Cheshire Public Schools Subject Area Summary Sheets Social Studies

CHESHIRE PUBLIC SCHOOLS SUBJECT AREA SUMMARY SHEETS

SOCIAL STUDIES

Curriculum Review Cycle Schedule

17-18 Implement II 18-19 Implement III 19-20 Evaluation –Subcommittee is Formed 20-21 Analyze/Plan – Presentation to CCC 21-22 Implement I

SUBJECT/DEPARTMENT: SOCIAL STUDIES

MISSION STATEMENT

Your mission should answer: Why? It provides clarity of purpose. Your mission gives focus to the question, ‘Why does this curricular area exist?’

The mission of the K-12 social studies curriculum is to engage students in the study of the five disciplines within the social sciences. Coursework and units of study provide students with opportunities to develop an appreciation for diverse civilizations by helping them understand how geography, history, economics, politics, and human behavior from past and present societies have a lasting impact on our changing world. Students develop the skills, knowledge, and perspective needed to become responsible global citizens and lifelong learners.

PERFORMANCE STANDARDS

Taken from the CHS Program of Studies

Collaborative/Cooperative Worker  Students will use historical thinking skills to develop an understanding of the major historical periods, issues and trends in United States history, world history, and Connecticut and local history.  Students will demonstrate how the exchange of goods and services by individuals, groups and nations create economic interdependence and change

Community Contributor  Students will interpret spatial patterns of human migration, economic activities and political units in Connecticut, the nation and the world  Students will be able to gain knowledge and understanding of the traditions, products and perspectives of the cultures studied.  Students will use spatial perspective to identify and analyze the significance of physical and cultural characteristics of places and world regions.

Complex Thinker  Students will be able to gain knowledge and understanding of the traditions, products and perspectives of the cultures studied  Students will demonstrate how the exchange of goods and services by individuals, groups and nations create economic interdependence and change  Students will use spatial perspective to identify and analyze the significance of physical and cultural characteristics of places and world regions.

Effective Communicator  Students will use historical thinking skills to develop an understanding of the major historical periods, issues and trends in United States history, world history, and Connecticut and local history  Students will interpret spatial patterns of human migration, economic activities and political units in Connecticut, the nation and the world.  Students will demonstrate how the exchange of goods and services by individuals, groups and nations create economic interdependence and change.

Knowledgeable Person

 Students will interpret spatial patterns of human migration, economic activities and political units in Connecticut, the nation and the world.  Students will be able to gain knowledge and understanding of the traditions, products and perspectives of the cultures studied.  Students will demonstrate how the exchange of goods and services by individuals, groups and nations create economic interdependence and change.  Students will use spatial perspective to identify and analyze the significance of physical and cultural characteristics of places and world regions.

Self Directed Learner  Students will interpret spatial patterns of human migration, economic activities and political units in Connecticut, the nation and the world.  Students will demonstrate how the exchange of goods and services by individuals, groups and nations create economic interdependence and change.

Skilled Information Processor  Students will use historical thinking skills to develop an understanding of the major historical periods, issues and trends in United States history, world history, and Connecticut and local history.  Students will interpret spatial patterns of human migration, economic activities and political units in Connecticut, the nation and the world.  Students will demonstrate how the exchange of goods and services by individuals, groups and nations create economic interdependence and change.

Dodd Middle School has formed a committee to begin writing the performance standards from a Dodd perspective.

ANNUAL PROGRAM/DEPARTMENTAL GOALS/STRATEGIC PLANNING INITIATIVES

What are the goals for your program or department for this curriculum area for this year 2017-2018?

CHS Social Studies CCC 2017-18 Annual Goals

Curriculum  CHS social studies department will continue to collaborate within our PLCs to develop, revise and align our curriculum to reflect CCSS, C3 Framework, and the new CT Social Studies Frameworks with the goal of embedding the acquisition of literacy skills within each curricular unit and creating opportunities for student-led inquiries and authentic application.  Respective PLCs will complete the transfer of curricula from Atlas to Google for all core classes (Modern World, U.S. History, and Civics).  The department will review alignment between course levels and increase transparency between PLCs as they are working on the transfer of curricula.  Each PLC group will refine, as needed, the 4-5 departmental essential standards that will be a focus of instruction and assessment throughout the course.  Each PLC will evaluate the project-based and inquiry activities currently in place, and determine where modifications and additions are necessary.

