k- social studies curriculum - aces 6th grade filek- social studies curriculum yorkville cusd 115...

K- SocialStudiesCurriculumYorkville CUSD 115

Students completing the Yorkville K-12 Social Studies curriculum willdemonstrate the skills necessary to be productive and knowledgeablecitizens, cooperative and independent learners, and social problemsolvers. In completing this curriculum, students will understand theirrole as citizens and be able to enrich society. Students will activelyinvestigate culture, history, economics, government, and geographythroughout time, both locally and globally, to examine theconnections among people, places, and environments.

Yorkville CUSD 115 K‐12 Social Studies Curriculum

Page 1

Grade/Course Level: K

Subject: Social Studies Course/Grade Level: Kindergarten

Focus Statement:

Students will analyze their immediate environment to identify the roles of community members, the impact of weather, and the importance of money.

Outcome 1:

SS.K.1 Students will analyze their immediate environment to evaluate the importance of rules.

Pacing: Local Code: Components: C3 Framework Standards Referenced

Local ELA Standards Referenced

Instruct Assess Students will:

Q1 Q1 SS.K.1.1 Define a rule.

Q1 Q1 SS.K.1.2 Compose a list of classroom rules and expectations.

D2.Civ.11.K‐2 D2.Civ.7.K‐2

Q1 Q1 SS.K.1.3 Evaluate the rules in various school environments (classroom, hallway, bus, library, etc.) to determine their importance.

D2.Civ.3.K‐2 D2.Civ.12.K‐2

Q1 Q1 SS.K.1.4 Compare and contrast rules for different school areas.

D2.Civ.3.K‐2 D2.Civ.12.K‐2

LA.K.3.2

Q1 Q1 SS.K.1.5 Follow agreed upon rules for conversations.

D2.Civ.9.K‐2 LA.K.3.4

Outcome 2:

SS.K.2 Students will distinguish among the roles of members of school and local communities.




Q1 Q1 SS.K.2.1 Describe different school personnel and their roles in the school environment.

D2.Civ.1.K‐2 LA.K.3.1

Q1 Q1 SS.K.2.2 List and define different roles of community members (police officers, firefighters, and postal workers).

D2.Civ.1.K‐2


Page 2

Q1 Q1 SS.K.2.3 Evaluate different community members to determine their importance.

D2.Civ.2.K‐2

Outcome 3:

SS.K.3 Students will construct simple maps.




Q2 Q2 SS.K.3.1 Identify different types of maps (school map, community map, classroom map, world map, etc.).

Q2 Q2 SS.K.3.2 Label objects on a map.

Q2 Q2 SS.K.3.3 Construct a map of a familiar environment (classroom, bedroom, playground, neighborhood, or school setting).

D2.Geo.1.K‐2 LA.K.11.4

Outcome 4:

SS.K.4 Students will determine the characteristics of the local environment and the impact on themselves.

Pacing: Components: C3 Framework Standards Referenced



Q2 Q2 SS.K.4.1 Analyze local weather data to draw conclusions about environment.

D2.Geo.4.K‐2 S.K.2.3

Q2 Q2 SS.K.4.2 Explain how the weather affects their lives (daily and severe weather).

D2.Geo.4.K‐2 LA.K.3.2 S.K.2.3

Q2 Q2 SS.K.4.3 Identify environmental characteristics of local communities (schools, library, river, farm, forest, etc.)

D2.Geo.6.K‐2

Q2 Q2 SS.K.4.4 Describe how human activity has changed the local community (cutting down trees, polluting the river, etc.)

D2.Geo.5.K‐2 S.K.5.1


Page 3

Outcome 5:

SS.K.5 Students will construct a timeline of multiple events.




Q3 Q3 SS.K.5.1 Decide if a given event would take place during a single day or throughout a whole week.

Q3 Q3 SS.K.5.2 Create a schedule (picture or written) for a daily routine.

D2.His.1.K‐2

Q3 Q3 SS.K.5.3 Retell an important life event in a sequential order.

D2.His.1.K‐2

Outcome 6:

SS.K.6 Students will determine the difference between needs and wants and the difference between spending and saving.




Q4 Q4 SS.K.6.1 Sort given items into needs and wants.

D2.Eco.2.K‐2 LA.K.7.1

Q4 Q4 SS.K.6.2 Compare and contrast needs and wants.

D2.Eco.2.K‐2 LA.K.3.2

Q4 Q4 SS.K.6.3 Categorize examples of producers and consumers

D2.Eco.3.K‐2

Q4 Q4 SS.K.6.4 Explain how people earn money. D2.Eco.6.K‐2

Q4 Q4 SS.K.6.5 Explain the role of a bank in saving money.

D2.Eco.9.K‐2

Q4 Q4 SS.K.6.6 Debate the importance of saving verses spending money.

D2.Eco.1.K‐2 D2.Eco.2.K‐2

LA.K.3.2 LA.K.11.12


Page 4

Grade/Course Level: 1

Subject: Social Studies Course/Grade Level: 1st Grade

Focus Statement: Students will examine and utilize maps of their community, compare and contrast roles of community members and leaders, and summarize facts about influential historical figures in order to evaluate their contributions.

Outcome 1:

SS.1.1 Students will determine a course of travel from one point to another within the school community and support their reasoning utilizing a map.




Q1 Q1 SS.1.1.1 Identify the components of a simple map (title, key, directions).

LA.1.6.1 LA.1.6.2

Q1 Q1 SS.1.1.2 Use maps to locate specific places within the school.

D2.Geo.2.K‐2 D2.Geo.3.K‐2

LA.1.9.5

Q1 Q1 SS.1.1.3 Diagram their course of travel from one point to another within the school building utilizing a map and explain the reason for the route taken.

D2.Geo.1.K‐2 D2.Geo.3.K‐2 D2.Geo.6.K‐2

Q1 Q1 SS.1.1.4 Construct a map of the school. D2.Geo.1.K‐2 D2.Geo.3.K‐2

Outcome 2:

SS.1.2 Students will evaluate the necessity of Chicagoland communities sharing their resources.




Q1 Q1 SS.1.2.1 Categorize landforms to define their function around the community (hills, valleys, plains, lakes/ponds, rivers, forests).


LA.1.6.1 LA.1.6.2

Q1 Q1 SS.1.2.2 Compare and contrast the characteristics of different communities (urban, rural, and suburban).


LA.1.6.1 LA.1.6.2


Page 5

Q1 Q1 SS.1.2.3 Justify the reasoning for surrounding communities sharing products to meet their daily needs.

D2.Geo.8.K‐2 D2.Geo.9.K‐2 D2.Eco.1.K‐2 D2.Eco.4.K‐2

LA.1.3.1 LA.1.3.2 LA.1.3.6

Q1 Q1 SS.1.2.4 Categorize the resources of the surrounding communities and evaluate their contributions to each other.

D2.Geo.9.K‐2 D2.Geo.11.K‐2 D2.Eco.4.K‐2

Outcome 3:

SS.1.3 Students will determine the important roles in their community and the role of a citizen.




Q1 Q1 SS.1.3.1 Distinguish and debate the difference between a rule and a law.

D2.Civ.3.K‐2 D2.Civ.9.K‐2 D2.Civ.12.K‐2

LA.1.6.3

Q1 Q1 SS.1.3.2 Differentiate between a right and a responsibility.

D2.Civ.6.K‐2 LA.1.6.3

Q1 Q1 SS.1.3.3 Classify the roles of community members and leaders in the community (students, citizens, police officers, firefighters, paramedics, construction workers, superintendent, and mayor).

D2.Civ.1.K‐2 D2.Civ.2.K‐2 D2.Civ.5.K‐2 D2.Eco.12.K‐2

Q1 Q1 SS.1.3.4 Explain the importance of voting in the local community.

D2.Civ.6.K‐2

Q1 Q1 SS.1.3.5 Illustrate the similarities and differences between problem solving in the classroom community, school community, and local community.

D2.Civ.7.K‐2

Q1 Q1 SS.1.3.6 Evaluate the various roles in the local community to determine their importance.

D2.Civ.1.K‐2 LA.1.11.3

Outcome 4:

SS.1.4 Students will incorporate information from multiple sources to compare and contrast the viewpoints of the Pilgrims and the Native Americans.

Pacing: Components: C3 Framework Standards

Local ELA Standards


Page 6

Referenced Referenced


Q2 Q2 SS.1.4.1 Develop higher level questions to gather information about Pilgrims and Native Americans using the question words how and why.

D2.His.3.K‐2 LA.1.3.3 LA.1.3.4 LA.1.9.1 LA.1.9.4 LA.1.9.6

Q2 Q2 1.4.2 Identify the reasons for the immigration of the Pilgrims and their colonization in America.

D2.Geo.7.K‐2

LA.1.9.7

Q2 Q2 1.4.3 Explain the cultural aspects that the Pilgrims brought with them and those from the Native Americans, including those that still exist today (Thanksgiving, other holidays, traditions).

D2.Geo.6.K‐2 D2.His.2.K‐2 D2.His.4.K‐2

LA.1.3.1 LA.1.3.2 LA.1.3.6 LA.1.9.7

Q2 Q2 1.4.4 Compare and contrast the viewpoints of the Native Americans and Pilgrims regarding the Pilgrims’ colonization, the first Thanksgiving, and the conflicts between the two groups.

D2.His.4.K‐2 D2.His.6.K‐2 D2.His.14.K‐2 D2.His.16.K‐2

LA.1.11.3

Outcome 5:

SS.1.5 The students will summarize the contributions made by historical figures in order to debate the importance of their actions.




Q3 Q3 SS.1.5.1 Generate questions about historical figures (presidents, civil rights activists, inventors, or artists).

D2.His.3.K‐2

Q3 Q3 SS.1.5.2 Construct a timeline showing when contributions from historical figures were made.

D2. His.1.K‐2

Q3 Q3 SS.1.5.3 Explain what prompted the actions of the presidents, civil rights activists, inventors, or artists.

D2.His.3.K‐2 D2.His.16.K‐2 D2.Civ.14.K‐2

LA.1.3.1 LA.1.3.2 LA.1.3.6 LA.1.9.7

Q3 Q3 SS.1.5.4 Develop higher level questions to gather more information about historical figures using the question words how and why.

D2.His.3.K‐2 LA.1.3.3 LA.1.3.4 LA.1.9.1 LA.1.9.4


Page 7

LA.1.9.6

Q3 Q3 SS.1.5.5 Identify historical sources used in research including its maker (creator), date, and origin.

D2.His.9.K‐2 D2.His.11.K‐2

LA.1.9.3 LA.1.9.5

Q3 Q3 SS.1.5.6 Explain the purpose of historical sources and their use when researching.

D2.His.9.K‐2 D2.His.10.K‐2

LA.1.3.1 LA.1.3.2 LA.1.3.6

Q3 Q3 SS.1.5.7 Debate the contributions made by historical figures and determine their importance and relevance in life today.

D2.His.2.K‐2 D2.His.4.K‐2 D2.His.6.K‐2 D2.Civ.14.K‐2

LA.1.3.1 LA.1.3.2 LA.1.3.6 LA.1.11.3

Outcome 6:

SS.1.6 Students will design and construct a plan to persuade others of the necessity to be financially responsible.




Q4 Q4 SS.1.6.1 Categorize needs and wants from their daily lives.

LA.1.6.3

Q4 Q4 SS.1.6.2 Identify the pros and cons of the monetary choices they make.


Q4 Q4 SS.1.6.3 Define job and income and explain their importance and relevance in the local community.

D2.Civ.2.K‐2 D2.Eco.3.K‐2 D2.Eco.6.K‐2

LA.1.6.3

Q4 Q4 SS.1.6.4 Describe the importance and role of a bank in the community.

D2.Eco.9.K‐2

Q4 Q4 SS.1.6.5 Justify the importance of saving money utilizing a bank.

D2.Eco.2.K‐2 D2.Eco.9.K‐2 D2.Eco.10.K‐2

LA.1.3.1 LA.1.3.2 LA.1.3.6

Q4 Q4 SS.1.6.6 Defend the necessity of being financially responsible.

D2.Eco.2.K‐2


Page 8


Subject: Social Studies Course/Grade Level: 2nd Grade

Focus Statement: Students will analyze their local environment for its history, culture, and geography to compare and contrast different areas and time periods.

Outcome 1:

SS.2.1 Students will utilize, create, and compare and contrast community maps.




Q1 Q1 SS.2.1.1 Create a map utilizing essential components (title, compass rose, map key/legend, and symbols).

D2.Geo.1.K‐2

LA.2.4.7

Q1 Q1 SS.2.1.2 Use maps, graphs, photographs, and other representations to describe places.


Q1 Q1 SS.2.1.3 Correctly identify landforms and bodies of water on a given map (plains, hill, valley, lake/pond, river, stream)

LA.2.5.6

Q1 Q1 SS.2.1.4 Compare and contrast maps, graphs, and photographs of different communities and describe their connections.


