graphic tools in globes, charts, graphs, timelines and other graphic tools to communicating geographic information for the following regions communicate geographic information for the following regions and and their component sub-regions: their component sub-regions: Europe Europe Africa Africa Asia Asia Australia/Oceania Australia/Oceania Antarctica Antarctica Students will know and understand how mental maps reflect Students will be able to construct and evaluate their own mental human perception of places, including global, regional and local maps to demonstrate their perception of global, regional and local localities. localities. Students will know and understand the various climate and Students will be able to analyze and evaluate the impact of climate vegetation regions of the globe. and vegetation regions on the people of Earth. Students will know and understand the use and importance of Students will be able to analyze and evaluate global issues using the Five Themes of Geography in communicating global issues. the Five Themes of Geography.

Assessment Criteria Common Summative Assessments: Performance Tasks:

Climate and Vegetation Book

Common Final Exam

Common Final Project

Pelham School District Curriculum Document Course: Social Studies: World Geography Grade: 9 (freshmen) Strand: Geography: Place (Places and Regions) Learning Outcomes Competencies: Essential Questions: Students will demonstrate an understanding of and evaluate the How do diverse government systems affect global issues? physical and human geographic features that define places and How do diverse economic systems affect global issues? regions as well as how culture and experience influence people's How does conflict impact social conditions? perceptions of places and regions. How does the physical environment impact cultural diffusion and national identity? Enduring Understandings: Students will understand government systems Students will understand economic systems Students will understand social movements Students will understand the roots of conflict surrounding politics, ethnicity and religion Students will understand the relationship between global cultures and the physical world Standards: SS:GE:2: Places and Regions Students will demonstrate an 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. SS:GE:12:2.1: Discuss the changing meaning and significance of place, e.g., London as a Roman outpost in Britain or as the center of a global empire in the 1800s. SS:GE:12:2.2: Investigate how relationships between humans and the physical environment lead to the formation of ‘place,” e.g., terracing of hillsides or oasis agriculture. SS:GE:12:2.3: Describe the structure of regional systems, e.g., how small cities are linked to larger cities. SS:GE:12:2.4: Utilize regions to analyze geographic issues, e.g., the cotton South v. the industrial North prior to the Civil War or tensions within the European Union. SS:GE:12:2.5: Recognize that places and regions serve as symbols for individuals and societies, e.g., Mecca or Salt Lake City. MA:HG:12.8: Interpret the past within its own historical context rather than in terms of present-day norms and values. (H, E, C)

Content & Concepts Skills Students will know/understand… Students will be able to… Students will know and understand how physical geography Students will be able to analyze and evaluate how physical affects the cultures living in the following regions and their geography affects the cultures living in the following regions and component sub-regions: their component sub-regions: Europe Europe Africa Africa Asia Asia Australia/Oceania Australia/Oceania Students will know and understand how Chinese philosophies Students will be able to analyze and evaluate the influences of such as Buddhism, Confucianism, Taoism and Maoism Chinese philosophies on the cultures of East Asia. influenced the cultures of East Asia. Students will know and understand how religion is both a Students will be able to analyze and evaluate the effects of religion unifying and dividing factor among the people of Central and as a unifying and dividing factor among the people of Central and Southwest Asia. Southwest Asia. Students will know and understand how places such as Students will be able to analyze and evaluate the symbolism of Jerusalem, Mecca and the Ganges River serve as symbols for places in individual and societal lives. individuals and societies. Students will know and understand how cultural traits such as Students will be able to analyze and evaluate how cultural traits Hinduism and Buddhism shape the character of South Asia. such as Hinduism and Buddhism shape the character of South Asia.

Assessment Criteria Common Summative Assessments: Performance Tasks: Common Final Exam Common Final Project

Pelham School District Curriculum Document Course: Social Studies: World Geography Grade: 9 (freshmen) Strand: Geography: Cooperation and Conflict (Human Systems) Learning Outcomes Competencies: Essential Questions: Students will demonstrate an understanding of and evaluate economic, social, How do diverse government systems affect global issues? and political forces of cooperation and conflict among people. How do diverse economic systems affect global issues? How does conflict impact social conditions? Enduring Understandings: How does the physical environment impact cultural diffusion and national Students will understand government systems identity? Students will understand economic systems Students will understand social movements Students will understand the roots of conflict surrounding politics, ethnicity and religion Students will understand the relationship between global cultures and the physical world Standards: SS:GE:4: Human Systems 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:GE:12:4.1: Identify world population trends in both numbers and patterns, e.g., urban development or the availability of water. SS:GE:12:4.2: Distinguish how culture traits shape the character of a region, e.g., Buddhism in Southeast Asia or the French language in Quebec. SS:GE:12:4.3: Recognize the increasing economic interdependence of the world's countries, e.g., the geographic consequences of an international debt crisis or the location of oil reserves. SS:GE:12:4.4: Classify the functions, sizes, and spatial arrangements of urban areas, e.g., how cities differ from towns and villages. SS:GE:12:4.5: Demonstrate how cooperation and conflict are involved in shaping the distribution of social, political, and economic spaces on Earth at different scales, e.g., the reunification of Germany or the Hutus and Tutsis in Rwanda. SS:GE:12:4.6: Identify economic activities in more developed or less developed countries and their evolution, e.g., primary, secondary, tertiary, and quaternary economic activities. MA:HG:12.5: Explain how a cause and effect relationship is different from a sequence or correlation of events. (H, C, E) MA:HG:12.6: Distinguish between long-term and short-term cause and effect relationships. (H, C, G, E) MA:HG:12.7: Show connections, causal and otherwise, between particular historical events and ideas and larger social, economic, and political trends and developments. (H, G, C, E) MA:HG:12.8: Interpret the past within its own historical context rather than in terms of present-day norms and values. (H, E, C) MA:HG:12.10: Distinguish historical fact from opinion. (H, E, C) MA:HG:12.12: Define and use correctly the following words and terms: Magna Carta, parliament, and monarchy. (C) MA:HG:12.16: Define and use correctly gross domestic product, economic growth, recession, depression, unemployment, inflation, and deflation. (E) MA:HG:12.25: Explain the basic economic functions of the government in the economy of the United States. (E)

Content & Concepts Skills Students will know/understand… Students will be able to… Students will know and understand how cultural differences Students will be able to analyze and evaluate the cultural cause conflict among peoples. differences that lead to conflict among peoples. Students will know and understand how international Students will be able to analyze and evaluate the processes and cooperation through organizations such as the European Union results of international cooperation in attempts to ease tensions of can ease tensions of Europe’s past and present. Europe’s past and present. Students will know and understand how Russian expansion Students will be able to analyze and evaluate the effects of Russian affected the region’s people. expansion on the region’s people. Students will know and understand how the fall of the Soviet Students will be able to analyze and evaluate the effects of the fall Union affected the region. of the Soviet Union on the region. Students will know and understand the role that foreign Students will be able to analyze and evaluate the role that foreign intervention and colonialism has played in Africa’s development. intervention has played in Africa’s development. Students will know and understand how religion acts as both a Students will be able to analyze and evaluate how religion acts as unifying and dividing factor among the people of Central and both a unifying and dividing factor among the people of Central Southwest Asia. and Southwest Asia. Students will know and understand how oil affects the political Students will be able to analyze and evaluate the effects of oil on and economic issues of Central and Southwest Asia. the political and economic issues of Central and Southwest Asia. Students will know and understand how rapid changes in the Students will be able to analyze and evaluate the effects of rapid economy and politics affect the people of East Asia. changes to the economy and politics of East Asia. Students will know and understand how foreign powers affected Students will be able to analyze and evaluate the effects of foreign Southeast Asia, Oceania and Antarctica. powers on the lives of the people of Southeast Asia, Oceania, and Antarctica.