Instruction:  CHS social studies department will continue to collaborate within our PLCs to develop, implement, and evaluate instructional practices designed to facilitate the achievement of the essential departmental standards.  Each PLC group will share methods for building content literacy skills and developing argumentative writing skills.

Assessment:  CHS social studies department will continue to collaborate within our PLCs to modify and develop formative and summative assessments which measure student growth in the areas of essential departmental standards.  Each PLC group will continue developing, implementing, and evaluating formative and summative assessments designed to measure student growth and level of mastery in the areas related to the departmental essential standards.  Each PLC group will create and/revise rubrics to ensure proper alignment to standards.

Resources / Technology:  CHS social studies department will explore the use of WeVideo as a tool for student learning and its effectiveness in providing student-centered, technology-driven, authentic tasks.

Program: Dodd Social Studies

Components Annual Objectives

Curriculum  School year 2017-18: One 7th grade team pilot of Summit Learning Platform. Curriculum unit development is on hold pending outcomes of Summit pilot. W.I.P.  By July/August 2017, the Dodd Grade 7 social studies department will have developed the curriculum and pacing calendar for the newly revised Grade 7 social studies curriculum. Decisions about the calendar and pacing will be developed collaboratively and with feedback from colleagues. completed  By July/August 2017, the Dodd Grade 7 social studies department will have developed the measurable objectives for each of the curriculum units specified in their curriculum calendar and pacing guide. W.I.P.  By September of 2017 the Dodd Grade 7 social studies faculty will have developed all of the new curriculum units that aligned to the CSDE social studies framework. Specifically, these units will address the geography, economics, history, and government for these four regions of the world: Eastern Europe, Western Europe, Middle East and North Africa, and Asia. Compelling questions, supporting questions, evidence, and student products will be part of every unit (C3 Framework). In addition, authors will provide assessment rubrics, performance tasks, and a list of web-based resources for each unit. Each unit will also stipulate related CPS performance standards, suggested differentiation for various learner subgroups. W.I.P.  By August 2017, the Dodd Grade 8 social studies department will have developed the curriculum and pacing calendar aligned to the new CSDE social studies framework. The focus of this curriculum will continue to be through the lens of United States history from Revolutionary America through Reconstruction, but will embed secondary standards addressing civics, economics, and geography. Students will be assessed at the end of each unit on a Performance Task aligned to the compelling and supporting questions for the unit.  By August 2017, the Dodd Grade 8 social studies department will have developed curriculum using the College, Career, and Civic Life (C3) design model in order to have students plan inquiries, apply disciplinary tools and concepts, evaluate sources using evidence, and take informed action. W.I.P.

Assessment  Grade 7-8 social studies teachers will collaboratively design a standards-based spreadsheet and roster that documents individual student progress toward mastery of the grade level social studies standards. W.I.P.

Organizing  School year 2017-18 pilot of Summit Learning. Awaiting outcome W.I.P. for  8th Grade teachers will collaborate during GLDM time and summer hours to Instruction organize and implement district initiatives in the curriculum. W.I.P.

Resources  All new C3 social studies units will be stored on Drive and shared with all Dodd and social studies teachers, Dodd administrators, the CHS social studies department Technology head, Grade 5-6 social studies teachers, and the district Curriculum Office. completed

Professional  Grade 7-8 social studies teachers will participate in at least two professional Development learning sessions designed to help them understand the components and expectations of the new CSDE C3 framework for social studies. W.I.P.

Program: K-6 Social Studies

Components Annual Objectives

Curriculum  Ensure that the newly developed C3 G6 curriculum is available to all social studies teachers through Drive and the district portal.  Monitor the second year implementation of the C3 kindergarten social studies curriculum.

Assessment  A representative team of Grade 1, 5, and 6 social studies teachers will reach and document their common agreement about the use of standards-based performance tasks, checklists and/or rubrics to assess student work.

Organizing for Instruction  A representative team of Grade 1, 5, and-6 social studies teachers will reach and document their common agreement about instructional strategies they intend to use with the new C3 social studies standards.

Resources and Technology  All new C3 social studies units will be stored on Drive and the district portal and shared with all Grade K and 6 social studies teachers, administrators, the Dodd and CHS social studies department head, and the district Curriculum Office.

Professional Development  Grade 6 social studies teachers will participate in at least two professional learning sessions designed to help them understand the components and expectations of the new CSDE C3 framework and social studies curriculum.