Outcome 2:

SS.2.2 Students will generate questions about, make connections to, and compare and contrast life today to life in the past.




Q2 Q2 SS.2.2.1 Compare and contrast life in the past to life today (pioneers, Native Americans, Thanksgiving).

D2.His.2.K‐2

Q2 Q2 SS.2.2.2 Analyze Yorkville local history in order to compare and contrast

D2.His.2.K‐2 LA.2.8.3


Page 9

life today to life in the past.

Q2 Q2 SS.2.2.3 Identify cultural characteristics of specific places (holidays and traditions).

D2.Geo.6.K‐2 LA.2.3.1

Q2 Q2 SS.2.2.4 Summarize and generate higher level questions about individuals and groups who have shaped a significant historical change.

D2.His.3.K‐2 LA.2.4.1

Q2 Q2 SS.2.2.5 Compare and contrast perspectives of people of the past to people of the present.

D2.His.4.K‐2 LA.2.8.3

Q2 Q2 SS.2.2.6 Compare and contrast their own point of view with others’ perspectives (from the past, other cultures).

D2.Civ.10.K‐2 LA.2.8.3

Q2 Q2 SS.2.2.7 Create a chronological sequence of multiple events (timeline).

D2.His.1.K‐2

Outcome 3:

SS.2.3 Students will differentiate between the types of communities and describe the operations of their community as well as the roles community members fulfill.



Instruct Assess The students will:

Q3 Q3 SS.2.3.1 Classify and differentiate between a neighborhood, town, city, and state.

Q3 Q3 SS.2.3.2 Explain the need and purpose for rules in our school and local community (rules and laws).

D2.Civ.3.K‐2 LA.2.8.3

Q3 Q3 SS.2.3.3 Explain how all people play important roles in a community.

D2.Civ.2.K‐2 LA.2.8.3

Q3 Q3 SS.2.3.4 Describe how communities work to accomplish common tasks and establish responsibilities (community workers, careers, and volunteers).

D2.Civ.6.K‐2 LA.2.8.3

Q3 Q3 SS.2.3.5 Describe the roles and responsibilities of people in authority and the process by which they are chosen.

D2.Civ.1.K‐2 D2.Civ.2.K‐2 D2.Civ.6.K‐2

Outcome 4:


Page 10

SS.2.4 Students will relate how scarcity affects decision making. Students will show how their daily needs are met through connections with local and distant communities.




Q4 Q4 SS.2.4.1 Explain multiple ways of spending and saving in order to describe the benefits and drawbacks.

D2.Eco.2.K‐2 D2.Eco.10.K‐2

LA.2.8.3

Q4 Q4 SS.2.4.2 Identify prices of products in a local market.

D2.Eco.5.K‐2

Q4 Q4 SS.2.4.3 Identify and explain the cost, skills, and knowledge needed to produce certain goods and services.


Q4 Q4 SS.2.4.4 Compare and contrast how people in different types of communities use local and distant places to meet their daily needs (agriculture).

D2.Eco.4.K‐2 D2.Geo.8.K‐2 D2.Geo.9.K‐2

Q4 Q4 SS.2.4.5 Explain how the consumption of products connects people to distant places (national versus international agriculture and business travel).

D2.Geo.7.K‐2 D2.Geo.11.K‐2 D2.Eco.3.K‐2 D2.Eco.14.K‐2 D2.Eco.15.K‐2

Q4 Q4 SS.2.4.6 Explain how scarcity affects buying and selling.

D2.Eco.1.K‐2


Page 11


Subject: Social Studies Course/Grade Level: 3rd Grade

Focus Statement: Students will examine landforms and characteristics of Illinois in order to determine its place in the world. Students will compare and contrast Native American tribes and summarize their impact on Illinois.

Outcome 1:

SS.3.1 Students will examine the world in order to determine their location in relationship to the rest of the world.




Q1 Q1 SS.3.1.1 Distinguish the between a map and a globe.

SL.3.1A

Q1 Q1 SS.3.1.2 Construct and label a map of the 7 continents and the 5 oceans of the world including a map key.

D2.Geo.1.3‐5 D2.Geo.3.3‐5

Q1 Q1 SS.3.1.3 Construct and label a map of North America, including the surrounding 3 oceans and a map key.

D2.Geo.1.3‐5 D2.Geo.3.3‐5

Q1 Q1 SS.3.1.4 Construct and label a map with a key of Illinois that includes major metropolitan areas and waterways.

D2.Geo.1.3‐5 D2.Geo.3.3‐5

Outcome 2:

SS.3.2 Students will examine Illinois to determine its geographical and environmental make up.




Q2 Q2 SS.3.2.1 Examine a map of Illinois to distinguish it from the remaining 49 states.

D2.Geo.2.3‐5

RI.3.7

Q2 Q2 SS.3.2.2 Create a map of Illinois landforms to show the 3

D2.Geo.2.3‐5 D2.Geo.3.3‐5

RI.3.4


Page 12

different types of plains found in the state (Central, Great Lakes, and Gulf Coast).

Q2 Q2 SS.3.2.3 Create a map of Illinois to show the different types of ecosystems (plains, wetlands, prairie, forest, lakes, streams, agriculture, urban).

D2.Geo.2.3‐5 D2.Geo.3.3‐5

RI.3.4

Q2 Q2 SS.3.2.4 Compare and contrast the ecosystems of Illinois from past to present to examine the impact they have had on the surrounding people and animals.

D2.Geo.5.3‐5

RI.3.9

Q2 Q2 SS.3.2.5 Compare and contrast the population densities of Illinois from past to present and its relationship with the geography of Illinois.

D2.Geo.3.3‐5 D2.Geo.4.3‐5 D2.Geo.5.3‐5 D2.Geo.6.3‐5 D2.Geo.7.3‐5 D2.Geo.8.3‐5

RI.3.9

Outcome 3:

SS.3.3 The students will examine the impactful events and influential people that shaped Illinois in order to draw conclusions about the significant events in our state’s history.




Q3 Q3 SS.3.3.1 List reasons settlers would choose to explore Illinois and establish communities here.

D2.Geo.7.3‐5 D2.Civ.6.3‐5 D2.Geo.8.3‐5

RI.3.7 SL.3.4

Q3 Q3 SS.3.3.2 Create a timeline of important events that helped shape the growth and change of Illinois.

D2.His.1.3‐5 D2.His.3.3‐5

SL.3.4

Q3 Q3 SS.3.3.3 Compare and contrast the different perspectives related to beliefs and experiences of a historical event or current civic issue (Chicago Fire, Pioneer explorations, Native Americans, etc.).

D2.Civ.10.3‐5 D2.His.4.3‐5

Q3 Q3 SS.3.3.4 Examine and generate questions about individuals and groups that helped shape Illinois (Abraham Lincoln, George Ferris, etc.)

D2.His.3.3‐5 RI.3.1


Page 13

Q3 Q3 SS.3.3.5 Analyze catastrophic environmental events and technological advancements to determine the effects on human settlements and migration.

D2.Geo.9.3‐5 RI.3.3

Outcome 4:

SS.3.4 Students will examine Native Americans and early settlers of Illinois to draw conclusions about their interactions and settlement patterns in Illinois.




Q4 Q4 SS.3.4.1 Construct a map with a key of the Native American tribes of Illinois.

D2.Geo.1.3‐5 D2.Geo.3.3‐5

Q4 Q4 SS.3.4.2 Use a variety of sources to construct and examine a map of where early settlers established communities to determine the reasons for settling in a specific area.

D2.Geo.1.3‐5 D2.Geo.5.3‐5 D2.Geo.6.3‐5

RI.3.4 RI.3.10

Q4 Q4 SS.3.4.3 Explain how human settlements, movements, and perspectives relate to the locations and use of various natural resources (Illinois tribes vs. European settlers).

D2.Geo.7.3‐5 D2.Geo.8.3‐5 D2.His.4.3‐5

Q4 Q4 SS.3.4.4 List items and their values that would be sold/traded during pioneer times.

D2.Eco.1.3‐5 D2.Eco.2.3‐5 D2.Eco.4.3‐5 D2.Eco.5.3‐5

RI.3.10


Page 14


Subject: Social Studies Course/Grade Level: 4th Grade

Focus Statement: Students will analyze states and regions to determine their significance to the United States. Students will also distinguish characteristics and resources relevant to the regions in terms of geography, history, economics, civics, and culture.

Outcome 1:

SS.4.1 Students will examine the 3 levels of government to outline individual rights and responsibilities in, and their citizenship within, local, state, and federal governments.




Q1 Q1 SS.4.1.1 Justify the purpose of government.

D2.Civ.3.3‐5

Q1 Q1 SS.4.1.2 Differentiate between the 3 levels of government (local, state, and federal).

D2.Civ.1.3‐5 D2.Civ.5.3‐5

4.RI.4

Q1 Q1 SS.4.1.3 Examine the origins and purposes of rules and laws within the 3 levels of government to explain how they create responsibilities and protect freedoms.

D2.Civ.3.3‐5 D2.Civ.4.3‐5 ILC.6.b ILC.11.a

4.RI.4

Q1 Q1 SS.4.1.4 Evaluate how groups of people make decisions and influence society to make changes in the judicial system (rules and laws).

D2.Civ.9.3‐5 D2.Civ.12.3‐5

4.RI.4

Q1 Q1 SS.4.1.5 Explain how citizens in a democratic government impact civic virtues and democratic principles.

D2.Civ.8.3‐5 ILC.6.b

4.RI.4

Q1 Q1 SS.4.1.6 Illustrate a democratic process to reflect a citizen’s rights and responsibilities (voting, taxes, jury, etc.).

D2.Civ.2.3‐5 D2.Civ.4.3‐5 D2.Civ.7.3‐5 D2.Civ.10.3‐5

4.RI.4


Page 15

Outcome 2:

SS.4.2 Students will utilize a variety of maps to apply skills of locating and visually representing a location.




Q1 Q1 SS.4.2.1 Utilize maps of different scales to determine location of specific places (scales and grids).

D2.Geo.2.3‐5 D2.Geo.3.3‐5

4.RI.4 4.RI.7

Q1 Q1 SS.4.2.2 Compare and contrast different types of maps (political, physical, and thematic maps such as, climate, economic, resource).

D2.Geo.2.3‐5 4.RI.4 4.RI.5 4.RI.7

Q1 Q1 SS.4.2.3 Identify and locate the features of latitude, longitude, Equator, Prime Meridian, and hemispheres on a global scale.

D2.Geo.3.3‐5 4.RI.4 4.RI.7

Outcome 3:

SS.4.3 Students will analyze the Northeast region of the United States to determine its unique states, landforms, climates, resources, culture, and significant historical people and events.




Q1 Q1 SS.4.3.1 Locate and label states unique to the Northeast region.

D2.Geo.2.3‐5 4.RI.7

Q1 Q1 SS.4.3.2 Identify significant landforms of the Northeast region.

D2.Geo.2.3‐5 D2.Geo.3.3‐5

4.RI.7

Q1 Q1 SS.4.3.3 Identify significant climates of the Northeast region.

D2.Geo.2.3‐5 D2.Geo.3.3‐5

4.RI.7

Q1 Q1 SS.4.3.4 Analyze the unique resources of the Northeast region to determine how the people are affected.

D2.Geo.2.3‐5 D2.Geo.3.3‐5 D2.Geo.8.3‐5

Q1 Q1 SS.4.3.5 Explain how Northeast Native Americans and events have shaped significant historical changes.

D2.His.3.3‐5 4.RI.3 4.RI.5

Q1 Q1 SS.4.3.6 Determine how the perspectives of the European settlers in the Northeast influenced the design of documents such as the

D2.His.3.3‐5 D2.His.6.3‐5 D2.His.9.3‐5 D2.His.16.3‐5

4.RI.3 4.RI.5


Page 16

Declaration of Independence and the Constitution to establish the government of the United States.

ILC.11.c

Q1 Q1 SS.4.3.7 Evaluate the events that caused immigration to the Northeast to determine interactions with economic activities and how they changed the culture of the American people.

D2.Geo.4.3‐5 D2.Geo.7.3‐5 D2.Geo.11.3‐5 ILC.11.c

4.RI.3 4.RI.5

Q1 Q1 SS.4.3.8 Summarize the cause and effect of immigration to the Northeast utilizing various historical sources (primary/secondary/web sources).

D2.His.10.3‐5 D2.His.14.3‐5 D2.His.17.3‐5 D3.3.3‐5 D3.4.3‐5 ILC.11.c

4.RI.2 4.RI.3 4.RI.5

Q1 Q1 SS.4.3.9 Identify the historical events that led to the Women’s Rights movement in the United States and explain how its success impacted American culture.

D2.Geo.7.3‐5 D2.His.3.3‐5 D2.His.4.3‐5 D2.His.5.3‐5 D2.His.6.3‐5 ILC.13

4.RI.3 4.RI.5

Outcome 4:

SS.4.4 Students will analyze the Southern region of the United States to determine its unique states, landforms, climates, resources, culture, and significant historical people and events.