Assessment Criteria Common Summative Assessments: Performance Tasks:

Common Final Exam

Common Final Project

Pelham School District Curriculum Document Course: Social Studies: World Geography Grade: 9 (freshmen) Strand: Geography: Human-Environment Interaction (Environment and Society) Learning Outcomes Competencies: Essential Questions: Students will demonstrate an understanding of and evaluate the connections How do diverse government systems affect global issues? and consequences of the interactions between Earth's physical and human How do diverse economic systems affect global issues? systems. How does conflict impact social conditions? How does the physical environment impact cultural diffusion and national Enduring Understandings: identity? Students will understand government systems Students will understand economic systems Students will understand social movements Students will understand the roots of conflict surrounding politics, ethnicity and religion Students will understand the relationship between global cultures and the physical world Standards:

SS:GE:5: Environment and Society Students will demonstrate an understanding of the connections and consequences of the interactions between Earth's physical and human systems. SS:GE:12:5.1: Appraise the significance of the global impact of human modification of the physical environment, e.g., the dispersal of animal and plant species worldwide or soil degradation. SS:GE:12:5.2: Explain how changes in the physical environment can diminish its capacity to support human activity, e.g., the rainforests in central Africa or the Great Plains Dust Bowl. SS:GE:12:5.3: Consider how humans perceive and react to natural hazards, e.g., flood plains in New Hampshire or earthquake zones. SS:GE:12:5.4: Examine how the spatial distribution of resources affects patterns of human settlement, e.g., the creation of ghost towns in mining areas of Colorado or the growth of Johannesburg, South Africa. SS:GE:12:5.5: Explore how the use and development of natural resources use change over time, e.g., energy sources in Siberia or the changes in the use of petroleum. SS:GE:12:5.6: Evaluate the management and use of renewable, non-renewable, flow and potential resources, e.g., over fishing or recycling. MA:HG:12.5: Explain how a cause and effect relationship is different from a sequence or correlation of events. (H, C, E) MA:HG:12.6: Distinguish between long-term and short-term cause and effect relationships. (H, C, G, E) MA:HG:12.7: Show connections, causal and otherwise, between particular historical events and ideas and larger social, economic, and political trends and developments. (H, G, C, E) MA:HG:12.8: Interpret the past within its own historical context rather than in terms of present-day norms and values. (H, E, C) MA:HG:12.10: Distinguish historical fact from opinion. (H, E, C)

Content & Concepts Skills Students will know/understand… Students will be able to… Students will know and understand the relationships between Students will be able to analyze and evaluate the relationships people and the land in the following regions and their between people and the land in the following regions and their component sub-regions: component sub-regions: Europe Europe Africa Africa Asia Asia Australia/Oceania Australia/Oceania Antarctica Antarctica Students will know and understand how oil has affected the Students will be able to analyze and evaluate the effects of oil on political and economic issues in Central and Southwest Asia. the political and economic issues in Central and Southwest Asia. Students will know and understand how desertification affects Students will be able to analyze and evaluate the effects of the lives of the people of Africa. desertification on the lives of the people of Africa. Students will know and understand issues surrounding the Students will be able to analyze and evaluate issues surrounding management and use of renewable, non-renewable, flow and the management and use of renewable, non-renewable, flow and potential resources. potential resources. Students will know and understand how the spatial distribution Students will be able to analyze and evaluate the effects of the of resources affects patterns of human settlement. spatial distribution of resources on human settlement.

Assessment Criteria Common Summative Assessments: Performance Tasks:

Common Final Exam

Common Final Project

Economics and Civics Pelham High School

Pelham School District Curriculum Document Course: Social Studies: Economics Grade: 10 ( Sophomore ) Strand: Economics: Economics and You Learning Outcomes Competencies: Essential Questions:

Students will demonstrate an understanding of and evaluate What are the roles of the individuals in the American and world their roles in the United States economy. economic systems?

Students will demonstrate an understanding and evaluate the How do individual economic decisions impact the broad economy? impacts of their economic decisions on the economy. How can an individual positively react to changes in economic Students will demonstrate an understanding and evaluate how conditions? changes in the United States and world economies impact them. Standards:

SS:EC:12:1.1: Examine the roles of workers and consumers in factor and production markets

SS:EC:12:1:2: Conceptualize how events in the business cycle impact individual lives

E.1.10 Formulate a savings or financial investment plan for a future goal.

E.2.2 Describe the role of buyers and sellers in determining the equilibrium price

E.3.10 Identify skills individuals needs to be successful in the workplace

E.6.6 Research and monitor financial investments such as stocks, bonds, and mutual funds.

E.6.7 Formulate a credit plan for purchasing a major item such as a car or home, comparing different interest rates.

Content & Concepts Skills Students will know/understand… Students will be able to… The nature of circular flow in the American economy. Students will be able to describe and evaluate the impacts of A. Factor Markets individual economic decisions in factor and product markets. B. Product Markets Students will be able to describe and analyze the impacts of C. Roles of Producers, Government, Households changes in taxation policies and transfer payments in factor and D. Impacts of taxation product markets. E. Impacts of transfer payments Students will be able to describe the business cycle and analyze the The causes of the changes in the business cycle causes and impacts of changes in the business cycle. A. Recession B. Depression Students will be able to describe and evaluate the roles of C. Recovery individuals in the broad economy. D. Prosperity

The impact of individual economic decisions in the broad economy.

Assessment Criteria Common Summative Assessments:

Common Summative Assessments

Common Final Examination Project

Common Final Examination

Pelham School District Curriculum Document Course: Social Studies: Economics Grade: 10 (Sophomore) Strand: Economics: Economic Concepts (Basic Economic Concepts) Learning Outcomes Competencies: Essential Questions: What are the basic economic issues and problems? Students will demonstrate an understanding and evaluate the Why does economics involve choices? pillars of a free market economy and the market mechanism. What is productivity and do changes in productivity impact our economic lives? What are the characteristics and benefits of a free market? What forces lead to the development of non free markets? How does competition create economic growth? What are the benefits and costs of differing business organizations?

Standards: SS:EC:12:2:1: Explain how the allocation of resources impact productivity and ultimately economic growth. SS:EE:12:2:2: Use a circular flow model to explain the interdependence of business, government, and households in factor and production markets. SS:EC:12:2:3: Interpret demand and supply schedules/graphs including the influence on price elasticity. SS:EC:12:2:4: Describe the similarities and differences among monopoly, oligopoly, monopolistic and pure competition. SS:EC;12:2:5: Analyze the similarities and differences among sole proprietorship, partnerships, and corporations. E.1.1 Define each of the productive resources and explain why they are necessary for the production of goods and services. E.1.2 Explain how consumers and producers confront the condition of scarcity, by making choices that involve opportunity costs and tradeoffs. E.1.7 Compare and contrast how various economic systems try to answer the questions: What to produce? How to produce? And for whom to produce? E.1.9 Use a production possibilities curve to explain the concepts of choice, scarcity, opportunity cost, tradeoff, unemployment, productivity, and growth. E.2.1 Define supply and demand E.3.2 Identify the three basic ways that firms finance operations and explain the advantages and disadvantages of each. E.3.3 Recognize the role of economic institutions in market economies E.3.5 Explain how competition among many sellers lowers costs and prices and encourages producers to produce more. E.3.6 Demonstrate how firms with marker power can determine price and output through marginal analysis E.3.5 Explain ways that firms engage in price and non price competition E.3.8 Illustrate how investment in research and development, equipment and technology, and training of workers increases productivity E3.9 Describe how the earnings of workers are determined by the market value of the product produced and workers’ productivity

Content & Concepts Skills Students will know/understand… Students will be able to… The causes and results of scarcity. Students will be able to describe and evaluate the causes of scarcity, shortage, opportunity cost, and tradeoffs. The types of business organizations. Students will be able to describe the various types of business The nature, benefits, and disadvantages of each of the forms of organizations and analyze the advantages and disadvantages of markets. each.

How differing economic systems attempt to resolve the basic Students will be able to describe the various forms of markets economic issues. (monopoly, oligopoly, monopolistic competition, and pure competition) and evaluate the advantages and disadvantages of Identify the various productive resources and the impacts of each to businesses and consumers. changes in productivity. Students will be able to describe the various economic systems, how they attempt to resolve the basic economic issues, and analyze their effectiveness in doing so. Students will analyze the causes and impacts of changes in productivity.

Assessment Criteria Common Summative Assessments: Performance Tasks:

Common Summative Assessments

Common Final Examination Project

Common Final Examination

Pelham School District Curriculum Document Course: Social Studies: Economics Grade: 10 (Sophomore) Strand: Economics: Economic Cycles (Cycles in the Economy) Learning Outcomes Competencies: Essential Questions:

Students will demonstrate an understanding and evaluate the What are the causes for changes in the business cycle? business cycle and trends in economic activity over time. How are changes in the business cycle recognized and predicted?