What Was, What Is, What Will Be Form Darcey Prepared by: Karas, Burns Glynn Date: 6.11 Components What Was What Is What Will Be Curriculum, In 2003 Darcey Curriculum units Representatives or volunteers will Objectives, teacher’s for economics, meet quarterly during two or three Guides implemented history, and culture school years, or during the summer common social have been revised months, to develop an updated studies curriculum and aligned with social studies curriculum based on units in history, time constraints. essential concepts, national economics, and standards, and best practices culture. Units instructional strategies. Teachers incorporated will create and store this curriculum essential concepts using the district’s Google Apps and active, account. collaborative learning. As requested by classroom teachers, the Curriculum Office will work with grade level representatives to draft and approve a common (i.e. across the district or within a building) pacing guide for each social studies curriculum unit.

Kindergarten teachers will have had the opportunity to meet at least once per year to discuss curriculum content, instructional strategies, and assessment.

Texts, No adopted Unitedstreaming. Kindergarten students will have Manipulatives, textbook. Picture No adopted access to nonfiction independent Technology books. textbook. Picture reading or read aloud text in each Artifacts, display books. classroom that supports each of items. Artifacts, display their units of instruction. items. SmartBoard in All kindergarten teachers will be some classrooms. able to access Unitedstreaming.

Kindergarten students will use the library SmartBoard to conduct guided social studies research during at least one library curriculum unit.

Organizing for Time allocation for Time allocation for All kindergarten teachers will store Instruction social studies is 60 social studies is 60 and use either Unitedstreaming or minutes per week. minutes per week. web-based video and video clips at Instructional Instructional least once during each social studies strategies include: strategies include: curriculum unit. minilessons, minilessons, readalouds, readalouds, When available, teachers will use simulations, simulations, SmartBoard technology coupled roleplaying, and roleplaying, and with individual and small group discussion. discussion. tasks to increase active learning in social studies and address district technology expectations.

Each classroom teacher will be able to identify the aspects of their grade level social studies curriculum that integrate library work with nonfiction text and/or information research.

Assessment No formal No formal Each kindergarten social studies assessment assessment. unit will include a common performance task (with rubric) that teachers can use to measure student learning.

Professional Professional Collaborative As a result of professional Development development related lesson revision and development opportunities or self- to essential evaluation. directed study all kindergarten concepts, and teachers will be able to access concept-based Unitedstreaming to locate and store instruction. relevant videos, video clips, and reading materials that align with their social studies units.

In order to increase student engagement and the use of higher level thinking skills, the district will offer at least ten different selective professional development opportunities (between 2011 and 2016) that help teachers link social studies concepts, technology, and problem solving tasks within varied curriculum units.

In order to improve collaboration, consistency, and a culture of professional inquiry, the building

principal, the grade level team, and/ or the district will schedule 1-2 grade level meetings per year for teachers to review student work and discuss social studies instructional strategies, curriculum, pacing, assessment, technology , and resources. Each meeting will conclude with a plan for related inquiry or action research. Teachers will discuss the results of the plan or inquiry at a subsequent meeting.

The district will offer at least one selective professional development session annually to help teachers understand how small groups, technology, tiered assignments, and individual student feedback can be used to support learner differences.

Social Studies What Was, What Is, What Will Be Form Grade 1-6 Prepared by: Karas, Burns Date: 6.11.11 Components What Was What Is What Will Be

Curriculum, Grades K-3 do Adoption of CSDE Representatives or volunteers from Grades 5 Objectives, not have an social studies and 6 will meet quarterly during one or two Guides updated written standards as the basis school years, or during the summer months curriculum. for all curriculums. to develop a revised social studies curriculum based on essential concepts, Grade 4 Written and revised national standards, and best practices textbook serves curriculum units in all instructional strategies. Teachers will create as the grade levels, K-6. and store this curriculum using the district’s curriculum. Google Aps account.

As requested by classroom teachers, the Curriculum Office will work with grade level representatives to draft and approve a common (i.e. across the district or within a building) pacing guide for each Grade 1-6 social studies curriculum unit.

Grade 6 and 7 social studies teachers will have had the opportunity to meet at least once per year to discuss curriculum content, instructional strategies, and assessment.