Q2 Q2 SS.4.4.1 Locate and label states unique to the Southern region.

D2.Geo.2.3‐5 4.RI.7

Q2 Q2 SS.4.4.2 Identify significant landforms of the Southern region.

D2.Geo.2.3‐5 D2.Geo.3.3‐5

4.RI.7

Q2 Q2 SS.4.4.3 Identify significant climates of the Southern region and describe how catastrophic events affect the region.

D2.Geo.2.3‐5 D2.Geo.3.3‐5 D2.Geo.9.3‐5

4.RI.3 4.RI.7

Q2 Q2 SS.4.4.4 Analyze the unique resources of the Southern region to determine how the people are affected.

D2.Geo.2.3‐5 D2.Geo.3.3‐5 D2.Geo.8.3‐5

Q2 Q2 SS.4.4.5 Explain how Southern Native Americans and events (Trail of Tears, relocation) have shaped

D2.Geo.7.3‐5 D2.His.3.3‐5

4.RI.3 4.RI.5


Page 17

significant historical changes.

Q2 Q2 SS.4.4.6 Compare and contrast information from various sources to formulate a claim that demonstrates different perspectives about slavery in the Southern region (Abolitionists versus Pro‐Slavery).

D2.Geo.7.3‐5 D2.His.3.3‐5 D2.His.4.3‐5 D2.His.5.3‐5 D2.His.16.3‐5 ILC.14

4.RI.3 4.RI.4 4.RI.5

Q2 Q2 SS.4.4.7 Compare and contrast the opposing viewpoints from the Northern and Southern states that contributed to the start of the Civil War and elements of the war itself (winning of the war and reconstruction).

D2.His.1.3‐5 D2.His.4.3‐5 D2.His.5.3‐5

4.RI.3 4.RI.5

Q2 Q2 SS.4.4.8 Explain the meaning of inflation, deflation, and unemployment and how they applied to Reconstruction after the Civil War.

D2.Eco.11.3‐5 4.RI.3 4.RI.4

Q2 Q2 SS.4.4.9 Identify the historical events that led to the Civil Rights movement in the Southern region and how its success impacted American culture.

D2.Geo.7.3‐5 D2.His.3.3‐5 D2.His.4.3‐5 D2.His.5.3‐5 D2.His.6.3‐5 D2.His.9.3‐5 D2.Civ.10.3‐5 ILC.14

4.RI.3 4.RI.5

Outcome 5:

SS.4.5 Students will analyze the Midwest region of the United States to determine its unique states, landforms, climates, resources, culture, and significant historical people and events.




Q3 Q3 SS.4.5.1 Locate and label states unique to the Midwest region.

D2.Geo.2.3‐5 4.RI.7

Q3 Q3 SS.4.5.2 Identify significant landforms of the Midwest region.

D2.Geo.2.3‐5 D2.Geo.3.3‐5

4.RI.7

Q3 Q3 SS.4.5.3 Identify significant climates of the Midwest region and how they influence the farming culture of the region.

D2.Geo.2.3‐5 D2.Geo.3.3‐5 D2.Geo.7.3‐5 D2.Geo.9.3‐5

4.RI.7

Q3 Q3 SS.4.5.4 Explain how people are affected D2.Geo.2.3‐5


Page 18

by unique resources of the Midwest region and explain the different methods of resource transportation.

D2.Geo.3.3‐5 D2.Geo.8.3‐5

Q3 Q3 SS.4.5.5 Explain why specialization creates a need for importing and exporting resources in the Midwest.

D2.Eco.4.3‐5 4.RI.3 4.RI.4

Q3 Q3 SS.4.5.6 Explain how the Midwest Native Americans (Ojibwa and Cahokia) and events have shaped significant historical changes.

D2.Geo.7.3‐5 D2.His.3.3‐5

4.RI.3 4.RI.5

Outcome 6:

SS.4.6 Students will analyze the Western region of the United States to determine its unique states, landforms, climates, resources, culture, and significant historical people and events.




Q4 Q4 SS.4.6.1 Locate and label states unique to the Western region.

D2.Geo.2.3‐5 4.RI.7

Q4 Q4 SS.4.6.2 Identify significant landforms of the Western region.

D2.Geo.2.3‐5 D2.Geo.3.3‐5

4.RI.7

Q4 Q4 SS.4.6.3 Identify significant climates of the Western region.

D2.Geo.2.3‐5 D2.Geo.3.3‐5 D2.Geo.9.3‐5

4.RI.7

Q4 Q4 SS.4.6.4 Analyze the unique resources of the Western region to determine how the people are affected.

D2.Geo.2.3‐5 D2.Geo.3.3‐5 D2.Geo.8.3‐5

Q4 Q4 SS.4.6.5 Explain how the Western Native Americans (Navajo and Tlingit) and events have shaped significant historical changes.

D2.Geo.7.3‐5 D2.His.3.3‐5

4.RI.3 4.RI.5

Q4 Q4 SS.4.6.6 Examine the Spanish and Mexican influence in the Western region to outline the current culture of this area (Western explorers and Spanish missions).

D2.Geo.5.3‐5 D2.Geo.6.3‐5 D2.His.3.3‐5

4.RI.3 4.RI.5

Q4 Q4 SS.4.6.7 Explain how specific discoveries of the Western region influenced people living in other areas (Gold Rush, Oregon Trail,

D2.Geo.6.3‐5 D2.Geo.8.3‐5 D2.Geo.12.3‐5 D2.His.3.3‐5

4.RI.3 4.RI.5


Page 19

Westward Expansion). D2.His.9.3‐5 D2.His.14.3‐5 D2.His.16.3‐5 D2.His.17.3‐5 D3.3.3‐5 D3.4.3‐5


Page 20



Focus Statement: Students will investigate North American history from 1492 to 1791 in order to connect historical events and formulate conclusions about the founding of the United States.

Outcome 1:

SS.5.1 Students will analyze early European explorations of North America to categorize explorers by their motivations and impact.




Q1 Q1 SS.5.1.1 Summarize the reasons for the key expeditions of Spain and their impact on the development of each region. (Columbus, Vespucci, Ponce de León, Desoto, Coronado, etc.).

D2.Eco.7.3‐5

RI.5.1

Q1 Q1 SS.5.1.2 Summarize the reasons for the key expeditions of France and their impact on the development of each region. (Champlain, Cartier, etc.).

D2.Eco.7.3‐5

RI.5.1

Q1 Q1 SS.5.1.3 Summarize the reasons for the key expeditions of England and their impact on the development of each region. (Cabot, Drake, Raleigh, etc.).

D2.Eco.7.3‐5

RI.5.1

Q1 Q1 SS.5.1.4 Identify instances of both cooperation and conflict between Native American groups and European settlers arising from the Columbian Exchange to evaluate the impact on the New World and Europe.

D2.Eco.14.3 D2.Geo.11.3‐5 D2.His.4.3‐5

RI.5.1

Q1 Q1 SS.5.1.5 Utilize a variety of sources to create annotated maps of significant explorations of Spain, France, and England.

D2.Geo.1.3‐5 D2.His.17.3‐5

RI.5.7


Page 21

Outcome 2:

SS.5.2 Students will investigate early English colonies (Jamestown, Plymouth Plantation, and Massachusetts Bay Colony) to draw conclusions about the economic, political, and religious motivations for colonization and explain the importance of significant people (John Smith, Powhatan, John Rolfe, etc.), documents (Mayflower Compact), and institutions (House of Burgesses).




Q1 Q2 SS.5.2.1 Analyze a variety of sources to construct maps that illustrate the location of the first English colonies in North America when compared to England and other European colonies.

D2.Geo.1.3‐5

RI.5.7

Q1 Q2 SS.5.2.2 Investigate the early English Colonies to explain how cultural and environmental characteristics affected the distribution and movement of people, goods, and ideas.

D2.Geo.7.3‐5 D2.Geo.8.3‐5 D2.Geo.10.3‐5

Q1 Q2 SS.5.2.3 Investigate the Jamestown Colony to draw conclusions about the economic and political reasons and motivations for English exploration and settlement in Virginia.

D2.Geo.2.3‐5 D2.Geo.7.3‐5 D2.Eco.7.3‐5

Q1 Q2 SS.5.2.4 Examine the contributions, relationships, and interactions of John Smith, Powhatan, and John Rolfe to the establishment and survival of the Jamestown colony to explain their significance (including the Starving Times and the development of tobacco as Virginia’s cash crop).

D2.His.3.3‐5 D2.His.17.3‐5

RI.5.1 RI.5.3

Q2 Q2 SS.5.2.5 Investigate the Plymouth Plantation Colony and Massachusetts Bay Colony to draw conclusions about their reasons for settlement in Massachusetts.

D2.Geo.2.3‐5 D2.Geo.7.3‐5

Q2 Q2 SS.5.2.6 Examine the contributions of the Pilgrims, William Bradford, Chief

D2.His.3.3‐5 D2.His.17.3‐5

RI.5.1 RI.5.3


Page 22

Massasoit, and Squanto to explain their significance to the Massachusetts Bay Colony.

Q2 Q2 SS.5.2.7 Compare and contrast the representative governments established with the Mayflower Compact and the House of Burgesses to the government in England.

D2.Civ.3.3‐5 D2.Civ.4.3‐5 D2.Civ.6.3‐5 ILC.6.b ILC.11.a

Outcome 3:

SS.5.3 Students will compare and contrast the developments of the New England, Middle, and Southern Colonies based on economic opportunities, natural resources, settlement patterns, and culture.




Q2 Q2 SS.5.3.1 Use maps and text sources to compare and contrast the three colonial regions in regards to location, natural resources, agriculture, exports, and economic growth including the different uses of the labor systems (indentured servitude and slavery).

D2.Geo.2.3‐5 D2.Geo.4.3‐5 D2.Geo.6.3‐5

RI.5.7

Q2 Q2 SS.5.3.2 Compare and contrast the daily life in the colonies as experienced by different social classes including large landowners, craftsmen and artisans, farmers, women, enslaved and freed African Americans, indentured servants, merchants, and Native Americans, noting important similarities and differences in their perspectives.

D2.His.2.3‐5 D2.His.5.3‐5 D2.His.17.3‐5 ILC.14

RL.5.6

Q2 Q2 SS.5.3.3 Analyze different economic activities specific to regions (including but not limited to trading and farming) to characterize the economics of colonial life.

D2.Eco.3.3‐5 D2.Eco.4.3‐5 D2.Eco.6.3‐5 D2.Eco.9.3‐5 D2.Eco.10.3‐5

Q2 Q2 SS.5.3.4 Analyze triangular trade routes D2.Eco.4.3‐5 RI.5.3


Page 23

to explain the international economic and cultural interactions including the forced migration of Africans in the Middle Passage to the British colonies.

D2.Eco.14.3‐5

Outcome 4:

SS.5.4 Students will analyze the causes, events and ideologies which led to the American Revolution (starting with the French and Indian War) to draw conclusions about the foundations of the United States.




Q3 Q3 SS.5.4.1 Use maps and other resources to draw conclusions about the origins of the French and Indian War.

D2.Geo.2.3‐5 D2.His.16.3‐5 D2.His.17.3‐5

RI.5.7

Q3 Q3 SS.5.4.2 Identify the beliefs and perspectives of the English, French and Native Americans during the French and Indian War, including the Albany Plan of Union and explain why their perspectives differed.

D2.Civ.10.3‐5 D2.His.4.3‐5 D2.His.11.3‐5 D2.His.13.3‐5

RI.5.1 RI.5.3 RL.5.6

Q3 Q3 SS.5.4.3 Create a chronological sequence of related events to compare developments that happened at the same time in North America and Europe during the French and Indian/Seven Years War.

D2.His.1.3‐5 RI.5.3 RI.5.7

Q3 Q3 SS.5.4.4 Summarize the political and economic consequences of the French and Indian War on the 13 colonies (including taxation).

D2.Eco.12.3‐5 D2.His.17.3‐5

RI.5.3

Q3 Q3 SS.5.4.5 Explain the cause and effects of The Proclamation of 1763.

D2.His.14.3‐5 D2.Civ.3.3‐5 D2.Civ.4.3‐5

RI.5.3

Q3 Q3 SS.5.4.6 Compare and contrast the motivations that led colonists to classify themselves as Patriots, Neutrals, and Loyalists.

D2.Civ.10.3‐5 D2.His.4.3‐5 D2.His.5.3‐5 D2.Eco.14.3‐5

RI.5.3

Q3 Q3 SS.5.4.7 Outline the causes and effects of the Sugar Act, the Stamp Act, and the Quartering Act.

D2.Civ.3.3‐5 D2.Civ.4.3‐5 D2.Civ.10.3‐5

RI.5.3


Page 24

D2.His.4.3‐5 D2.His.5.3‐5 D2.His.14.3‐5 D2.Eco.12.3‐5

Q3 Q3 SS.5.4.8 Investigate the Boston Massacre using multiple sources from different perspectives to draw conclusions about the event, its context in history, and the reasons why the event was presented differently by individuals.