What are the causes and impacts of inflation?

What are the causes and impacts of the various types of unemployment? Standards: SS:EC:12:3:1: Recognize the economic indicators that create or reflect changes in the business cycle. SS:EC:12:3:2: Explain the different types of inflation. SS:EC:12:3:3: Apply the consumer price index to demonstrate comparative values over time. SS:EC:12:3:4: Explain the different types of unemployment. E.5.1 Define aggregate supply and demand, Gross Domestic Product (GDP), economic growth, unemployment, and inflation. E.5.2 Explain how Gross Domestic Product (GDP), economic growth, unemployment, and inflation are calculated. E.5.3 Analyze the impact of events in United States history, such as wars and technological developments, on business cycles. E.5.4 Identify the different causes of inflation, and explain who profits and who loses because of inflation. E.5.5 Recognize that a country’s overall level of income, employment, and prices are determined by the individual spending and production decisions of households, firms, and government. E.5.6 Illustrate and explain how the relationship between aggregate supply and aggregate demand is an important determinant of the levels of unemployment and inflation in an economy

Content & Concepts Skills Students will know/understand… Students will be able to… How Gross Domestic Product is calculated. Students will be able to define Gross Domestic Product, and analyze the impacts of changes in Gross Domestic Product. The relationship between leading, concurrent, and lagging economic indicators and changes in the business cycle. Students will be able to identify leading, concurrent, and lagging economic indicators and evaluate the impacts of changes in them The differing causes of inflation and the different ways it impacts on the business cycle. different individuals and businesses. Students will be able to define and identify the different causes of The different types of unemployment, their causes, and their inflation, and analyze inflation’s impacts on the economy and impacts on the economy and individuals. different individuals and groups within the economy.

What are aggregate supply and aggregate demand and how Students will be able to identify the different types of changes in them impact the economy and on individuals. unemployment, the causes of each, and analyze the impacts of each on the economy and on individuals.

Students will be able to define and identify aggregate supply and aggregate demand and analyze the impacts of changes in them on the economy and on individuals. Assessment Criteria Common Summative Assessments: Performance Tasks:

Common Summative Assignments

Common Final Project

Common Final Examination

Pelham School District Curriculum Document Course: Social Studies: Economics Grade: 10 (Sophomore) Strand: Economics: Public Policy and Global Economy Learning Outcomes Competencies: Essential Questions: Students will demonstrate an understanding and evaluate issues What are the roles of the government in the economy? pertaining to public policy and the global economy. What are the nature and impacts of fiscal policy and monetary policy on the economy? What are the costs and benefits of international trade? What is globalization? What are the costs and benefits of globalization

Standards: SS:EC:12:4:1: Analyze the effect of government actions on financial institutions. SS:EC:12:4:2: Explain the components of the money supply. SS:EC:12:4:3: Distinguish between monetary policy and fiscal policy and how they influence the economy. SS:EC:12:5:1: Explain how comparative advantage affects trade decisions. SS:EC:12:5:2: Analyze the reasons for changes in international currency values. SS:EC:12:5:3: Examine how various national economic policies have led to changes in the international economy E.4.1 Explain how government responds to perceived social needs by providing public goods and services E.4.2 Describe major revenue and expenditure categories and their respective proportions of local, state, and federal budgets E.4.3 Identify laws and regulations adopted in the United States to promote competition among firms. E.4.5 Define progressive, proportional, and regressive taxes E.4.7 Predict how changes in federal spending and taxation would affect budget deficits and surpluses and the national debt. E.4.8 Define and explain fiscal and monetary policy E.4.9 Analyze how the government uses taxing and spending decisions to promote price stability, full employment, and economic growth. E.4.10 Analyze how the Federal Reserve uses monetary tools to promote price stability, full employment, and economic growth E.6.1 Explain the basic functions of money E.6.2 Identify the composition of the money supply of the United States. E.6.3 Explain the role of banks and other financial institutions in the economy of the United States E.6.4 Describe the organization and functions of the Federal Reserve System E.7.1 Explain the benefits of trade among individuals, regions, and countries. E.7.2 Define and distinguish between absolute and comparative advantage and explain how most trade occurs because of a comparative advantage in the production of a particular good or service E.7.3 Define trade barriers. E.7.4 Explain why countries erect barriers to trade. E.7.5 Explain the difference between balance of trade and balance of payments. E.7.6 Compare and contrast labor productivity trends in the United States and other developed countries. E.7.7 Explain how changes in exchange rates impact the purchasing power of people in the United States and other countries. E.7.8 Evaluate arguments for and against free trade.

Content & Concepts Skills Students will know/understand… Students will be able to… The nature and components of the money supply of the United Students will be able to identify the components of the money States. supply and analyze the impacts of changes in the size of the money supply. Monetary policy, fiscal policy and the impacts of changes in them. Students will be able to distinguish between monetary policy, fiscal policy, who controls each, and will be able to analyze the impacts of The various revenues and expenditures of the United States changes in each of them on the economy and on individuals. government Students will be able to identify the tax base for the United States government and the major expenditure areas of the United States Absolute advantage, comparative advantages, and the impacts of government budget and evaluate the impacts of changes in each on each on international trade. the economy and on individuals.

How and why governments attempt to regulate international Students will be able to identify the factors that create absolute trade. advantage, comparative advantage, and evaluate their impacts on What is globalization and how it impacts individuals. international trade.

Students will identify different types of trade barriers and analyze why governments attempt to impose them.

Students will define globalization, explain the forces creating it, and evaluate the impacts of globalization on society and individuals. Assessment Criteria Common Summative Assessments: Performance Tasks: Common Summative Assignments Common Final Examination Project Common Final Examination

Course: Social Studies: Economics Grade: 10 ( Sophomore ) Strand: Economics: Personal Finance Learning Outcomes Competencies: Essential Questions:

Students will demonstrate an understanding of and evaluate risk How do your saving and investment choices affect your future? management and financial investment. How do individual saving and investment choices impact the Students will demonstrate an understanding of and evaluate American economy? benefits and disadvantages of liquidity.

Students will demonstrate an understanding of and evaluate credit worthiness issues. Standards:

SS:EC:12:6:1 Compare the risk, rate of return, and liquidity of investment

SS:EC:12:6:2 Identify and analyze sources of consumer credit

SS:EC:12:6:3 Explain the factors that affect credit worthiness and identify ways to avoid and correct credit problems

SS:EC:12:6:4 Describe how insurance and other risk management strategies protect against financial loss.

E:6:3 Explain the role of banks and other financial institutions in the economy of the United States.

E:6.5 Compare and contrast credit, savings, and investment services available to the consumer from financial institutions.

E.6.6 Research and monitor financial investments such as stocks, bonds, and mutual funds.

Content & Concepts Skills Students will know/understand… Students will be able to… Savings and investments: Students will be able to describe and evaluate the personal impact A. Assets of individual economic decisions in saving and investment options. B. Financial Intermediaries C. Liquidity Students will be able to describe and analyze the impact of changes D. Return in the stock market on personal risk.

Buying stock and stock trade Students will be able to analyze the impact of free enterprise and A. Stock Exchanges the business cycle on personal investments and evaluate its impact. B. Bull and Bear Markets C. Stock Performance Students will be able to describe and evaluate the role of individual savings and investment decisions on the well-being of the national economy.

Assessment Criteria Common Summative Assessments:

Common Summative Assessments

Common Final Examination Project

Common Final Examination

Pelham School District Curriculum Document Course: Social Studies: Civics & Government Grade: 10 (Sophomore) Strand: Civics & Government: The Nature and Purpose of Government Learning Outcomes Competencies: Essential Questions: What are the purposes and functions of governments?

Students will demonstrate an understanding and evaluate the What is meant by “rule of law”? nature of governments, and the fundamental ideals of government of the United States. How do the various forms and types of government differ from each other?

What is a constitution? What are the benefits of a written constitution?

What forces and ideals influenced the formation of the United States government?