Texts, Library text for Readaloud test for All Grade 4 students will have a nonfiction Manipulatives, readalouds in Grades K-2 text that support each of the units of Technology Grades K-3 instruction related to the regions of the Simulations in Grade United States. Local Cheshire 3 unit for Grade 3 Grade 1-6 teachers will be able to access Regions text for Additional nonfiction Unitedstreaming and Google Apps (to share Grade 4 text, especially Grade resources across the district). (difficult reading 4 U.S. regions, level) purchased for all Students use the library computers, the classrooms. computer lab, or related handheld devices (netbooks, laptops, IPads, Kindles, clickers, Adoption of History etc.) during at least 25 per cent of each Alive for Grade 5 and curriculum unit. Pearson Latin America for Grade 6.

Smartboards in some classrooms Unitedstreaming subscription available for all teachers.

Organizing for Teacher decision The TCI All grade 1-6 teachers will store and use Instruction multimodalities either Unitedstreaming or web-based video approach to and video clips at least once during each curriculum social studies curriculum unit. development, performance tasks, Teachers will use both independent reading and problem-based and small group support to address instruction provides a differences in students’ independent reading strategy for levels when using nonfiction social studies enhancing the use of text. primary source documents, student Teachers will use 1:1 technology within at engagement, and least 25 per cent of each social studies unit higher level thinking to increase active learning and address in Grade 5. learner differences with regard to engagement and motivation to learn. Grade 3 has added simulations as a There will be a measureable increase in teaching and learning project-based learning, students’ partner or strategy. small group conversations, the use of teacher and student feedback, formative All grade levels use assessment, higher level thinking tasks, cooperative learning and the use of technology when compared and flexible grouping to 2011 data. to support student work. Each classroom teacher will be able to Most special identify the aspects of their grade level education students’ social studies curriculum that integrate needs are met in the library work with nonfiction text and/or general education information research. social studies classroom.

Assessment Informal Most curriculum Each Grades 3-6 social studies unit will use units have pretests a common, aligned post assessment (either and post tests. an open-ended test or a performance task with rubric) that teachers use to measure student learning.

Each Grade 1-6 teacher will record student scores for each unit assessment using the district’s Inform web site.

At least 25% of the Grades 1-2 social studies units will have a common, aligned performance task and rubric that teacher use as a post assessment to measure student learning.

Professional None Unitedstreaming As a result of professional development Development Concept-based opportunities or self-directed study all teaching Grade 1-6 teachers will be able to access Collaborative Unitedstreaming to locate and store relevant curriculum videos, video clips, and reading materials development and that align with their social studies units. revision In order to increase student engagement and the use of higher level thinking skills, the district will offer at least ten different selective professional development opportunities (between 2011 and 2016) that help teachers link social studies concepts, technology, and problem solving tasks within varied curriculum units.

In order to improve collaboration, consistency, and a culture of professional inquiry, the building principal, the grade level team, and/ or the district will schedule 2-4 grade level meetings per year for teachers to review student work and discuss social studies instructional strategies, curriculum, pacing, assessment, technology , and resources. Each meeting will conclude with a plan for related inquiry or action research that will be discussed at a subsequent meeting.

At least one selective professional development session will be offered annually to help teachers understand how small groups, technology, tiered assignments, and individual student feedback can be used to support learner differences.

Social Studies What Was, What Is, What Will Be Form Level: 7-8

Person Completing this Form: M. Karas and D. Burns Date: 4.15.11 Components WHAT WAS WHAT IS By February 2016, the social (2006) (2010-11) studies program will meet the following goals: Curriculum Grade 7 curriculum Grade 7 Representatives or volunteers from Objectives/Guides focused on the curriculum focuses Grades 7 and 8 will meet quarterly Eastern hemisphere on ancient during one or two school years, or (geography and civilizations, the during the summer months, to develop a culture). medieval world, revised social studies curriculum based and the on essential concepts, national standards, Grade 8 curriculum Renaissance. guiding questions, performance tasks, focused on and best practices instructional American history Grade 8 strategies. from the signing of curriculum the Constitution to continues to Teachers will create and store this the end of the 19th address American curriculum using the district’s Google century. history from the Apps account. signing of the Constitution to the As requested by classroom teachers, the end of the 19th Curriculum Office will work with grade century. level representatives to draft and approve a common (i.e. across the Grade 8 research district or within a building) pacing project added in guide for each Grade 7-8 social studies 2009-10. curriculum unit.