D2.Civ.10.3‐5 D2.His.4.3‐5 D2.His.5.3‐5 D2.His.6.3‐5 D2.His.13.3‐5

RI.5.1 RI.5.3 RI.5.6 RI.5.9 RL.5.6

Q3 Q3 SS.5.4.9 Determine the cause and effect relationship between the Boston Tea Party and the Coercive Acts.

D2.Civ.10.3‐5 D2.His.5.3‐5 D2.His.6.3‐5

RI.5.3

Q3 Q3 SS.5.4.10 Investigate important individuals in the Pre‐Revolutionary period, (including but not limited to Benjamin and William Franklin, John Adams, Paul Revere, Patrick Henry, John Hancock, Sam Adams, the Sons of Liberty, and the Daughters of Liberty) to draw conclusions about their relative perspective.

D2.Civ.10.3‐5 D2.His.4.3‐5 D2.His.5.3‐5

RI.5.3 RI.5.6 RL.5.6

Outcome 5:

SS.5.5 Students will examine the foundations of the American nation developed during the Revolutionary Era to determine how they resulted in an independent United States (through the contributions of historic individuals and groups, the spreading of the ideals found within the Declaration of Independence, and the significant military and diplomatic events of the Revolutionary War).




Q4 Q4 SS.5.5.1 Use maps and other resources to draw conclusions about the significant battles of the Revolutionary War.

D2.Geo.2.3‐5 D2.Geo.3.3‐5

RI.5.7

Q4 Q4 SS.5.5.2 Investigate multiple accounts of the same event, such as The Shot Heard Around the World, to describe how people’s perspectives shaped their accounts.

D2.His.4.3‐5 D2.His.5.3‐5 D2.His.6.3‐5

RI.5.1 RI.5.3 RI.5.6 RI.5.7 RI.5.9 RL.5.6


Page 25

Q4 Q4 SS.5.5.3 Analyze Common Sense and the Declaration of Independence to identify and explain the colonial grievances which motivated the Second Continental Congress to make arguments for and to declare independence from Great Britain and establish the ideals in American society of equality, inalienable rights, and the consent of the governed.

D2.Civ.3.3‐5 D2.Civ.4.3‐5 D2.Civ.10.3‐5 D2.Civ.12.3‐5 D2.Civ.14.3‐5

RI.5.1 RI.5.3 RI.5.7

Q4 Q4 SS.5.5.4 Explain the relationships of significant military and diplomatic events of the Revolutionary War including the leadership of General George Washington, the experiences at Valley Forge, and the impact of the battles at Trenton, Saratoga, and Yorktown.

D2.Geo.2.3‐5 D2.His.10.3‐5 D2.His.17.3‐5 D3.1.3‐5

RI.5.3

Q4 Q4 SS.5.5.5 Explain the significance of the Treaty of Paris in regards to the recognition of an independent United States by Great Britain.

D2.His.17.3‐5 D3.1.3‐5

RI.5.3

Q4 Q4 SS.5.5.6 Identify and explain the contributions and points of view of key individuals and groups involved in the American Revolution (George Washington, Benedict Arnold, Daniel Morgan, Nathaniel Greene, Francis Marion, John Paul Jones, Benjamin Franklin, etc.) using various sources.

D2.Civ.10.3‐5 D2.His.3.3‐5 D2.His.4.3‐5 D2.His.5.3‐5 D2.His.10.3‐5 ILC.13

RI.5.1

Q4 Q4 SS.5.5.7 Examine the economic effects of the war upon the colonial economy to draw conclusions about difficulties faced by citizens.

D2.Eco.11.3‐5 D2.Eco.14.3‐5

RI.5.3


Page 26

Outcome 6:

SS.5.6 Students will examine the formation of the American system of government following the American Revolution to draw conclusions about the United States government.




Q4 Q4 SS.5.6.1 Use specific evidence from informational texts to draw conclusions about the formation, benefits, and weaknesses of the first American national system of government under the Articles of Confederation.

D2.Civ.10.3‐5 D2.Civ.12.3‐5 D2.Civ.13.3‐5 D2.Civ.14.3‐5 D2.His.9.3‐5 D2.His.10.3‐5 D2.His.17.3‐5

RI.5.3

Q4 Q4 SS.5.6.2 Use specific evidence from informational texts to draw conclusions about the issues and events encountered by the young nation that led to the Constitutional Convention in Philadelphia in 1787.

D2.Civ.4.3‐5 D2.Civ.13.3‐5 D2.Civ.14.3‐5 D2.His.14.3‐5 D2.His.16.3‐5 D2.His.17.3‐5

Q4 Q4 SS.5.6.3 Examine the contributions and leadership of George Washington, James Madison, George Mason, and Governor Morris to draw conclusions about their significance in compromises involved in writing the Constitution (the Virginia Plan, the New Jersey Plan, slavery, the Three‐Fifths Compromise, and the Great Compromise.)

D2.His.3.3‐5 D2.Civ.13.3‐5 D2.Civ.14.3‐5

RI.5.6 RL.5.6

Q4 Q4 SS.5.6.4 Determine the main purposes of the United States government as expressed in the Preamble and as evidenced in the United States Constitution (the six principles of the Constitution).

D2.Civ.1.3‐5 D2.Civ.4.3‐5 D2.Civ.7.3‐5 D2.Civ.8.3‐5 ILC.11.a ILC.11.b

Q4 Q4 SS.5.6.5 Explain the process of ratification of the United States

D2.Civ.3.3‐5 D2.Civ.13.3‐5

RI.5.6


Page 27

Constitution as well as compare and contrast the viewpoints of the Federalists and Anti‐Federalists over the addition of a Bill of Rights.

D2.His.6.3‐5

Q4 Q4 SS.5.6.6 Examine the Bill of Rights to summarize the liberties protected in all 10 amendments.

D2.Civ.4.3‐5 D2.Civ.8.3‐5 D2.His.17.3‐5 ILC.6.a ILC.6.b ILC.6.e


Page 28



Focus Statement: Students will analyze ancient civilizations in order to characterize them in terms of culture, economics, government, and the 5 themes of geography.

Outcome 1:

SS.6.1 Students will evaluate how the 5 themes of geography (location, place, region, movement, human‐environment interaction) define a particular area.




Q1 Q1 SS.6.1.1 Differentiate between absolute and relative location.

D2.Geo.2.6‐8

Q1

Q1 SS.6.1.2 Utilize cardinal and intermediate directions in terms of location on a map.

D2.Geo.2.6‐8

Q1 Q1 SS.6.1.3 Apply the concepts of latitude and longitude in terms of location to pinpoint different cities of the world.

D2.Geo.2.6‐8 SL.6.2

Q1 Q1 SS.6.1.4 Identify and label the 7 continents on a world map in terms of latitude, longitude, and absolute location.

D2.Geo.3.6‐8

Q1 Q1 SS.6.1.5 Evaluate physical and cultural relationships in terms of place.


Q1 Q1 SS.6.1.6 Compare and contrast two different places in terms of region.

D2.Geo.2.6‐8 D2.Geo.5.6‐8

Q1 Q1 SS.6.1.7 Characterize movement in terms of people and products in the Yorkville community.

D2.Geo.8.6‐8

Q1 Q1 SS.6.1.8 Analyze human relationships in the Yorkville community to make connections to their own lives.

D2.Geo.7.6‐8 D2.Geo.8.6‐8

Outcome 2:


Page 29

SS.6.2 Students will critique important aspects and adaptations of the pre‐historic world in terms of geography and culture, including the 6 characteristics of civilization.




Q1 Q1 SS.6.2.1 Explain the concept of pre‐history in terms of communication.

D2.His.14.6‐8 RI.6.2

Q1 Q1 SS.6.2.2 Utilize absolute location to describe major migration paths of prehistoric people.

D2.Geo.7.6‐8 D2.Geo.8.6‐8 D2.His.14.6‐8

Q1 Q1 SS.6.2.3 Compare and contrast the Old and New Stone Ages to distinguish the adaptations made during the two time periods.


RI.6.9

Q1 Q1 SS.6.2.4 Investigate to describe the evolution of tools and materials used during the Bronze and Iron Ages.


RI.6.2

Q1 Q1 SS.6.2.5 Describe the roles that archaeologists and artifacts have when examining cave art in North and South America.

D2.His.3.6‐8 D2.His.6.6‐8 D2.His.10.6‐8 D2.His.11.6‐8 D2.His.12.6‐8 D2.His.13.6‐8

RI.6.2

Q1 Q1 SS.6.2.6 Explore and categorize the various roles and responsibilities of prehistoric people in terms of culture and daily life.

D2.His.2.6‐8 D2.His.4.6‐8 D2.His.5.6‐8

RI.6.3

Outcome 3:

SS.6.3 Students will analyze Mesopotamia for its geography to assess the effectiveness of the revolutionary developments in culture and government.




Q2 Q2 SS.6.3.1 Utilize absolute and relative location to describe the position of the Fertile Crescent in today’s global context.

D2.Geo.1.6‐8 D2.Geo.2.6‐8

Q2 Q2 SS.6.3.2 Locate and label physical characteristics including the

D2.Geo.2.6‐8 D2.Geo.3.6‐8


Page 30

Tigris and Euphrates Rivers, the Zagros Mountains, Persian Gulf, and Mediterranean Sea in terms of relative and absolute location.

D2.Geo.6.6‐8

Q2 Q2 SS.6.3.3 Analyze the city‐states (Sumer, Akkad, Uruk, Babylon, Assyria) to summarize their development and growth.

D2.His.1.6‐8 D2.His.2.6‐8 D2.His.3.6‐8 D2.His.4.6‐8 D2.His.5.6‐8

RI.6.2

Q2 Q2 SS.6.3.4 Justify the significance of the development of cuneiform on Mesopotamian life using evidence from several sources.


RI.6.8

Q2 Q2 SS.6.3.5 Describe the development of government and identify the role of polytheism in Mesopotamia in order to connect the significance of religion to government.

D2.Civ.3.6‐8 D2.Civ.9.6‐8 D2.Civ.14.6‐8 D2.His.1.6‐8 D2.His.2.6‐8 D2.His.4.6‐8 D2.His.14.6‐8 D2.His.15.6‐8

RI.6.1 RI.6.2

Q2 Q2 SS.6.3.6 Distinguish the contributions and traits of Sargon, Hammurabi, and Gilgamesh in order to assess their effectiveness as rulers of Mesopotamia.

D2.Civ.3.6‐8 D2.Civ.9.6‐8 D2.Civ.12.6‐8 D2.Civ.13.6‐8 D2.Civ.14.6‐8 D2.His.6.6‐8 D2.His.14.6‐8 D2.His.15.6‐8 D2.His.16.6‐8

RI.6.2

Outcome 4:

SS.6.4 Students will analyze evidence from several sources to describe Egypt in terms of geography, culture, economics, and government.




Q2 Q2 SS.6.4.1 Utilize absolute and relative location to describe the position of Ancient Egypt in today’s global context.

D2.Geo.1.6‐8

SL.6.2

Q2 Q2 SS.6.4.2 Analyze the physical environment of Egypt to assess the importance it had in the cultural development of the Nile

D2.Geo.2.6‐8 D2.Geo.3.6‐8 D2.Geo.10.6‐8

RI.6.8


Page 31

River Valley.

Q2 Q2 SS.6.4.3 Evaluate the importance of the Rosetta Stone in deciphering ancient hieroglyphics.


RI.6.8

Q2 Q2 SS.6.4.4 Analyze Ancient Egypt’s economy to determine various sources of wealth.

D2.Eco.1.6‐8 D2.His.4.6‐8 D2.His.14.6‐8 D2.His.16.6‐8

RI.6.8

Q2 Q2 SS.6.4.5 Investigate and describe pharaohs of the New Kingdom.

D2.Civ.1.6‐8 D2.Civ.6.6‐8 D2.His.3.6‐8 D2.His.14.6‐8 D2.His.16.6‐8

RI.6.2

Q2 Q2 SS.6.4.6 Illustrate a map outlining the important characteristics of the Nile River Valley in terms of place and region.

D2.Geo.1.6‐8 D2.Geo.2.6‐8

Outcome 5:

SS.6.5 Students will explore China in order to describe critical attributes of geography, economics, and culture.




Q3 Q3 SS.6.5.1 Utilize absolute and relative location to describe the position of Ancient China in a global context.

D2.Geo.1.6‐8

SL.6.2

Q3 Q3 SS.6.5.2 Analyze the physical environment of China to assess the importance it has in the cultural development of the region.

D2.Geo.2.6‐8 D2.Geo.3.6‐8 D2.Geo.10.6‐8

Q3 Q3 SS.6.5.3 Outline the goods and map the routes of the Silk Road in order to evaluate the transport of goods from China to Europe.

D2.Eco.1.6‐8 D2.Eco.6.6‐8 D2.Eco.14.6‐8 D2.Geo.11.6‐8 D2.His.15.6‐8

Q3 Q3 SS.6.5.4 Investigate and describe the purpose of the Great Wall of China.