Standards: SS:CV:12:1:1: Identify the structures and functions of government at various levels SS:CC:12:1:2: Examine how institutions and individuals make, apply, and enforce rules and laws. SS:CV:12:1:3: Evaluate how the purposes of government have been interpreted SS:CV:12:1:4: Explain how in the United States legitimate authority derives from custom, law, and consent of the governed. USG.1.3 Describe the purposes and functions of government. USG.1.4 Define and provide examples of different forms of government, including direct democracy, representative democracy, republic, monarchy, oligarchy, and autocracy. USG.1.5 Explain how the rule of law, embodied in a constitution, limits government to protect the rights of individuals. USG.1.6 Explain how a constitutional democracy provides majority rule with equal protection for the rights of individuals, including those in the minority, through limited government and the rule of law. USG.1.7 Distinguish limited from unlimited government, and provide examples of each type of government. USG.1.8 Explain how civil society contributes to the maintenance of limited government in a representative democracy or democratic republic such as the United States. USG.1.9 Examine fundamental documents in the American political tradition to identify key ideas regarding limited government and individual rights. USG.2.2 Analyze and interpret central ideas on government, individual rights, and the common good in founding documents of the United States. USG.2.3 Identify and explain elements of the social contract and natural rights theories in United States founding era documents.

Content & Concepts Skills Students will know/understand…. Students will be able to…

The nature and purposes of government. Students will be able to define and describe the nature and purposes of government and analyze how government achieves its The various forms and systems of government. goals. Students will be able to define and describe the various forms and The characteristics and benefits of a written constitution. systems of government and evaluate the benefits and drawbacks of each. The concept of “rule of law.” Students will be able to describe the characteristics of a written constitution and analyze the benefits and limitations of it. The concepts of majority rule and the constitutional protections Students will be able to define the concept of “rule of law” and for minority rights evaluate the reasoning for basing government on rule of law. Students will be able to explain the concept of majority rule within Which Pre-Enlightenment and Enlightenment ideals influenced a constitutional democracy and analyze how a written constitution the formation of the United States’ government. can balance the basic premise of majority with protections for minority rights. Students will be able to describe and evaluate the impacts of Pre Enlightenment and Enlightenment ideals on the formation of the government of the United States. Assessment Criteria Common Summative Assessments: Performance Tasks:

Common Summative Assessments

Common Final Examination Project

Common Final Examination

Pelham School District Curriculum Document Course: Social Studies: Civics & Government Grade: 10 (Sophomore) Strand: Civics & Government: Structure and Function of United States and New Hampshire Government Learning Outcomes Competencies: Essential Questions: Students will demonstrate an understanding and evaluate major How are the roles of the legislative, executive, and judicial branches provisions of the United States and New Hampshire Constitutions, and defined in both the United States and the New Hampshire constitutions? the organization and operation of government at all levels including How does both the United States and New Hampshire constitutions the legislative, executive, and judicial branches. provide for the existence of three coequal branches of government?

Students will demonstrate and understanding of the structures and How does the United States Constitution provide for the limitation of functions on government at the national, state, and local levels. federal authority?

How does the New Hampshire constitution provide for the limitation of state government authority?

How are the rights of the citizen protected in both the United States and the New Hampshire constitutions? Standards: SS:CV:12:2:1: Describe how the fundamental ideals and principles of American government are incorporated in the United States Constitution and the New Hampshire Constitution. SS:CV:12:2:2: Analyze the evolution of the United States Constitution as a living document. SS:CV:12:2:3: Describe the roles and responsibilities of the United States and the New Hampshire judicial systems. SS:CV:12:2:4: Evaluate how individual rights have been extended in the United States. USG.3.1 Compare and contrast governments that are unitary, confederate, and federal. USG.3.2 Identify and describe provisions of the United States Constitution and the New Hampshire Constitution that define and distribute powers and authority of the federal and state government. USG.3.3 Explain the constitutional principles of federalism, separation of powers among three branches of government, the system of checks and balances, republican government or representative democracy, and popular sovereignty. Provide examples of these principles in the governments of the United States and the state of New Hampshire. USG.3.4 Explain the functions of the courts of law in the governments of the United States and the state of New Hampshire with emphasis on the principles of judicial review and an independent judiciary. USG.3.5 Distinguish among the enumerated and implied powers in the United States Constitution and the New Hampshire Constitution. USG.3.6 Explain the functions of departments or agencies of the executive branch in the governments of the United States and the state of New Hampshire. USG.3.9 Explain the formal process of how a bill becomes a law in both the federal government and the New Hampshire state government.

Content & Concepts Skills Students will know/understand… Students will be able to… The basic structures and major provisions of the United States Students will be able to outline the basic structures and major and New Hampshire constitutions. provisions of both the United States and New Hampshire constitutions and analyze how both provide for a flexible living The roles and interrelationships of the three major branches in document. both the United States and New Hampshire governments. Students will be able to describe the powers and limitations of each of the three branches of government and evaluate how both the How the United States Constitution provided for limitations on United States and the New Hampshire constitutions provide for a federal government powers. system of three coequal branches. Students will be able to describe and evaluate how the United The roles and powers of the state and local governments in New States Constitution ensures the protections of civil liberties of the Hampshire. people and the sovereignty of the states. Students will be able to describe the responsibilities of the The roles of the judiciary and the concept of judicial review in government of the state of New Hampshire and that of local both the United States government and the New Hampshire government and analyze how the New Hampshire Constitution government. protects the rights of the people and enshrines the concept of local control. Students will be able to describe the concept of judicial review and evaluate its role in both the United States government and the New Hampshire government. Assessment Criteria Common Summative Assessments: Performance Tasks:

Common Summative Assessments

Common Final Examination Project

Common Final Examination

Pelham School District Curriculum Document Course: Social Studies: Civics & Government Grade: 10 (Sophomore) Strand: Civics & Government: Global Interaction Learning Outcomes Competencies: Essential Questions: What powers and tools does the United States Constitution provide Students will demonstrate an understanding and evaluate the for America’s interaction with other nations? relationship of the United States to other countries, and the role of the United States in world affairs. What factors and forces influence American interaction with other nations?

How does the United States employ both governmental and non governmental bodies to interact with other nations?

Standards: SS:CV:12:3:1: Discuss the impact on world affairs and the United states’ response to environmental, economic, and technological issues. SS:CV:12:3:2: Discuss the relationship between domestic and foreign policy. SS:CV:12:3:3: Discuss the impact of United States’ contributions to the ideals of democracy and representative government on world affairs. USG.4.1 Describe how the world is divided politically, and give examples of the ways nation states interact, including trade, tourism, diplomacy, treaties and agreements, and military action. USG.4.2 Analyze reasons for conflict among nation states, such as competition for resources and territory, differences in system of government, and religious or ethnic conflicts. USG.4.3 Identify and explain powers that the United States Constitution gives to the President and Congress in the area of foreign affairs USG.4.4 Describe the tools used to carry out United States foreign policy. USG.4.5 Examine the different forces that influence U.S. foreign policy, including business and labor organizations, interest groups, public opinion, and ethnic and religious organizations. USG.4.6 Differentiate among various governmental and nongovernmental international organizations, and describe their purposes and functions.

Content & Concepts Skills Students will know/understand… Students will be able to… The constitutional provisions and structures designed to support Students will be able to describe and analyze how the United States American interactions with other nations. Constitution provides the federal government with the tools and powers to interact with other nations and the international The domestic considerations impact foreign policy. community.

The forces that give rise to international competition and conflict. Students will be able to describe and analyze how domestic conditions, organizations, interest groups, and public opinion shape American interaction with other nations and international organizations.

Students will be able to describe and analyze the causes of international competition and conflict and how the United States attempts to resolve these conflicts.

Assessment Criteria Common Summative Assessments: Performance Tasks:

Common Summative Assessments

Common Final Examination Project

Common Final Examination

Pelham School District Curriculum Document Course: Social Studies: Civics & Government Grade: 10 (Sophomore) Strand: Citizenship Learning Outcomes Competencies: Essential Questions: Students will demonstrate an understanding and evaluate the What are the roles of the citizen in a democratic society? rights and responsibilities of citizenship, and the ability to apply their knowledge of local, state, and national government through How has the judiciary shaped the rights of the people? the political process and citizen involvement. What are the obligations of the citizen in preserving the rights of a free people in a democracy?