Created pacing Grade 6 and 7 social studies teachers guides for G7 and will have had the opportunity to meet at G8 least once per year to discuss curriculum content, instructional strategies, and assessment. Texts, Grade 7: Pearson Grade 7: History All Grade 7 and 8 students will have Manipulatives, Eastern Hemisphere Alive The access to nonfiction text that support Technology text Medieval World each unit of instruction. copyright 2005 Grade 8: The Grade 7-8 teachers will be able to access American Nation Grade 8: History Unitedstreaming, Dodd library Alive The United documentaries, and Google Aps (to States copyright share resources across the district). 2004 Assuming appropriate availability, Dodd students use the library computers, the computer lab, or related handheld devices (netbooks, laptops, IPads, Kindles, clickers, etc.) during at least 25 per cent of each curriculum unit.

Organizing for Grade 7: Grade 7: All grade 7-8 teachers will store and use Instruction No mission Mission either Unitedstreaming or web-based video statement. statement and video clips at least once during each Large group added. social studies curriculum unit. instruction. Lecture time is Lecture greatly Teachers will use independent reading, Students take notes. diminished. IPads, IPods, Nook, or Kindle(when Large group available), and small group support to Grade 8: time is used for address differences in students’ No mission discussion, independent reading levels when using statement simulations, nonfiction social studies text. Large group and debate instruction. Student work is Assuming appropriate resources and Lecture often completed access, teachers will use 1:1 technology Students take notes. in small groups. within at least 25 per cent of each social Differentiation studies unit to increase active learning and for special address learner differences with regard to education engagement and motivation to learn. students. There will be a measureable increase in project-based learning, students’ partner or Grade 8: small group conversations, the use of Mission teacher and student feedback, formative statement added assessment, higher level thinking tasks, and Lecture time is the use of technology when compared to greatly 2011 data. diminished. Large group Each classroom teacher will be able to time is used for identify the aspects of their grade level discussion, social studies curriculum that integrate simulations, information research and critical thinking. and debate Student work is often completed in small groups. Differentiation for special education students. Socratic circles Assessment Grade 7: Grade 7: Each Grades 7-8 social studies unit will use Paper pencil tasks Paper pencil a common, aligned post assessment (either Restricted response tasks an open-ended test or a performance task format (multiple Implemented with rubric) that teachers use to measure choice). rubrics to assess student learning. Teacher or textbook student tasks publisher created and work Each Grade 7-8 teacher will record student No common Restricted scores for each unit assessment using the assessments response format district’s Inform web site. (multiple Grade 8: choice) 15

Paper pencil tasks Teacher or Restricted response textbook (multiple choice) publisher and essay format created Teacher or textbook One common publisher created. assessment No common using a DBQ assessments Grade 8: Paper pencil tasks Implemented rubrics to assess student tasks and work Teacher or textbook publisher created Five common assessments (essay, multiple choice, editorial, and performance tasks) Extensive use of DBQ s

Professional Developing Smart Board As a result of professional development Development responsible learners training opportunities or self-directed study all Grade 7-8 teachers will be able to access Critical Friends History Alive Unitedstreaming or Google web sites to Groups (PLCs) training locate and store relevant photographs, primary source documents, videos, video Unitedstreaming Training clips, and reading materials that align with regarding their social studies units. Cheshire essential Performance questions, UbD, In order to increase student engagement Standards and the creative and the use of higher level thinking skills, of measureable the district will offer at least ten different IG Pro learning selective professional development objectives. opportunities (between 2011 and 2016) that help teachers link social studies Training concepts, technology, and problem solving regarding tasks within varied curriculum units. Google Docs In order to improve collaboration, Training related consistency, and a culture of professional to the inquiry, the building principal, the grade development of level team, and/ or the district will 16

Practice Profiles schedule 2-4 grade level meetings per year for teachers to review student work and Cheshire discuss social studies instructional Performance strategies, curriculum, pacing, assessment, Standards technology , and resources. Each meeting will conclude with a plan for related Powerschool inquiry or action research that the team discusses at a subsequent meeting.

Grade 7-8 teachers will receive support and instruction regarding the use of Inform.