D2.Geo.9.6‐8 D2.His.4.6‐8 D2.His.14.6‐8

RI.6.2

Q3 Q3 SS.6.5.5 Compare and contrast D2.His.3.6‐8 RI.6.9


Page 32

Confucianism, Daoism, and Legalism to make connections between the structure and beliefs of each philosophy.

D2.His.4.6‐8

Outcome 6:

SS.6.6 Students will investigate India to describe the geography, economics, and culture.




Q3 Q3 SS.6.6.1 Utilize absolute and relative location to describe the position of Ancient India in a global context.

D2.Geo.1.6‐8

SL.6.2

Q3 Q3 SS.6.6.2 Analyze the physical environment of India to assess the importance it had in the cultural development of the Indus River Valley.

D2.Geo.2.6‐8 D2.Geo.3.6‐8 D2.Geo.10.6‐8

Q3 Q3 SS.6.6.3 Investigate the caste system to evaluate the effectiveness in Ancient India and in today’s world.

D2.Civ.1.6‐8 D2.Civ.2.6‐8 D2.Civ.6.6‐8

RI.6.8

Q3 Q3 SS.6.6.4 Compare and contrast Hinduism and Buddhism in terms of beliefs and responsibilities of practitioners.

D2.His.1.6‐8 D2.His.3.6‐8 D2.His.15.6‐8

RI.6.9

Outcome 7:

SS.6.7 Students will analyze Ancient Greece to determine important contributions to today’s world culture, government, and economics.




Q4 Q4 SS.6.7.1 Utilize absolute and relative location to describe the position of Ancient Greece in a global context.

D2.Geo.1.6‐8

SL.6.2

Q4 Q4 SS.6.7.2 Compare and contrast city‐states (Athens, Sparta, Megara, Corinth) in terms of government, economics, and culture.


RI.6.9


Page 33

D2.Eco.1.6‐8

Q4 Q4 SS.6.7.3 Differentiate the religious deities in order to determine their roles in the daily lives of Ancient Greeks.

D2.His.1.6‐8 D2.His.3.6‐8 D2.His.4.6‐8

Q4 Q4 SS.6.7.4 Analyze the contributions of the Golden Age to evaluate the importance of areas such as philosophy, education, arts, and athletics.


RI.6.2

Q4 Q4 SS.6.7.5 Identify the critical aspects of the Trojan, Persian, and Peloponnesian Wars.

D2.His.2.6‐8 D2.His.3.6‐8 D2.His.4.6‐8

RI.6.2

Q4 Q4 SS.6.7.6 Investigate Alexander the Great to describe his impact during the Hellenistic Era.


RI.6.2

Q4 Q4 SS.6.7.7 Identify the influences from Ancient Greek culture that are part of our culture today.


RI.6.2

Outcome 8:

SS.6.8 Students will examine Ancient Rome in order to describe significant influences on today’s world culture and government.




Q4 Q4 SS.6.8.1 Utilize absolute and relative location to describe the position of Ancient Rome in a global context.

D2.Geo.1.6‐8

SL.6.2

Q4 Q4 SS.6.8.2 Compare and contrast the Roman Republic and Roman Empire in terms of structure, leadership, and establishment of laws.

D2.Civ.1.6‐8 D2.Civ.2.6‐8 D2.Civ.6.6‐8 D2.Civ.10.6‐8 D2.Civ.12.6‐8 D2.Civ.13.6‐8

RI.6.9

Q4 Q4 SS.6.8.3 Investigate the advancements made in architecture, entertainment, and art to describe progress made in Ancient Roman culture.

D2.Geo.4.6‐8 D2.Geo.5.6‐8 D2.Geo.6.6‐8

RI.6.8

Q4 Q4 SS.6.8.4 Analyze the rise of Christianity to D2.His.1.6‐8 RI.6.2


Page 34

demonstrate the impact it had on the Roman Empire.


Q4 Q4 SS.6.8.5 Evaluate the different events and their connections to determine how they led to the fall of the Roman Empire.


RI.6.8

Q4 Q4 SS.6.8.6 Identify the influences from Ancient Roman culture that are part of our culture today.


RI.6.2


Page 35



Focus Statement: The students will evaluate the early stages of the American Republic to determine how the events shaped our country.

Outcome 1:

SS.7.1 The students will analyze the 5 themes of Social Studies to apply them to describe the world.




Q1 Q1 SS.7.1.1 Define and be able to use the terms history, geography, economics, culture, and government appropriately.

D2.Eco.1.6‐8 D2.Geo.6.6‐8

Q1 Q1 SS.7.1.2 Evaluate each of the 5 themes (history, geography, economics, culture, and government) to explain the impact on people.

D2.His.1.6‐8 D2.Civ.13.6‐8 D2.Eco.1.6‐8 D2.Geo.5.6‐8 D2.Geo.6.6‐8

Q1 Q1 SS.7.1.3 Distinguish between the 5 themes of social studies by applying them to real world examples.

D2.Eco.1.6‐8 D2.Geo.6.6‐8

Q1 Q1 SS.7.1.4 Compare and contrast elements of United States physical and political geography.

D2.Geo.2.6‐8

Outcome 2:

SS.7.2 The students will analyze key historical documents to determine their impact on the early American government.




Q1 Q1 SS.7.2.1 Deconstruct the Declaration of Independence to determine its importance in the birth of

D2.Civ.3.6‐8 D2.Civ.5.6‐8 D2.Civ.8.6‐8

LA.7.2 LA.7.13


Page 36

America in connection with prior conflicts between the British and American colonists.

D2.Civ.9.6‐8 D2.His.1.6‐8 D2.His.2.6‐8 D2.His.4.6‐8 D2.His.6.6‐8 D2.His.13.6‐8 D2.His.14.6‐8 D2.His.15.6‐8

Q1 Q1 SS.7.2.2 Compare and contrast points of view regarding America’s independence.

D2.Civ.9.6‐8 D2.Civ.10.6‐8 D2.Eco.1.6‐8 D2.His.4.6‐8 D2.His.6.6‐8

Q1 Q1 SS.7.2.3 Identify strengths and weaknesses of the Articles of Confederation.

D2.Civ.8.6‐8 D2.Civ.10.6‐8 D2.Civ.14.6‐8

LA.7.2

Q1 Q1 SS.7.2.4 Formulate judgments as to why the system outlined in the Articles of Confederation was not successful in creating a sustainable government.

D2.His.6.6‐8 D2.His.13.6‐8

LA.7.14

Q1 Q1 SS.7.2.5 Analyze competing interests from prior events to determine how they led to the establishment of a new government.

D2.Civ.3.6‐8 D2.Civ.6.6‐8 D2.Civ.8.6‐8 D2.Civ.10.6‐8 D2.Geo.4.6‐8 D2.His.1.6‐8 D2.His.2.6‐8 D2.His.3.6‐8 D2.His.6.6‐8 D2.His.14.6‐8

LA.7.14

Q1 Q1 SS.7.2.6 Compare and contrast the New Jersey Plan and the Virginia Plan.


LA.7.6 LA.7.14

Q1 Q1 SS.7.2.7 Determine the necessity of the Great Compromise and Three‐Fifths Compromise and identify the events that led to establishing the framework for the U.S. Constitution. Explain the significance of Constitution Day.

D2.Civ.3.6‐8 D2.Civ.4.6‐8 D2.Civ.5.6‐8 D2.Civ.8.6‐8 D2.His.1.6‐8 D2.His.2.6‐8 D2.His.14.6‐8 IL.Code.11

LA.7.14


Page 37

Outcome 3:

SS.7.3 The students will outline the purpose of government and the basic themes of the United States government.




Q1 Q1 SS.7.3.1 Define and use the vocabulary of the themes of the Constitution (Federalism, limited government, separation of powers, checks & balances, popular sovereignty, republicanism, and individual rights) appropriately.

D2.Civ.3.6‐8 D2.Civ.5.6‐8 D2.Civ.8.6‐8

LA.7.16

Q1 Q1 SS.7.3.2 Distinguish between each of the themes.

D2.Civ.4.6‐8 D2.Civ.5.6‐8 D2.Civ.8.6‐8

Q1 Q1 SS.7.3.3 Apply the themes of government to scenarios within our current system of government.


LA.7.13

Outcome 4:

SS.7.4 Students will analyze the 3 branches of government to determine their functions and structure, as well as the rights of American citizens.




Q2 Q2 SS.7.4.1 Examine the makeup of Congress to summarize the procedures that allow it to legislate.


LA.7.13

Q2 Q2 SS.7.4.2 Examine the legislative branch to summarize roles and responsibilities in the legislative process.


Q2 Q2 SS.7.4.3 Demonstrate the legislative process to determine how it affects citizens including the

D2.Civ.3.6‐8 D2.Civ.5.6‐8 D2.Civ.7.6‐8


Page 38

establishment of the Congressional Medal of Honor.

D2.Civ.10.6‐8 D2.Civ.12.6‐8 IL.Code.16

Q2 Q2 SS.7.4.4 Examine the makeup of the executive branch to determine its procedures and responsibilities.


LA.7.13

Q2 Q2 SS.7.4.5 Evaluate the electoral college to determine its impact on the election of a president.


LA.7.13

Q2 Q2 SS.7.4.6 Examine the makeup of the Supreme Court and the rest of the judicial branch to summarize its roles and responsibilities.

D2.Civ.2.6‐8 D2.Civ.3.6‐8 D2.Civ.4.6‐8 D2.Civ.5.6‐8 D2.Civ.9.6‐8 D2.Civ.12.6‐8 D2.Civ.13.6‐8

LA.7.13

Q2 Q2 SS.7.4.7 Decipher the rights that are protected under the first ten amendments of the Constitution and determine the events that led to these changes.

D2.Civ.3.6‐8 D2.Civ.4.6‐8 D2.Civ.5.6‐8 D2.Civ.8 .6‐8 D2.Civ.10.6‐8 D2.Civ.12.6‐8 D2.Civ.13.6‐8 D2.Civ.14.6‐8 D2.His.14.6‐8 D2.His.15.6‐8

LA.7.13

Q2 Q2 SS.7.4.8 Analyze Supreme Court cases to determine their impact on the rights of citizens.

D2.Civ.12.6‐8 D2.His.3.6‐8

LA.7.13

Q2 Q2 SS.7.4.9 Apply the rights stated in the Bill of Rights to real world situations.


Q2 Q2 SS.7.4.10 Summarize and determine the events that led to changes to the Constitution and additional rights that were brought about by amendments 11‐27.

D2.Civ.3.6‐8 D2.Civ.4.6‐8 D2.Civ.5.6‐8 D2.Civ.8.6‐8 D2.Civ.10.6‐8 D2.Civ.12.6‐8 D2.Civ.13.6‐8 D2.Civ.14.6‐8

LA.7.13


Page 39

D2.His.4.6‐8 D2.His.14.6‐8 D2.His.15.6‐8

Outcome 5:

SS.7.5 The students will differentiate between political ideologies, political parties, and economic systems and apply them to personal decisions.




Q2 Q2 SS.7.5.1 Define and appropriately use the terms of political ideologies, political parties, and economic systems (conservative, liberal, Republican, Democrat, Libertarian, capitalist, socialist).


LA.7.16

Q2 Q2 SS.7.5.2 Distinguish the relationship between political ideologies and party affiliations.

D2.Civ.1.6‐8 D2.Civ.6.6‐8 D2.Civ.9.6‐8 D2.Civ.10.6‐8 D2.Civ.12.6‐8 D2.Civ.13.6‐8 D2.Eco.1.6‐8

Q2 Q2 SS.7.5.3 Make judgments about world issues based upon specific political ideologies and party affiliations.

D2.Civ.6.6‐8 D2.Civ.9.6‐8 D2.Civ.10.6‐8 D2.Civ.12.6‐8 D2.Civ.13.6‐8 D2.Eco.2.6‐8

Q3 Q3 SS.7.5.4 Illustrate the effects of political ideologies and party affiliations on the election process.


Outcome 6:

SS.7.6 The students will evaluate how events in the 19th century contributed to the growth and expansion of power in the United States.





Page 40

Q3 Q3 SS.7.6.1 Determine causes and effects of the War of 1812.

D2.Geo.9.6‐8 D2.His.1.6‐8 D2.His.2.6‐8 D2.His.14.6‐8 D2.His.15.6‐8

Q3 Q3 SS.7.6.2 Explain the events surrounding the creation of the “Star Spangled Banner.”

D2.His.1.6‐8 IL.Code.6

Q3 Q3 SS.7.6.3 Determine push and pull factors for the movement of people to the west (California, Utah, and Oregon).