Other than voting, how can a citizen influence the decisions of the legislative, executive, and judicial branches of government on the state and national levels? Standards: SS:CV:12:4:1: Demonstrate responsible practices within the political process. SS:CV:12:4:2: Investigate how knowledgeable and engaged citizens have acted to preserve and extend their liberties. SS:CV:12:4:3: Explain why the preservation of liberty requires the participation of knowledgeable and engaged citizens. USG. 1.1 Distinguish among civic, political, and private life. USG.1.2 Define the terms of citizenship, politics, and government and give examples of how political solutions to public policy problems are generated through interactions of citizens and civil associations with their government USG.5.1 Explain the meaning and responsibilities of citizenship in the United States and New Hampshire. USG.5.2 Describe roles of citizens in New Hampshire and the United States, including voting in public elections, participating in voluntary associations to promote the common good, and participating in political activities to influence public policy decisions of government. USG.5.3 Describe how citizens can monitor and influence local, state, and national government as individuals and members of interest groups. USG.5.6 Identify specific ways for individuals to serve their communities and participate responsibly in civil society and the political process at local, state, and national levels of government. USG.5.7 Analyze and evaluate judicial decisions about individual rights.

Content & Concepts Skills Students will know/understand… Students will be able to… The roles of the citizen in a democratic society. Students will be able to describe and evaluate the roles of the citizen in a democratic society. How the judiciary had preserved and extended the rights of the people. Students will be able to describe and analyze how the judiciary has preserved and extended the rights of the people. How, other than through voting, the people can influence the decisions of the legislative, executive, and judicial branches of Students will be able to develop and analyze practices that people government on both the state and national levels. can engage in to influence the legislative, executive, and judicial branches of government on both the state and national levels. That rights also engender responsibilities on the part of the citizenry. Students will be able to describe the responsibilities of the citizen and evaluate the impacts of citizens both fulfilling and failing to fulfill these responsibilities.

Assessment Criteria Common Summative Assessments: Performance Tasks:

Common Summative Assessments

Common Final Examination Project

Common Final Examination

Western Civilization Pelham High School

Pelham School District Curriculum Document Course: Social Studies: Western Civilization Grade: 10 (sophomore) Strand: World History: Political Foundations and Developments Learning Outcomes Competencies: Essential Questions: Students will demonstrate an understanding and evaluation of major What are the historical and philosophical roots of political power, law, ideas, issues, and events pertaining to the history of governance. and government? Enduring Understandings What are the causes and effects of revolution? Students will understand government systems. What are the foundations and relevance of political, social, and economic Students will understand the roots of conflict surrounding political, ideas and ideologies? economic, and social issues. What are the historical roots of contemporary issues? Students will understand social issues.

Students will understand economic issues. Standards: 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:12:1.1: Describe the development of different political systems. WHII.1 Describe the growing consolidation of political power in Europe from 1500 to 1800 as manifested in the rise of nation-states ruled by monarchs. H,C,E) WHII.2 Explain why England was the main exception to the growth of absolutism.(H,C) WHII.3 Summarize the important causes and events of the French Revolution. (W,C,E) WHII.4 Summarize the major effects of the French Revolution.(H) SS:WH:12:1.2: Evaluate the strengths and weaknesses of international and regional political organizations. SS:WH:12:1.3: Analyze the impact of modern weapons of mass destruction on world relations during eras. SS:WH:12:1.4: Analyze the impact on political institutions of mass movements. SS:WH:12:1.5: Evaluate the influence of religion on political systems. WHII.8 Describe the rise and significance of antislavery sentiment in Britain, including the abolition of the slave trade by the British Parliament in 1807, the abolition of slavery within the British Empire in 1833, and the role of various antislavery societies.(H) WHII.9 Explain the impact of various social and political reforms and reform movements in Europe. WHII.21 Describe the rise and goals of totalitarianism in Italy, German, and the Soviet Union and analyze the policies and main ideas of Mussolini, Hitler, Lenin, and Stalin.(H) WHII. 22 Summarize the consequences of Soviet communism to 1945.(H,E)

Content & Concepts Skills Students will know/understand… Students will be able to… The rise of the French monarchy, including the policies and influence of Louis Students will be able to analyze and evaluate causes, effects and issues XIV. surrounding Absolutism in France.

The Thirty Years War and the Peace of Westphalia. Students will be able to analyze and evaluate causes, effects and issues The causes, essential events, and results of the English Civil War and the surrounding religious diversity in Europe. Glorious Revolution of 1688. Students will be able to analyze and evaluate causes, effects, and issues French Revolution surrounding Constitutionalism in Britain. Causes

A. The effect of Enlightenment political thought Students will be able to analyze and evaluate causes, effects and issues B. Economic troubles and the rising influence of the middle class surrounding the French Revolution Events A. The role of the Estates General and the National Assembly Students will be able to analyze and evaluate causes, effects and issues B. The storming of the Bastille on July 14, 1789 surrounding 19th century European reform movements. C. The 1789 Declaration of the Rights of Man and the Citizen D. The execution of Louis XVI in 1793 E. The Terror

Effects A. Contributions to modern nationalism and its relationship to totalitarianism

Reform Movements A. Liberalism B. The expansion of voting rights C. Anti-slavery D. Jewish liberation E. Women’s rights Assessment Criteria Common Summative Assessments: Performance Tasks:

Common Final Examination Project

Common Final Examination

Pelham School District Curriculum Document Course: Social Studies: Western Civilization Grade: 10 (sophomore) Strand: World History: Contacts, Exchanges & International Relations Learning Outcomes Competencies: Essential Questions: Students will demonstrate an understanding and evaluation of major ideas, issues, and What are the historical and philosophical roots of political power, law, and government? events pertaining to the history of governance. What are the causes and effects of revolution? Enduring Understandings What are the foundations and relevancy of political, social, and economic ideas and Students will understand government systems ideologies? Students will understand the roots of conflict surrounding. political, economic, and What are the historical roots of contemporary issues? social issues. Students will understand social issues. Students will understand economic issues. Standards: SS:WH:2: Contacts, Exchanges & International Relations Students will demonstrate their understanding of the interactions of peoples and governments over time. SS:WH:12:2.1: Describe how traders and merchants have been instrumental in spreading ideas and beliefs to new areas. SS:WH:12:2.2: Evaluate how military encounters have often led to cultural exchanges. SS:WH:12:2.3: Assess the impact of migrations of peoples on the receiving societies. SS:WH:12:2.4: Evaluate the effectiveness of attempts to regulate warfare and sustain peaceful contacts. WHII.10 Summarize the causes, course, and consequences of the unification of Italy and Germany. (H) WHII.11 Describe the causes of 19th century European Imperialism. (H,E) WHII.17 Describe the relative importance of economic and imperial competition, Balkan nationalism, German militarism and aggression, and the power vacuum in Europe due to the declining power of Russian, Austrian, and Ottoman Empires in causing World War I (H,E) WHII.18 Summarize the major events and consequences of World War I. (H,E) WHII.20 Describe the various causes and consequences of the global depression of the 1930’s and analyze how governments responded to the Great Depression. (H,E) WHII.23 Describe the German, Italian, and Japanese drives for empire in the 1930’s (H) WHII.24 Summarize the key battles and events of World War II. (H) WHII.25 Identify the goals, leadership, and post-war plans of the allied leaders. (H) WHII.26 Describe the background, course, and consequences of the Holocaust, including its roots in the long tradition of Christian anti-Semitism, 19th century ideas about race and nation, and Nazi dehumanization of the Jews. (H) WHII.28 Explain the consequences of World War II. (H,E) WHII.29 Describe reasons for the establishment of the United Nations in 1945 and summarize the main ideas of the Universal Declaration of Human Rights. (H) WHII.30 Summarize the factors that contributed to the Cold War, including Soviet expansionism in Eastern Europe and the differences between democracy and communism. ((H,C) WHII.31 Describe the policy of containment, including the Truman Doctrine, the Marshall Plan, and NATO, as America’s response to Soviet expansionist policies. (H) WHII.32 Describe the development of the arms race and the key events of the Cold War era. (H) WHII.35 Describe the global surge in economic productivity during the Cold War and describe its consequences. (H,E) WHII.36 Explain the various factors that contributed to post-World War II economic and population growth. (H,E) WHII.40 Identify the causes for the decline and collapse of the Soviet Union and the communist regimes of Eastern Europe. (H,E) WHII.41 Explain the role of various leaders in transforming the Soviet Union and Eastern Europe. (H,C) WHII.42 Analyze the consequences of the Soviet Union’s breakup. (H,E) WHII.43 Identify the sources of ethnic and religious conflicts in Northern Ireland and the Balkans. (H) WHII.46 Explain how the computer revolution contributed to economic growth and advances in science, medicine, and communications. (H)

Content & Concepts Skills Students will know/understand… Students will be able to… The role of Cavour and Bismarck in the unification of Italy and Germany Students will be able to analyze and evaluate causes, effects and issues surrounding unification of Italy and Germany. Imperialism The desire for economic gain and resources Students will be able to analyze and evaluate causes, effects and issues The missionary impulse and the search for strategic advantage and national surrounding European Imperialism pride Students will be able to analyze and evaluate causes, effects and issues World War I surrounding World War I. A. Physical and economic destruction B. The League of Nations and attempts at disarmament Students will be able to analyze and evaluate causes, effects and issues C. The collapse of the Romanov and subsequent Bolshevik Revolution and surrounding the Great Depression. Civil War in Russia D. Post-war economic and political instability in Germany Students will be able to analyze and evaluate causes, effects and issues E. The unprecedented loss of life surrounding World War II.