Social Studies What Was, What Is, What Will Be Form Cheshire High School Prepared by: Zingarella, Burns Date: 6.11 Components What Was What Is What Will Be Curriculum, Humanities Curriculum defines Representatives or volunteers from Grades Objectives, Course the areas of 9-12 will meet quarterly for two to three Guides Alignment with concentration. school years, or during the summer English months. They will develop a revised social Curriculum Teachers meet studies curriculum based on essential expected concepts, national standards, and best Sequence of guidelines in their practices instructional strategies. Teachers Courses classrooms. will create and store this curriculum using the district’s Google Aps account. Junior Year U.S. CHS students study History local, state, and The CHS social studies department will national history as develop and present a feasible, written plan Ancient History well as civics, to provide additional Advanced Placement world history, courses. P.E.G.S. cultures, psychology, and The CHS social studies department will sociology. locate investigate numerous grant opportunities and document related grant Alignment with proposals written by the faculty to support English Curriculum project -based learning and increased use of technology. Sequence of Courses

Sophomore Year U.S. History

AP classes

Grade 9 comparative cultures Texts, Common text for Use of Technology CHS social studies teachers will be able to Manipulatives, every class • Smart access Unitedstreaming and Google Aps Technology Boards (to share resources across the department). Limited • Document technology Cameras Students use the library computers, the • Web computer lab, or related handheld devices Designs (netbooks, laptops, IPads, Kindles, clickers, etc.) during at least 25 per cent of each curriculum unit.

Organizing for US History moved Co-operative All CHS social studies teachers will store Instruction to Grade 10 Learning and use either Unitedstreaming or web- Research Papers based primary source documents, Group Projects photographs, video and video clips at least Writing - DBQ’s once during each social studies curriculum Debates unit.

Teachers will use independent reading, IPads, Kindles, IPods, or Nooks, and small group support to address differences in students’ independent reading levels when using nonfiction social studies text.

Teachers will use 1:1 technology within at least 25 per cent of each social studies course to increase active learning and address learner differences with regard to engagement and motivation to learn.

There will be a measureable increase in project-based learning, students’ partner or small group conversations, the use of teacher and student feedback, formative assessment, higher level thinking tasks, and the use of technology when compared to 2011 data.

Each social studies teacher will be able to identify the aspects of their course curriculum that integrate information research, writing, and critical thinking.

Assessment CAPT Each CHS social studies unit will use a Pre-Capt common, aligned post assessment (either AP Standard Tests an open-ended test or a performance task DBQ’s with rubric) that teachers use to measure Cumulative and student learning. Summative Results Research Projects Each CHS social studies teacher will Inform record student scores for each unit Power School assessment using the district’s Inform web Rubrics site.

Professional NEASC Technology: As a result of professional development Development Curriculum Smartboards opportunities or self-directed study all development NEASC CHS social studies teachers will be able to use Google web sites and access Unitedstreaming to locate and store relevant primary source documents, photographs, videos, video clips, and reading materials that align with their 19

social studies units.

In order to improve collaboration, consistency, and a culture of professional inquiry, a building administrator, the department, and/ or the district will schedule 2-4 grade level meetings per year for teachers to review student work and discuss social studies instructional strategies, curriculum, pacing, assessment, technology , and resources. Each meeting will conclude with a plan for related inquiry or action research. Department members will discuss the results of the plan at a subsequent meeting.

The department will offer at least one selective professional development annually to discuss how teachers use small groups, technology, tiered assignments, and individual student feedback to support learner differences.

TEXTBOOK INFORMATION

SUBJECT/DEPARTMENT: SOCIAL STUDIES

Level/Course Curriculum Title of Textbook Used Date of Publication Last Update 4 2009 Regions: National Geographic 1999 6 2003-2008 G6 Pearson Latin American 2005 and Geographer 7 2012 My World History: Early Ages 2012 5 and 8 2004 History Alive! The United 2002 States Psychology Regularly on Psychology 2010 PD days AP Psychology 2012 America’s Role in 2005 Lessons of the Vietnam War 2002 Vietnam 1945-75 AP United States 2010 The American Pageant 2002 History The American Spirit 1984 AP Human Geography Currently The Cultural Landscape: An 2014 developing Introduction to Human Geography AP European History 2015 Western Civilization 2013

Civics Regularly on American Government 2002 PD days Modern World History Currently World History & Geography: 2014 (freshmen) developing Modern Times Global Citizenship Currently Various online news media and N/A developing other supplemental sources Media Literacy Currently Various online media and other N/A developing supplemental sources Modern World History 2006 World History: Modern Times 2005 (junior and seniors) Sociology 2005 Sociology and You 2001

United States History Regularly American Odyssey: The United 2002 revised and States in the 20th Century updated on PD days America: Pathways to the 2003 Present