D2.Eco.1.6‐8 D2.Geo.1.6‐8 D2.Geo.4.6‐8 D2. Geo.5.6‐8 D2.Geo.6.6‐8 D2.Geo.7.6‐8 D2.Geo.8.6‐8 D2.Geo.9.6‐8 D2.Geo.12.6‐8 D2.His.1.6‐8 D2.His.2.6‐8 D2.His.4.6‐8 D2.His.5.6‐8 D2.His.14.6‐8 D2.His.15.6‐8

Q3 Q3 SS.7.6.4 Explain how and why the United States acquired land from other countries to aide in its westward expansion (Louisiana, Texas, Oregon, and the southwestern United States).

D2.Civ.13.6‐8 D2.Eco.1.6‐8 D2.Geo.1.6‐8 D2.Geo.4.6‐8 D2.Geo.6.6‐8 D2.Geo.7.6‐8 D2.Geo.8.6‐8 D2.Geo.9.6‐8 D2.His.1.6‐8 D2.His.2.6‐8 D2.His.4.6‐8 D2.His.5.6‐8 D2.His.14.6‐8 D2.His.15.6‐8

Outcome 7:

SS.7.7 The students will analyze the Civil War to evaluate the events that led to the war and the effects of the war on the country and its people.




Q4 Q4 SS.7.7.1 Compare and contrast the North D2.Civ.10.6‐8 LA.7.6


Page 41

and the South in terms of geography, economy, transportation, and society.

D2.Eco.1.6‐8 D2.Eco.6.6‐8 D2.Eco.7.6‐8 D2.Eco.11.6‐8 D2.Geo.2.6‐8 D2.Geo.5.6‐8 D2.Geo.6.6‐8 D2.Geo.7.6‐8 D2.Geo.10.6‐8 D2.Geo.11.6‐8 D2.His.1.6‐8 D2.His.14.6‐8 IL.Code.14

Q4 Q4 SS.7.7.2 Analyze events before the Civil War to determine how they led to tension between the North and South.

D2.Civ.3.6‐8 D2.Civ.9.6‐8 D2.Civ.10.6‐8 D2.Civ.12.6‐8 D2.Civ.13.6‐8 D2.Civ.14.6‐8 D2.Eco.1.6‐8 D2.Geo.4.6‐8 D2.His.1.6‐8 D2.His.2.6‐8 D2.His.3.6‐8 D2.His.5.6‐8 D2.His.6.6‐8 D2.His.14.6‐8 D2.His.15.6‐8 IL.Code.14

Q4 Q4 SS.7.7.3 Analyze events before the Civil War to determine how they led to secession and the breakout of war.

D2.Civ.3.6‐8 D2.Civ.9.6‐8 D2.Civ.10.6‐8 D2.Civ.12.6‐8 D2.Civ.13.6‐8 D2.Civ.14.6‐8 D2.Eco.1.6‐8 D2.Geo.4.6‐8 D2.His.1.6‐8 D2.His.2.6‐8 D2.His.3.6‐8 D2.His.4.6‐8 D2.His.5.6‐8 D2.His.6.6‐8 D2.His.14.6‐8 D2.His.15.6‐8 IL.Code.14

Q4 Q4 SS.7.7.4 Determine cause and effect of D2.Civ.3.6‐8


Page 42

major events during the Civil War.

D2.Civ.14.6‐8 D2.Geo.7.6‐8 D2.His.1.6‐8 D2.His.2.6‐8 D2.His.4.6‐8 D2.His.5.6‐8 D2.His.14.6‐8 D2.His.15.6‐8

Q4 Q4 SS.7.7.5 Summarize the roles of specific groups of people (African Americans and women) during the Civil War.

D2.His.1.6‐8 D2.His.3.6‐8 D2.His.5.6‐8 D2.His.14.6‐8 IL.Code.14


Page 43



Focus Statement: Students will examine the role of the United States in a global context while utilizing geographic skills.

Outcome 1:

SS.8.1 Students will apply location, place, region, human‐environment interaction, and movement in order to analyze and interpret different features on earth.




Q1 Q1 SS.8.1.1 Distinguish between place, location, and region.

D2.Geo.2.6‐8 D2.Geo.10.6‐8

Q1 Q1 SS.8.1.2 Identify the different hemispheres, 7 continents, and 5 oceans and apply them to a global context.

D2.Geo.2.6‐8

Q1 Q1 SS.8.1.3 Categorize different climatic elements influenced by location and topography (latitude, winds, elevation, water, and oceans currents).

D2.Geo.2.6‐8 D2.Geo.5.6‐8 D2.Geo.10.6‐8

Q1 Q1 SS.8.1.4 Distinguish the differences between the different types of world topography.


Q1 Q1 SS.8.1.5 Utilize map skills (latitude, longitude, keys, types of maps, projections, and cardinal directions) while working with maps and satellite images to describe absolute location.

D2.Geo.1.6‐8 D2.Geo.2.6‐8 D2.Geo.3.6‐8

Q1 Q1 SS.8.1.6 Identify countries, states, and capitals on maps and satellite images.

D2.Geo.2.6‐8

Q1 Q1 SS.8.1.7 Define human‐ environment interactions and movement as themes of geography.

D2.Geo.2.6‐8

Q1 Q1 SS.8.1.8 Explain how human‐environment interactions and movement influences a location,

D2.Geo.2.6‐8 D2.Geo.3.6‐8 D2.Geo.9.6‐8


Page 44

place, and region. D2.Geo.10.6‐8 D2.Geo.12.6‐8

Outcome 2:

SS.8.2 Students will analyze the United States to determine how it changed economically, politically, and socially to develop into the economic world power that it is today.




Q1 Q1 SS.8.2.1 Define industrialization and urbanization.

LA.8.17 CCSS RH.6‐8.4

Q1 Q1 SS.8.2.2 Examine the 6 factors of industrialization that allowed the United States to industrialize.

D2.Eco.9 6‐8 D2.His.1.6‐8 D2.His.2.6‐8

Q1 Q1 SS.8.2.3 Distinguish how immigrants affected industrialization and urbanization.

D2.Eco.9 6‐8 D2.His.1.6‐8 D2.His.2.6‐8 D2.His.14.6‐8

Q1 Q1 SS.8.2.4 Outline how the Progressive Era and unionization were a result of industrialization.

D2.Eco.9.6‐8 D2.His.1.6‐8. CCSS RH.6‐8.8

Outcome 3:

SS.8.3 Students will analyze United States policies to determine how it became an economic and military world power.




Q1 Q1 SS.8.3.1 Examine the foreign policy spectrum to determine how a country is placed on it by its actions.

D2.His.12.6‐8

Q1 Q1 SS.8.3.2 Outline the progression of United States foreign policy that led to Imperialism.

D2.His.1.6‐8 D2.His.5.6‐8 CCSS RH.6‐8.3

Q1 Q1 SS.8.3.3 Explain why countries extend their influence to other regions.

D2.His.14.6‐8 D2.His.16.6‐8 D2.His.17.6‐8

Q2 Q2 SS.8.3.4 Determine how the Spanish ‐ D2.His.1.6‐8


Page 45

American War helped the United States become a world power (Cuba, Puerto Rico, Philippines, and Guam).

D2.Civ.14.6‐8CCSS RH.6‐8.3

Q2 Q2 SS.8.3.5 Determine how the United States expansion after the Spanish‐American War helped it become a world power (Latin America).

D2.His.14.6‐8 D2.His.16.6‐8 D2.His.17.6‐8 D2.Civ.14.6‐8

Outcome 4:

SS.8.4 The students will examine WWI to determine the causes and long term effects.




Q2 Q2 SS.8.4.1 Explain the causes of WWI (militarism, alliances, nationalism, imperialism, and assassination).

D2.His.1.6‐8 D2.His.14.6‐8

CCSS RH.6‐8.3

Q2 Q2 SS.8.4.2 Compare and contrast the style of warfare from the beginning of the war to the end of the war and the role played by the United States.

D2.His.12.6‐8 D2.His.17.6‐8

Q2 Q2 SS.8.4.3 Analyze world trade and changes in United States production to determine how it impacted WWI.

D2.Eco.1.6‐8 D2.Eco.8.6‐8

Q2 Q2 SS.8.4.4 Differentiate between Capitalism and Communism.

D2.Eco.1.6‐8 D2.Eco.4.6‐8 D2.Eco.9.6‐8

CCSS RH.6‐8.4

Q2 Q2 SS.8.4.5 Assess the impact the Russian Revolution had on Russian Society and WWI.

D2.His.2.6‐8

Q2 Q2 SS.8.4.6 Evaluate the Treaty of Versailles to determine its impact on the global community.

D2.His.6.6‐8 D2.Civ.3.6‐8

CCSS RH.6‐8.3


Page 46

Outcome 5:

SS.8.5 Students will examine post WWI society to determine its global impact.




Q2 Q2 SS.8.5.1 Differentiate supply and demand and economic needs versus wants.

D2.Eco.3.6‐8 D2.Eco.6.6‐8

Q2 Q2 SS.8.5.2 Differentiate money, credit, debit, debt, and interest to each other.

D2.Eco.5.6‐8

Q2 Q2 SS.8.5.3 Define stocks, risk, investment, and buying on margin.

D2.Eco.1.6‐8 D2.Eco.9.6‐8

Q2 Q2 SS.8.5.4 Examine the 1920s to determine economic growth and societal change.

D2.His.2.6‐8

Q2 Q2 SS.8.5.5 Examine the 1930s to determine economic decline and societal change.

D2.Eco.1.6‐8 D2.Eco.6.6‐8 D2.Eco.9.6‐8

Outcome 6:

SS.8.6 Students will examine WWII to determine causes and global effects.




Q3 Q3 SS.8.6.1 Examine the Treaty of Versailles to determine how it did not solve the problems that caused WWI (militarism, alliances, nationalism, imperialism).

D2.His.14.6‐8 D2.Civ.3.6‐8

Q3 Q3 SS.8.6.2 Differentiate countries that had democracies and dictatorships and how their leaders rose to power.

D2.His.4.6‐8

Q3 Q3 SS.8.6.3 Analyze appeasement to determine how it led to conflict in Europe.

D2.His.4.6‐8 D2.His.14.6‐8

Q3 Q3 SS.8.6.4 Determine the causes and effects of the Holocaust.

IL Code 12 D2.His.14.6‐8

Q3 Q3 SS.8.6.5 Explain the rise and fall of D2.His.16.6‐8


Page 47

Imperial Japan.

Q3 Q3 SS.8.6.6 Outline how the United States became involved in WWII.


Q3 Q3 SS.8.6.7 Analyze the major battles of WWII to determine their significance.

D2.His.2.6‐8

Q3 Q3 SS.8.6.8 Examine the United States’ citizens’ responses to WWII on the home front.

D2.His.4.6‐8

Q3 Q3 SS.8.6.9 Describe the rise in tension between communist and non‐communist countries towards the end of WWII.

D2.His.14.6‐8

Q3 Q3 SS.8.6.10 Examine the events at the end of WWII to determine how the war ended.

D2.His.14.6‐8

Outcome 7:

SS.8.7 Students will evaluate the post WWII world to determine the effect

Communism had on global conflicts.

Pacing: Components: C3 Framework

Standards

Referenced

Local ELA

Standards

Referenced


Q3 Q3 SS.8.7.1 Distinguish between and

determine the importance of the

Yalta Conference, Satellite

Nations (Iron Curtain), and post

WWII Germany.

D2.His.4.6‐8

Q3 Q3 SS.8.7.2 Examine the rise of Communism

in Asia (China, Korea, and

Vietnam) to assess the United

States’ response to the spread of

Communism. (Containment,

Detente, and Reagan Doctrine).

D2.His.14.6‐8

Q3 Q3 SS.8.7.3 Describe the significance of Cuba

turning communist (Cuban

Missile Crisis).

D2.His.2.6‐8


Page 48

Q3 Q3 SS.8.7.4 Evaluate alliances to determine

their importance in the Cold War

(United Nations, North Atlantic

Treaty Organization, and the

Warsaw Pact).

D2.His.15.6‐8

Q3 Q3 SS.8.7.5 Explain the importance of the

Korean War to the United States

and global community.

D2.His.2.6‐8

Q3 Q3 SS.8.7.6 Analyze American pop culture to

determine how it evolved during

the Cold War Era (Red Scare,

draft, American Dream,

Counterculture, and Watergate).

D2.His.5.6‐8


Vietnam War to the United

States and global community.

D2.His.2.6‐8


fall of the Berlin Wall,

Perestroika, and Glasnost.

D2.His.2.6‐8

Q4 Q4 SS.8.7.9 Differentiate between the global

conflicts toward the end of the

Cold War Era (Iran Contra

Scandal, Tiananmen Square,

South African apartheid ends).

D2.His.2.6‐8

Outcome 8:

SS.8.8 Students will outline the events of the 20th and 21st centuries that led to

modern global conflicts.

Pacing: Components: C3 Framework

Standards

Referenced

Local ELA

Standards

Referenced


Q4 Q4 SS.8.8.1 Describe how the drawing of

Middle Eastern borders after

WWI has contributed to global

conflicts.