Great Depression Students will be able to analyze and evaluate causes, effects and issues A. Restrictive monetary policies surrounding the fighting of World War II. B. Unemployment and inflation C. Political instability Students will be able to analyze and evaluate causes, effects and issues D. The influence of the ideas of John Maynard Keynes surrounding the roles of the allied leaders in World War II.

World War II Students will be able to analyze and evaluate causes, effects and issues Rise of Hitler surrounding the consequences of World War II. Germany’s militarization of the Rhineland, annexation of Austria, and aggression against Czechoslovakia, the Stalin-Hitler Pact of 1939, and the Students will be able to analyze and evaluate causes, effects and issues German attack on Poland surrounding the Cold War.

The German conquest of continental Europe Students will be able to analyze and evaluate causes, effects and issues The Battles for the Atlantic and of Britain surrounding the end of the Cold War. D-Day

Winston Churchill Franklin D. Roosevelt Joseph Stalin

Physical and economic destruction The enormous loss of life, including millions of civilians through the bombing of population centers and the slaughter of political opponents and ethnic minorities The emergence of the U.S. and the Soviet Union as the world’s two superpowers

Cold War A. The 1956 uprising in Hungary B. Conflicts involving Cuba and Berlin C. The “Prague Spring” D. The Soviet war in Afghanistan E. The long post-war peace between democratic nations F. The policies of international economic organizations

Breakup of the Soviet Block Mikhail Gorbachev Vaclav Havel Andrei Sakharov Aleksander Solzhenitsyn Lech Walesa Development of market economies Political and social instability

Assessment Criteria Common Summative Assessments: Performance Tasks:

Common Final Examination Project Common Final Examination

Pelham School District Curriculum Document Course: Social Studies: Western Civilization Grade: 10 (sophomore) Strand: World History: World Views and Value systems and their Intellectual and Artistic Expressions Learning Outcomes Competencies: Essential Questions: Students will demonstrate an understanding and evaluation of What are the historical and philosophical roots of political power, social and cultural values, beliefs, and expressions. law, and government? Enduring Understandings What are the causes and effects of revolution? Students will understand the roots of conflict surrounding. What are the foundations and relevancy of political, social, and political, economic, and social issues. economic ideas and ideologies? Students will understand social issues. What are the historical roots of contemporary issues? Students will understand economic issues. Standards: 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. SS:WH:12:3.1: Describe how people’s differences in religion have often led to conflict in regions of the world SS:WH:12:3.2: Analyze how philosophic systems and social theories are powerful forces throughout history SS:WH:12:3.3: Examine how gender and ethnicity have been conceptualized in the arts SS:WH:12:3.4: Consider how art, music, and literature often reflect or influence major ideas, values and conflicts of particular time periods the Renaissance, or eras of intense nationalism.

Content & Concepts Skills Students will know/understand… Students will be able to… The art movements of Europe including the paintings, drawings, Students will be able to analyze and evaluate causes, effects and sculptures, music and literature, and the artists. issues surrounding the art movements of Western Civilization from Renaissance the Renaissance to the modern era. Baroque Rococo Neoclassical Romantic Realism Impressionism Pointillism Cubism Expressionism Abstract Dada Surrealism Abstract Expressionism

Assessment Criteria Common Summative Assessments: Performance Tasks:

Common Final Examination Project

Common Final Examination

Pelham School District Curriculum Document Course: Social Studies: Western Civilization Grade: 10 (sophomore) Strand: World History: Social/Cultural Learning Outcomes Competencies: Essential Questions: Students will demonstrate an understanding and evaluation of What are the historical and philosophical roots of political power, social and cultural values, beliefs, and expressions. law, and government? Enduring Understandings What are the causes and effects of revolution? Students will understand the roots of conflict surrounding. What are the foundations and relevancy of political, social, and political, economic, and social issues. economic ideas and ideologies? Students will understand social issues. What are the historical roots of contemporary issues?

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:12:5.1: Assess the impact of urbanization on the world environment. SS:WH:12:5.2: Examine the role and impact of religious ideas on daily life and social norms,

Content & Concepts Skills Students will know/understand… Students will be able to… Urbanization Students will be able to analyze and evaluate causes, effects and issues surrounding urbanization is industrial and post industrial Europe

Growing religious and cultural diversity in modern Europe Students will be able to analyze and evaluate causes, effects and issues surrounding the immigration of former colonial peoples to 20th c and 21st c Europe.

Assessment Criteria Common Summative Assessments: Performance Tasks:

Common Final Examination Project

Common Final Examination

Pelham School District Curriculum Document Course: Social Studies: Western Civilization Grade: 10 (sophomore) Strand: World History: Economic Systems & Technology Learning Outcomes Competencies: Essential Questions: Students will demonstrate an understanding and evaluation of What are the historical and philosophical roots of political power, economic patterns over time. law, and government? Enduring Understandings What are the causes and effects of revolution? Students will understand government systems What are the foundations and relevancy of political, social, and Students will understand the roots of conflict surrounding. economic ideas and ideologies? political, economic, and social issues. What are the historical roots of contemporary issues? Students will understand social issues. Students will understand economic issues.

Standards: SS:WH:4: Economic Systems & Technology Students will demonstrate their understanding of the changing forms of production, distribution and consumption of goods and services over time. WHII.5 Identify the causes of the Industrial Revolution. (H,E)

SS:WH:12:4.1: Analyze various systems of distributing wealth. WHII.7 Describe the rise of unions and socialism, including the ideas and influence of Robert Owen and Karl Marx. (H,E)

SS:WH:12:4.2: Analyze the impact of the Industrial Revolution around the world. WHII.6 Summarize the social and economic impacts of the Industrial Revolution. (H,E)

SS:WH:12:4.3: Analyze the development and impact of various labor systems.

SS:WH:12:4.4: Examine the development and impact of medical innovations.

SS:WH:12:4.5: Consider the relationship between weapons development and political or economic power.

Content & Concepts Skills Students will know/understand… Students will be able to… Agricultural Revolution Students will be able to analyze and evaluate causes, effects and Rise in agricultural productivity issues surrounding changes in agricultural techniques, technologies, and crops. Economic concepts of Adam Smith Students will be able to analyze and evaluate causes, effects and Industrial Revolution issues surrounding the development of a free market economy. Transportation improvements such as canals and railroads New sources of energy such as coal and technological innovation Students will be able to analyze and evaluate causes, effects and such as the steam engine issues surrounding the creation of an industrial Europe. Increases in productivity and wealth Population growth and urban development Growth of a middle class Problems caused by urbanization and harsh working conditions

Assessment Criteria Common Summative Assessments: Performance Tasks:

Common Final Examination Project

Common Final Examination

US History Pelham High School

Pelham School District Curriculum Document Course: Social Studies: United States History Grade: 11 Strand: History: Political Systems (Political Foundations and Development) Learning Outcomes Competencies: Essential Questions: Students will demonstrate an understanding of and evaluate the How did political ideology (government systems and conflict) major ideas, issues, and events pertaining to the history of play a role in the causes of war between 1898 and 2013? governance. How do changing economic conditions and challenges impact Enduring Understanding: contemporary America? Students will understand government systems. Students will understand the roots of conflict surrounding political, economic, and social issues. Students will understand social issues. Students will understand economic issues. Standards: 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:12:1.1: Account for the rise and fall of political parties and movements and their impact, e.g., the Whig Party or the Progressive Movement. SS:HI:12:1:2 Analyze how religion has influenced the political life of the nation, e.g. separation of church and state in early New Hampshire or the rise of the Moral Majority. SS:HI:12:1.3: Analyze the roots and application of the federal system of government by examining key documents and events, e.g., the Articles of Confederation or the New Deal. SS:HI:12:1.4: Examine the impact of sectionalism on national crises and United States government policies, e.g., Hartford Convention or Brown v. Board of Education. MA.USII.17 Explain important domestic events that took place during war. MA.USII.23 Analyze the domestics policies of President Truman and Eisenhower MA.USII.28 Analyze the important domestic policies and events that took place during the presidencies of Presidents Kennedy, Johnson, and Nixon. MA.USII.29 Analyze the presidency of Ronald Reagan MA.USII.31 Analyze the important domestic policies and events of the Clinton Presidency

Content & Concepts Skills Students will know/understand… Students will be able to…

Students will know and understand the causes and effects of Students will be able to analyze and evaluate causes, effects and primary domestic policy issues of the following presidencies: issues surrounding the following presidencies:

Woodrow Wilson Woodrow Wilson – The League of Nations , Women’s Suffrage Franklin Delano Roosevelt Franklin Delano Roosevelt - The New Deal Harry Truman Harry Truman-The Fair Deal Dwight Eisenhower Dwight Eisenhower -The Military- Industrial Complex John Kennedy John Kennedy -The New Frontier, the Space Race Lyndon Johnson Lyndon B. Johnson -The Great Society, War on Poverty, Warren Richard Nixon Court, and Civil Rights Jimmy Carter Richard Nixon –Roe v. Wade, Watergate, EPA, Silent Majority Ronald Reagan Jimmy Carter – Oil Embargo, Economic Recession William Clinton Ronald Reagan- Great Delegator, Reaganomics George Bush William Clinton-Budget Surplus, Environmental Policy, Barack Obama Impeachment George Bush –September 11, 2001, Terrorism Barack Obama – Universal Healthcare , Economic Recession

Assessment Criteria Common Summative Assessments: Performance Tasks:

Final Exam Project

Final Exam

Pelham School District Curriculum Document Course: Social Studies: United States History Grade: 11 Strand: History: Political Systems (Contacts, Exchanges & International Relations) Learning Outcomes Competencies: Essential Questions: Students will demonstrate an understanding and evaluate the major ideas, How did political ideology play a role in the cause of war between 1898 and issues, and events pertaining to the history of governance. 2013?

Enduring Understandings: How does increasing globalization change America? Students will understand the roots of conflict surrounding economic, social, and political issues. Students will understand political systems. Students will understand economic systems. Standards: SS:HI:2: Contacts, Exchanges & International Relations

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:12:2.1: Examine the role of New Hampshire in international diplomacy, e.g., the Webster-Ashburton Treaty or the Bretton Woods Economic Conference. SS:HI:12:2.2: Analyze how United States foreign policy has varied from periods of international involvement, to isolationism, to exerting power and dominance at different time periods, e.g., the Era of the French Revolution and Napoleonic Wars or the two World Wars. SS:HI:12:2.3: Decide to what extent democratic ideals, economic motives and empire building have influenced U.S. foreign policy in events and policies, e.g., Jefferson’s Embargo Act or the Spanish American War. SS:HI:12:2.4: Determine the extent to which Manifest Destiny has been a driving force behind American ideology, e.g., Roger Williams and the founding of Rhode Island and the Providence Plantations or the Roosevelt Corollary to the Monroe Doctrine. SS:HI:12:2.5: Investigate United States involvement in and/or conflict with regional and international organizations, e.g., the League of Nations or the North Atlantic Treaty Organization (NATO). MA.USII.6 Analyze the causes and course of America’s growing role in world affairs from 1877 until WWI MA.USII.7 Explain the course and significance of President Wilson’s wartime diplomacy, his Fourteen Points, the League of Nations, and the failure of the Versailles Treaty. MA.USII.14 Explain the strength of American isolationism after WWI and analyze its impact on US foreign policy. MA.USII.15 Analyze how German aggression in Europe and Japanese aggression in Asia contributed to the start of WWII and summarize the major battles and events of war. On a map of the world, locate the Allied Powers ( Britain, France, Soviet Union, and the United States) and Axis Powers ( Germany, Italy and Japan) MA.USII.16 Explain the reasons for the dropping of the Atom Bombs on Japan and their short and long term effects. MA.USII.18 Analyze the factors that contributed to the Cold War and describe the policy of containment as America’s response to Soviet expansionist policies. MA.USII.19 Analyze the sources and, with a map of the world, locate the areas of Cold War conflict between the US and the Soviet Union. MA.USII.20 Explain the causes, course, and consequences of the Vietnam War and summarize the diplomatic and military policies of President’s Eisenhower, Kennedy, Johnson, and Nixon.

Content & Concepts Skills Students will know/understand… Students will be able to…

Students will know and understand the causes and effects of early American Students will be able to analyze and evaluate the causes and impact of early American Imperialism Imperialism of the following: Hawaiian Annexation Students will understand the causes and effects of WWI Spanish-American War Open Door Policy Students will understand the causes and effects of WWII Roosevelt Corollary to Monroe Doctrine Panama Canal Students will understand the causes and effects of the Cold War Dollar Diplomacy Wilson intervention in Mexico Students will understand the causes and consequences of contemporary U.S. Students will be able to analyze and evaluate the economic, social, and political causes and diplomacy. impact of WWI

Students will be able to analyze and evaluate the Treaty of Versailles.

Students will be able to analyze and evaluate the failure of Senate ratification of the League of Nations.

Students will be able to analyze and evaluate the economic, social, and political causes and impact of WWII.

Students will be able to analyze and evaluate the importance of the following events: German rearmament and militarization of Rhineland German seizure of Austria and Czechoslovakia German invasion of Poland Holocaust Japan’s invasion of China Pearl Harbor Midway, Guadalcanal, Okinawa D-Day Battle of the Bulge Iwo Jima Yalta and Potsdam Conferences

Students will be able to analyze and evaluate the importance of the following Cold War events and policy areas: Soviet aggression in Eastern Europe NATO, SEATO Korean War Decolonization – Asia, Africa Cuban Missile Crisis Vietnam War Fall of Communism

Students will analyze and evaluate the following diplomatic events and geo- political regions: Persian Gulf War Political realignment of Eastern Europe Israeli - Palestinian Conflict Terrorism Afghanistan War in Iraq Arab Spring Latin America

Assessment Criteria Common Summative Assessments: Performance Tasks:

Common Final Exam Project Common Final Exam

Pelham School District Curriculum Document Course: Social Studies: United States History Grade: 11 Strand: History: Social and Cultural Systems (World Views and Value systems and their Intellectual and Artistic Expressions) Learning Outcomes Competencies: Essential Questions: Students will demonstrate an understanding and evaluation of How does increasing globalization change the cultural landscape social and cultural values, beliefs, and expressions. of America?

Enduring Understandings: How do the social, political, and civil rights movements of the late Students will understand government systems. 19th and 20th centuries impact Modern America? Students will understand economic systems. Students will understand social systems. Students will understand global culture and the physical world.