D2.His.1.6‐8


Page 49

Q4 Q4 SS.8.8.2 Describe the formation of Israel

after WWII.

D2.His.14.6‐8


Iran Hostage Crisis.

D2.His.14.6‐8

Q4 Q4 SS.8.8.4 Explain how imperial powers

(Britain, Soviet Union, United

States) have invaded

Afghanistan and how these

actions shape the current state.

D2.His.14.6‐8


Persian Gulf War and the role

the United States played as the

world power.

D2.His.1.6‐8

Q4 Q4 SS.8.8.6 Describe the events that led to

the September 11th terrorist

attacks.

D2.His.1.6‐8

Q4 Q4 SS.8.8.7 Analyze the events through

September 11th to determine

the United States involvement in

the wars in Iraq and Afghanistan.

D2.His.1.6‐8

Q4 Q4 SS.8.8.8 Elaborate on how American pop

culture evolves during the late

20th century (globalism and

technology.

D2.His.2.6‐8


Page 50

Grade/Course Level: World History

Subject: Social Studies Course/Grade Level: World History

Focus Statement: Students will analyze civilizations to evaluate and make connections of societal changes over time and place throughout world history.

Outcome 1:

SS.WH.1 Students will analyze Ancient Greece and Rome to describe them in terms of the culture, economy, government, religion, and conflict.




Q1 Q1 SS.WH.1.1 Analyze the impact of geography to determine its impact on the culture, economy, and military of the city‐states Athens and Sparta.

D2.Geo.1.9‐12 D2.Geo.2.9‐12 D2.Geo.5.9‐12

Q1 Q1 SS.WH.1.2 Compare and contrast the types of government in Ancient Greece with modern Democratic values.

D2.Civ.2.9‐12 D2.Civ.8.9‐12 D2.Civ.11.9‐12

Q1 Q1 SS.WH.1.3 Identify the impact of the Persian and Peloponnesian wars on the rise and fall of Greek society.

D2.His.8.9‐12

Q1 Q1 SS.WH.1.4 Analyze the contributions of Ancient Greek philosophers to determine their impact on Ancient Greek society.

D2.His.3.9‐12 D2.His.4.9‐12

Q1 Q1 SS.WH.1.5 Investigate Alexander the Great to describe his impact on the Hellenistic Era.

D2.His.3.9‐12

Q1 Q1 SS.WH.1.6 Compare and contrast the different types of governments in Ancient Rome.

D2.Civ.6.9‐12

Q1 Q1 SS.WH.1.7 Investigate the tactics of different Roman emperors to control the entire Western world.

D2.His.3.9‐12

Q1 Q1 SS.WH.1.8 Analyze the rise of Christianity to determine the impact it had on the Roman Empire.

D2.His.15.9‐12


Page 51

Q1 Q1 SS.WH.1.9 Connect the major events in Ancient Rome that may have led to the Fall of the Western Roman Empire.

D2.His.2.9‐12

Outcome 2:

SS.WH.2 Students will analyze the religion of Islam to evaluate its origins, properties, and impact on the world today.




Q1 Q1 SS.WH.2.1 Outline the origins and development of Islam (Abraham, Muhammad, Prophetic Traditions, Makkah, Madinah, Sunni and Shia split, and Jerusalem).

D2.Geo.5.9‐12

Q1 Q1 SS.WH.2.2 Identify and describe the properties of Islam (Five Pillars, Shari’ah, Jihad, Articles of Faith and Quran).

D2.HIS.1.9‐12

Q1 Q1 SS.WH.2.3 Compare and contrast the three major world religions of Christianity, Islam and Judaism.

Q1 Q1 SS.WH.2.4 Weigh and evaluate the different viewpoints of the Israeli and Palestinian conflict.

D2.HIS.7.9‐12 D2.HIS.9.9‐12 D2.HIS.16.9‐12

Q1 Q1 SS.WH.2.5 Construct a map that identifies political and physical locations and distinguish between the three world religions’ historically significant locations.

D2.GEO.1.9‐12 D2.GEO.6.9‐12 D2.GEO.7.9‐12

Q1 Q1 SS.WH.2.6 Critique Islamic advancements and make connections between Islamic traditions and cultural expectations.


Page 52

Outcome 3:

SS.WH.3 Students will examine the growth of European kingdoms, rise of feudalism, role of religion, impact of disease, and change in culture to evaluate and characterize the transformation of the Roman world throughout the Middle Ages.




Q1 Q2 SS.WH.3.1 Create a map of Western Europe during the Middle Ages and identify current political locations.

D2.GEO.1.9‐12

Q1 Q2 SS.WH.3.2 Evaluate how Western European civilization was comprised of Germanic, Roman, and Christian components.

D2.GEO.5.9‐12 D2.HIS.5.9‐12

Q1 Q2 SS.WH.3.3 Identify and distinguish between the different figures who contributed to the growth of the European Kingdoms.

D2.HIS.1.9‐12

Q1 Q2 SS.WH.3.4 Outline the dynamics of and determine the causes of Feudalism.

D2.CIV.1.9‐12 D2.CIV.8.9‐12

Q1 Q2 SS.WH.3.5 Diagram the Byzantine Empire including its cultural, political and economic characteristics.

D2.GEO.5.9‐12 D2.CIV.3.9‐12 D2.CIV.10.9‐12

Q1 Q2 SS.WH.3.6 Analyze the crusades (1‐4) to determine which campaign was the most effective.

D2.HIS.1.9‐12 D2.HIS.14.9‐12

Q1 Q2 SS.WH.3.7 Differentiate between urban and rural elements (farming, technological advancements, disease, peasants, serfs, etc.).

D2.ECO.4.9‐12 D2.GEO.3.9‐12 D2.GEO.5.9‐12 D2.GEO.9.9‐12

Q1 Q2 SS.WH.3.8 Assess the evolution of trade to determine its impact on the economy.

D2.ECO.3.9‐12 D2.ECO.4.9‐12 D2.GEO.5.9‐12 D2.GEO.9.9‐12

Q1 Q2 SS.WH.3.9 Diagnose the changes that occurred within the Christian church.

D2.HIS.1.9‐12 D2.HIS.2.9‐12 D2.HIS.7.9‐12 D2.HIS.14.9‐12 D2.HIS.17.9‐12

Q1 Q2 SS.WH.3.10 Critique the causes and effects of the Hundred Years’ War along with each crusade (1‐4) to

D2.GEO.5.9‐12 D2.GEO.12.9‐12


Page 53

determine their impact on medieval society.

D2.HIS.1.9‐12 D2.HIS.14.9‐12

Outcome 4:

SS.WH.4 Students will compare and contrast the Maya, Inca, and Aztec civilizations to summarize the accomplishments of each. Students will also analyze exploration and expansion to establish the global effects.




Q2 Q2 SS.WH.4.1 Create a map of Central and South America during the exploration era and identify current political locations.

D2.GEO.1.9‐12 D2.GEO.4.9‐12

Q2 Q2 SS.WH.4.2 Analyze the civilizations located in Central and South America to determine their accomplishments.

D2.GEO.7.9‐12 D2.HIS.1.9‐12 D2.HIS.8.9‐12

Q2 Q2 SS.WH.4.3 Identify and distinguish between the different figures who contributed to the growth of exploration and expansion.

D2.ECO.5.9‐12 D2.HIS.1.9‐12

Q2 Q2 SS.WH.4.4 Outline the characteristics of the Atlantic slave trade and Columbian Exchange to determine their economic impacts.

D2.GEO.5.9‐12 D2.GEO.6.9‐12 D2.ECO.4.9‐12 D2.ECO.5.9‐12 D2.ECO.14.9‐12 D2.HIS.1.9‐12 D2.HIS.16.9‐12

Outcome 5:

SS.WH.5 Students will evaluate the Renaissance and Reformation to determine the shifts that took place in society, religion, and culture.




Q2 Q2 SS.WH.5.1 Create a map of Christian branches during the Renaissance and Reformation to identify political locations.

D2.GEO.1.9‐12 D2.GEO.6.9‐12

Q2 Q2 SS.WH.5.2 Outline the causes and effects of D2.CIV.14.9‐12


Page 54

the Renaissance. D2.GEO.6.9‐12 D2.HIS.4.9‐12 D2.HIS.14.9‐12

Q2 Q2 SS.WH.5.3 Classify components of Renaissance society (a shift to secular thinking, artists, writers, Humanism, and their hierarchy of Renaissance society).

D2.GEO.5.9‐12 D2.GEO.7.9‐12 D2.HIS.3.9‐12 D2.HIS.14.9‐12

Q2 Q2 SS.WH.5.4 Identify and distinguish between the different figures and their contributions to the Renaissance and Reformation.

D2.CIV.10.9‐12 D2.CIV.12.9‐12 D2.CIV.13.9‐12 D2.CIV.14.9‐12 D2.HIS.2.9‐12

Q2 Q2 SS.WH.5.5 Outline the causes and effects of the Reformation.

D2.CIV.13.9‐12 D2.CIV.14.9‐12 D2.GEO.6.9‐12 D2.HIS.1.9‐12 D2.HIS.4.9‐12 D2.HIS.14.9‐12 D2.HIS.15.9‐12 D2.HIS.16.9‐12

Outcome 6:

SS.WH.6 Students will analyze events in 16th and 17th century Europe to show the relationship between social crisis, war, revolution, and Absolutism.




Q2 Q2 SS.WH.6.1 Create a map of Eastern Europe during the 16th and 17th centuries, and identify modern political locations.

D2.GEO.1.9‐12 D2.GEO.4.9‐12

Q2 Q2 SS.WH.6.2 Outline the relationship between Spain and England to determine the resulting conflict.

D2.CIV.6.9‐12 D2.GEO.12.9‐12 D2.HIS.1.9‐12 D2.HIS.2.9‐12

Q2 Q2 SS.WH.6.3 Describe the economic and social issues that led to political turmoil in Europe (witchcraft trials, Thirty Years’ War, English Civil War/War of Roses, and Glorious Revolution).

D2.CIV.1.9‐12 D2.CIV.12.9‐12 D2.HIS.1.9‐12 D2.HIS.2.9‐12

Q2 Q2 SS.WH.6.4 Examine the actions and philosophies of Louis XIV and

D2.CIV.5.9‐12 D2.CIV.6.9‐12


Page 55

Peter the Great to determine their responses to Absolutism.

D2.HIS.2.9‐12 D2.HIS.3.9‐12 D2.HIS.12.9‐12

Outcome 7:

SS.WH.7 Students will evaluate contributions made by specific individuals during the Scientific Revolution and Enlightenment to determine their impacts on future societies.




Q3 Q3 SS.WH.7.1 Identify and distinguish between different figures and their contributions to the Scientific Revolution and Enlightenment.

D2.CIV.10.9‐12 D2.CIV.12.9‐12 D2.CIV.14.9‐12 D2.HIS.1.9‐12 D2.HIS.2.9‐12 D2.HIS.5.9‐12 D2.HIS.14.9‐12

Q3 Q3 SS.WH.7.2 Determine the global effects of the Scientific Revolution on society.

D2.HIS.1.9‐12 D2.HIS.2.9‐12 D2.HIS.3.9‐12 D2.HIS.4.9‐12 D2.HIS.5.9‐12 D2.HIS.14.9‐12

Q3 Q3 SS.WH.7.3 Determine the causes and effects of the American Revolution as it pertains to the Enlightenment.

D2.CIV.2.9‐12 D2.CIV.10.9‐12 D2.HIS.3.9‐12 D2.HIS.14.9‐12 D2.HIS.16.9‐12

Q3 Q3 SS.WH.7.4 Describe the economic systems developed and figures responsible for their creation during the Enlightenment.

D2.ECO.3.9‐12 D2.ECO.6.9‐12

Outcome 8:

SS.WH.8 Students will examine the French Revolution to determine its causes and effects. Students will also examine the Age of Napoleon to determine his impact on the French state.





Page 56

Q3 Q3 SS.WH.8.1 Diagnose the roots of the French Revolution and the social injustices that led to the inception of the French Revolution.

D2.CIV.5.9‐12 D2.HIS.4.9‐12 D2.HIS.5.9‐12 D2.HIS.14.9‐12 D2.HIS.15.9‐12

Q3 Q3 SS.WH.8.2 Identify and distinguish between different figures and their contributions to the French Revolution.

D2.CIV.10.9‐12 D2.CIV.12.9‐12 D2.CIV.14.9‐12 D2.HIS.2.9‐12 D2.HIS.5.9‐12

Q3 Q3 SS.WH.8.3 Outline the unstable government in France post revolution which propelled Napoleon into power.


Q3 Q3 SS.WH.8.4 Compare and contrast the revolutions (French, American, and Russian).


Outcome 9:

SS.WH.9 Students will outline the causes and effects of the Industrial Revolution nationally as well as globally. Students will also outline the effects of mass societies.




Q3 Q3 SS.WH.9.1 Create a map of the industrial centers and resources found in Europe during the Industrial Revolution.