Standards: 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:12:3.1: Evaluate how individuals have developed ideas that have profoundly affected American life, e.g., transcendentalism or relativism. SS:HI:12:3.2: Analyze how the arts and science often reflect and/or influence major ideas, values and conflicts of particular time periods, e.g., the impact of the Enlightenment on the founding of our nation or the Harlem Renaissance. SS:HI:12:3.3: Critique how the art, music and literature of our nation have been influenced by groups, e.g., the Spanish colonists in the Southwest or the 60s counter culture movement SS:HI:12:3.4: Analyze the spread of American ideas and culture around the world using examples, e.g., the Bill of Rights or popular music MA.USII.8 Analyze the origins of Progressivism and important Progressive leaders, and summarize the major accomplishments of Progressivism. MA.USII.10 Describe how the battle between traditionalism and modernity manifested itself in the major historical trends and events after WWI and throughout the 1920’s. MA.USII.22 Analyze the causes and consequences of important domestic Cold War trends. MA.USII.24 Analyze the roots of domestic anti-communism as well as the origins and consequences of McCarthyism

Content & Concepts Skills Students will know/understand… Students will be able to… Students will know and understand competing political values and the Students will be able to analyze and evaluate the reasons for the rise and challenges to traditional political parties. impact of the development of political parties: Populist Party Progressive Party (Initiative, Referendum, Recall) Socialist Party Green Party Students for a Democratic Society Communist Party

Students will know and understand the challenges to American ideas Students will be able to analyze and evaluate the following social and and ideals. political challenges to mainstream American ideals: Social Darwinism Plessy v. Ferguson Scopes Trial Harlem Renaissance Fascism Red Scare Sacco and Vanzetti McCarthyism Rosenberg Trial House Committee on Un-American Activities Arms Race/Military Industrial Complex Equal Rights Amendment Non-Violence Movements Countercultural Expression Communication Revolution Assessment Criteria Common Summative Assessments: Performance Tasks:

Common Final Exam Project Common Final Exam

Pelham School District Curriculum Document Course: Social Studies: United States History Grade: 11 Strand: History: Social and Cultural Systems (Social/Cultural) Learning Outcomes Competencies: Essential Questions: Students will demonstrate an understanding and evaluation of How do the social, political, and civil rights movements of the late social and cultural values, beliefs, and expressions. 19th and 20th centuries impact Modern America? Enduring Understandings: How do changing economic conditions and challenges impact Students will understand social systems. contemporary America? Students will understand economic systems How does increasing globalization change the cultural landscape of Students will understand the roots of conflict surrounding America? politics, ethnicity, and religion. How do changing economic conditions and challenges impact Students will understand global culture and the physical world. contemporary America?

Standards: 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.

SS:HI:12:5.1: Explore the tensions between the values of unity and pluralism in defining our national identity, e.g., the Puritans v Anne Hutchinson or the counter-culture vs. the silent majority. SS:HI:12:5.2: Evaluate the changing roles of gender in society, e. the ideal of “Republican Motherhood” or Title IX. SS:HI:12:5.3: Explore attitudes toward diversity held by and groups and individuals, e.g., antebellum Southerners or Eleanor Roosevelt SS:HI:12:5.4: Examine the impact of social class on life in the United States, e.g., democracy in the Age of Jackson or public education. SS:HI:12:5.5: Analyze how religious ideas of morality have impacted social change, e.g., the Abolitionist Movement or the debate over legalized abortion. MA.USII.4 Analyze the causes of Westward expansion and the impact of this migration on Native Americans. MA.USII.9 Analyze the post –Civil War struggles of African Americans and women to gain basic civil rights. MA.USII.25 Analyze the origins , goals, and key events of the Civil Rights Movement MA.USII.26 Describe the accomplishments of the Civil Rights Movement. MA.USII.27 Analyze the causes and course of the Women’s Rights Movement in the 20th and 21st century. MA.USII.30 Describe some of the major social trends of the late 20th and 21st century. MA.USII.33 Analyze the causes and consequences of America’s recent diplomatic initiative.

Content & Concepts Skills Students will know/understand… Students will be able to… Students will know and understand the causes and effects of early 20th Students will be able to analyze and evaluate the causes and impact of : century social change. Urbanization New Deal Coalition Women’s entry into the workforce Japanese-American internment

Students will know and understand the causes and effects of Affluent Students will be able to analyze and evaluate the impact of the The Baby America. Boom Ascendency of the middle class Suburbia and home ownership Rise in educational opportunity and value Mass media and consumerism Johnson’s Great Society

Students will know and understand the causes and effects of the Civil Students will be able to analyze and evaluate the reasons for and the Rights Movement. impact of the following civil rights events, leaders, and issues. Civil Rights Act 1964 Voting Rights Act 1965 Civil Rights Movement (Rosa Parks, Martin Luther King, Malcolm X, Eldridge Cleaver, Thurgood Marshall) National Association for the Advancement of Colored People Brown v. Board of Education, Little Rock, Arkansas Montgomery Bus Boycott 1955-1956 Little Rock School Crisis 1957-1958 Greensboro, NC Sit-In 1960 Birmingham, AL Protest 1963 March on Washington 1963 Selma, AL Protest 1965

Students will know and understand the cases and effects of the Students will be able to analyze and evaluate the impact of the following: Feminist Movement Betty Friedan Gloria Steinem The National Organization for Women

Students will know and understand the causes and effects of the Anti - Students will be able to analyze and evaluate the impact of the following: War Movement and of Countercultural Expression Vietnam Protest Student Protest, Hippie and Yippie Constituencies Rainbow Coalition Woodstock 1960s Protest Music.

Students will know and understand the causes and effects of the Gay Rights Movement. Students will be able to analyze and evaluate the reasons for and impact of Gay Rights issues.

Assessment Criteria Common Summative Assessments: Performance Tasks:

Final Exam Project Final Exam

Pelham School District Curriculum Document Course: Social Studies: United States History Grade: 11 Strand: History: Economic Systems (Economic Systems & Technology) Learning Outcomes Competencies: Essential Questions: Students will demonstrate an understanding and evaluation of How do changing economic conditions and challenges impact economic patterns over time. contemporary America?

Enduring Understandings: Students will understand economic systems. Students will understand government systems. Students will understand social systems.

Standards: 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:12:4.1: Analyze how westward movement led to increased personal opportunities and a more diverse economy as seen in events, e.g., the Northwest Ordinance or Alaskan statehood. SS:HI:12:4.2: Evaluate the impact of major developments and changes in American economic productivity, e.g., the factory system or the emergence of a service- based economy. SS:HI:12:4.3: Explain how the development of technology has both simplified and complicated work, e.g., the development of interchangeable parts or the “paperless” office. SS:HI:12:4.4: Examine how economic interactions have occurred on an increasingly global scale, e.g., mercantilism or North American Free Trade Agreement ( NAFTA). SS:HI:12:4.5: Explain how the economy over time has shaped the distribution of wealth, e.g., the development of the middle class or the recent outsourcing of United States’ jobs MA.USII.1 Explain the various causes of the Industrial Revolution MA.USII.2 Explain the important consequences of the Industrial Revolution MA.USII.3 Describe the causes of immigration in late 19th and 20th centuries and the role of these immigrants in the industrialization of America. MA.USII.5 Explain the formation and goals of unions and the rise of new political parties during the Industrial Era MA.USII.11 Describe the various causes and consequences of the global depression of the 1930’s, and analyze how Americans responded to the Great Depression. MA.USII.12 Analyze the important policies, institutions, and personalities of the New Deal era. MA.USII.13 Explain how the Great Depression and the New Deal affected American society. MA.USII.21 Analyze how the failure of Communist economic policies as well as US sponsored resistance to Soviet military and diplomatic initiatives contributed to ending the Cold War. MA.USII.30 Describe some of the major economic trends of the late 20thcentury and 21st century. MA.USII.33 Analyze the causes and consequences of America’s recent diplomatic initiative

Content & Concepts Skills Students will know/understand… Students will be able to… Students will know and understand the impact of technology and Students will be able to analyze and evaluate the Computer Revolution, scientific advances military weapon systems, and medical advances.

Students will know and understand the role of American Free Students will be able to analyze and evaluate the impact of entrepreneurs, Enterprise in contemporary America. inventors, and the growth of big business.

Students will know and understand foundations of American Students will be able to analyze and evaluate the impact of Keynesian economic policy Economics and monetary policy on the US economy.

Students will know and understand sources of American economic Students will be able to analyze and evaluate the impact of the following challenges. on economic change: Labor Unions (Knights of Labor, American Federation of Labor, AFL-CIO) Child labor protection Consumer reform (Sherman Anti-Trust Act, Pure Food and Drug Act 1906, Meat Packing Act, 1906) New Deal Reform: FDIC, SEC, TVA, Social Security, National Labor Relations Act, Works Progress Administration, Fair Labor Standards Act) Taft-Hartley Act 1947 Military-Industrial Complex Economic Systems Models: Capitalist, Command, Socialist, Mixed Economic challenges: sustained growth, unemployment , poverty Assessment Criteria Common Summative Assessments: Performance Tasks:

Common Final Exam Project Common Final Exam