D2.GEO.1.9‐12 D2.GEO.4.9‐12 D2.GEO.6.9‐12 D2.ECO.1.9‐12

Q3 Q3 SS.WH.9.2 Examine the causes of the first Industrial Revolution (important figures, resources, and capital created and readily available) to determine effects the first Industrial Revolution had on a national and global scale.

D2.ECO.1.9‐12 D2.ECO.3.9‐12 D2.ECO.14.9‐12 D2.HIS.1.9‐12 D2.HIS.2.9‐12

Q3 Q3 SS.WH.9.3 Examine the causes of the 2nd Industrial Revolution (important figures, resources, and the introduction of mass produced goods) to determine effects the 2nd Industrial Revolution had on a national and global scale.

D2.ECO.1.9‐12 D2.ECO.3.9‐12 D2.ECO.14.9‐12 D2.HIS.1.9‐12 D2.HIS.2.9‐12


Page 57

Q3 Q3 SS.WH.9.4 Weigh the effects of the Industrial Revolution to outline the societal changes that occurred with the emergence of mass society.

D2.GEO.6.9‐12 D2.HIS.1.9‐12 D2.HIS.2.9‐12 D2.HIS.5.9‐12

Outcome: 10:

SS.WH.10 Students will critique the overall impact of Imperialism to assess its influence on a local, national, and global scale.




Q3 Q4 SS.WH.10.1 Create a map of Africa during Imperialism and identify modern political locations.

D2.GEO.1.9‐12 D2.GEO.4.9‐12

Q3 Q4 SS.WH.10.2 Outline the motives which led imperialists to conquer regions (Africa, Southeast Asia, and India).

D2.CIV.6.9‐12 D2.ECO.1.9‐12 D2.ECO.14.9‐12 D2.HIS.2.9‐12 D2.HIS.14.9‐12

Q3 Q4 SS.WH.10.3 Compare and contrast the political control over imperialized regions and make connections between imperialism and modern issues in formerly imperialized nations.

D2.CIV.1.9‐12 D2.CIV.12.9‐12 D2.CIV.14.9‐12 D2.HIS.1.9‐12 D2.HIS.14.9‐12

Q3 Q4 SS.WH.10.4 Show connections between modern forms of imperialism on a national level and its overall economic impact.

D2.ECO.8.9‐12 D2.ECO.13.9‐12 D2.HIS.5.9‐12 D2.HIS.7.9‐12

Outcome 11:

SS.WH.11 Students will analyze the causes and events of WWI to determine political, social, and economic effects.




Q4 Q4 SS.WH.11.1 Create a map of Europe pre‐World War I and the changes as a result of WWI.

D2.GEO.1.9‐12 D2.GEO.6.9‐12


Page 58

Q4 Q4 SS.WH.11.2 Examine the various events, philosophies and political alliances to determine their relationship in initiating WWI.

D2.CIV.1.9‐12 D2.CIV.5.9‐12 D2.CIV.14.9‐12 D2.GEO.5.9‐12 D2.GEO.7.9‐12 D2.HIS.1.9‐12 D2.HIS.2.9‐12 D2.HIS.14.9‐12

Q4 Q4 SS.WH.11.3 Compare and contrast the contributions of critical figures, groups and states involved in WWI.

D2.Civ.1.9‐12 D2.CIV.3.9‐12 D2.CIV.7.9‐12 D2.CIV.10.9‐12 D2.HIS.1.9‐12 D2.HIS.2.9‐12 D2.HIS.14.9‐12

Q4 Q4 SS.WH.11.4 Outline the events of WWI (the introduction of new technology, key battles and decisive victories, the Russian Revolution, and women’s roles).

D2.CIV.1.9‐12 D2.CIV.7.9‐12 D2.CIV.10.9‐12 D2.GEO.2.‐9‐12 D2.GEO.5.9‐12 D2.GEO.12.9‐12 D2.HIS.1.9‐12 D2.HIS.2.9‐12 D2.HIS.14.9‐12

4 4 SS.WH.11.5 Evaluate the end of WWI to determine how it laid the ground work for WWII.

D2.Civ.1.9‐12 D2.CIV.3.9‐12 D2.CIV.6.9‐12 D2.CIV.7.9‐12 D2.CIV.8.9‐12 D2.GEO.5.9‐12 D2.GEO.7.9‐12 D2.HIS.1.9‐12 D2.HIS.14.9‐12 D2.HIS.15.9‐12

Outcome 12:

SS.WH.12 Students will analyze the causes and events of WWII to determine political, social and economic short and long term effects.




Q4 Q4 SS.WH.12.1 Create a map of Europe post WWI and the changes as a result

D2.GEO.1.9‐12 D2.GEO.4.9‐12


Page 59

of WWII.

Q4 Q4 SS.WH.12.2 Examine the various events, philosophies, and political alliances to determine their relationship in initiating WWII.

D2.CIV.3.9‐12 D2.CIV.5.9‐12 D2.CIV.6.9‐12 D2.CIV.14.9‐12 D2.HIS.2.9‐12 D2.HIS.3.9‐12 D2.HIS.14.9‐12

Q4 Q4 SS.WH.12.3 Compare and contrast the contributions of critical figures, groups, and states involved in WWII.

D2.CIV.1.9‐12 D2.CIV.7.9‐12 D2.CIV.10.9‐12 D2.HIS.3.9‐12 D2.HIS.5.9‐12 D2.HIS.14.9‐12 D2.HIS.15.9‐12

Q4 Q4 SS.WH.12.4 Outline the events of WWII (the introduction of new technology, key battles and decisive victories, and the Holocaust).

D2.CIV.7.9‐12 D2.HIS.1.9‐12 D2.HIS.3.9‐12

Q4 Q4 SS.WH.12.5 Evaluate the end of WWII to determine how it laid the ground work for future global issues.

D2.CIV.1.9‐12 D2.CIV.3.9‐12 D2.CIV.6.9‐12 D2.CIV.7.9‐12 D2.CIV.8.9‐12 D2.HIS.2.9‐12 D2.HIS.3.9‐12 D2.HIS.14.9‐12 D2.HIS.15.9‐12


Page 60

Grade/Course Level: World History Honors

Subject: Social Studies Course/Grade Level: World History Honors

Focus Statement: Students will analyze civilizations to evaluate and make connections of societal changes over time and place throughout world history.

Outcome 1:

SS.WHH.1 Students will analyze Ancient Greece and Rome to describe them in terms of the culture, economy, government, religion, and conflict.




Q1 Q1 SS.WHH.1.1 Analyze the impact of geography to determine its impact on the culture, economy, and military of the city‐states Athens and Sparta.

D2.Geo.1.9‐12 D2.Geo.2.9‐12 D2.Geo.5.9‐12

Q1 Q1 SS.WHH.1.2 Compare and contrast the types of government in Ancient Greece with modern democratic values.

D2.Civ.2.9‐12 D2.Civ.11.9‐12

Q1 Q1

SS.WHH.1.3 Identify the impact of the Persian and Peloponnesian Wars on the rise and fall of Greek society.

D2.His.8.9‐12

Q1 Q1 SS.WHH.1.4 Analyze the contributions of Ancient Greek philosophers to determine their impact on Ancient Greek society.

D2.His.3.9‐12 D2.His.4.9‐12

Q1 Q1 SS.WHH.1.5 Investigate Alexander the Great to describe his impact on the Hellenistic Era.

D2.His.3.9‐12

Q1 Q1 SS.WHH.1.6 Compare and contrast the different types of governments in Ancient Rome.

D2.Civ.6.9‐12

Q1 Q1 SS.WHH.1.7 Investigate the tactics of different Roman emperors to control the entire western world.

D2.His.3.9‐12

Q1 Q1 SS.WHH.1.8 Analyze the rise of Christianity to determine the impact it had on the Roman Empire.

D2.His.15.9‐12

Q1 Q1 SS.WHH.1.9 Connect the major events in Ancient Rome that may have

D2.His.2.9‐12


Page 61

led to the fall of the western Roman Empire.

Outcome 2:

SS.WHH.2 Students will analyze the religion of Islam in order to evaluate its origin, its properties and impact on the world today.




Q1 Q2 SS.WHH.2.1 Outline the origin and development of Islam (Abraham, Muhammad, Prophetic Tradition, Makkah, Medina, Sunni and Shia split, and Jerusalem).

D2.Geo.5.9‐12

Q1 Q2 SS.WHH.2.2 Identify and describe the properties of Islam (Five Pillars, Articles of Faith, Shari’ah, Jihad, and Quran).

D2.His.1.9‐12

Q1 Q2 SS.WHH.2.3 Compare and contrast Christianity, Islam, and Judaism.

Q1 Q2 SS.WHH.2.4 Weigh and evaluate the different viewpoints of the Israeli and Palestinian conflict. Analyze the components to determine a possible solution.

D2.His.7.9‐12 D2.His.9.9‐12 D2.His.16.9‐12

Q1 Q2 SS.WHH.2.5 Construct a map that identifies political and physical locations and distinguish between the three world religions’ historically significant locations.

D2.Geo.1.9‐12 D2.Geo.6.9‐12 D2.Geo.7.9‐12

Q1 Q2 SS.WHH.2.6 Critique Islamic advancements and make connections between Islamic traditions and cultural expectations.

Q1 Q2 SS.WHH.2.7 Analyze Islamic factions within the western world to determine modern tensions.

D2.His.4.9‐12 D2.His.7.9‐12


Page 62

Outcome 3:

SS.WHH.3 Students will examine the growth of European kingdoms, rise of feudalism, role of religion, impact of disease, and change in culture to evaluate and characterize the transformation of the Roman world throughout the Middle Ages.




Q2 Q2 SS.WHH.3.1 Create a map of Western Europe during the Middle Ages and identify current political locations.

D2.Geo.1.9‐12

Q2 Q2 SS.WHH.3.2 Examine how Western European civilization was comprised of Germanic, Roman, and Christian components, to determine which had the greater long term impact.

D2.Geo.5.9‐12 D2.His.5.9‐12

Q2 Q2 SS.WHH.3.3 Identify and distinguish between the different figures who contributed to the growth of the European Kingdoms.

D2.His.1.9‐12

Q2 Q2 SS.WHH.3.4 Outline the dynamics of and determine the causes of Feudalism.

D2.Civ.1.9‐12 D2.Civ.8.9‐12

Q2 Q2 SS.WHH.3.5 Analyze the cultural, political, and economic characteristics of the Byzantine Empire to determine how they impact one another.

D2.Geo.5.9‐12 D2.Civ.3.9‐12 D2.Civ.10.9‐12

Q2 Q2 SS.WHH.3.6 Analyze the Crusades to determine which campaign was the most effective. Analyze the different perspectives of the Crusades (Islam, Christianity) to determine each side’s justification for involvement.

D2.His.1.9‐12 D2.His.14.9‐12

Q2 Q2 SS.WHH.3.7 Differentiate between urban and rural elements (farming, technological advancements, peasants, serfs). Deduce how the plague impacted social, economic and political elements of urban and rural societies.

D2.Eco.4.9‐12 D2.Geo.3.9‐12 D2.Geo.5.9‐12 D2.Geo.9.9‐12

Q2 Q2 SS.WHH.3.8 Assess the evolution of trade to D2.Eco.3.9‐12


Page 63

determine its impact on the economy.

D2.Eco.4.9‐12 D2.Geo.5.9‐12 D2.Geo.9.9‐12

Q2 Q2 SS.WHH.3.9 Analyze the changes that occurred within Christianity (formation of the Catholic Inquisition) to determine changes in church power.


Q2 Q2 SS.WHH.3.10 Critique the causes and effects of the Hundred Years’ War along with each Crusade to determine their impact on Medieval Society.

D2.Geo.5.9‐12 D2.Geo.12.9‐12 D2.His.1.9‐12 D2.His.14.9‐12

Outcome 4:

SS.WHH.4 Students will evaluate the Renaissance and Reformation to determine the shifts that took place in society, religion, and culture.




Q2 Q2 SS.WHH.4.1 Outline the causes and effects of the Renaissance on European societies.

D2.Civ.14.9‐12 D2.Geo.6.9‐12 D2.His.4.9‐12 D2.His.14.9‐12

Q2 Q2 SS.WHH.4.2 Classify components of Renaissance society (shift to secular thinking, artists, writers, Humanism, and their hierarchy of Renaissance society).

D2.Geo.5.9‐12 D2.Geo.7.9‐12 D2.His.3.9‐12 D2.His.4.9‐12 D2.His.14.9‐12

Q2 Q2 SS.WHH.4.3 Identify the impact of societal standards on the idea of a Renaissance Man in the Renaissance era, as compared to modern day social standards.

D2.His.1.9‐12

Q2 Q2 SS.WHH.4.4 Identify and distinguish between the different figures and their contributions to the Renaissance and Reformation.

D2.Civ.10.9‐12 D2.Civ.12.9‐12 D2.Civ.13.9‐12 D2.Civ.14.9‐12 D2.His.2.9‐12

Q2 Q2 SS.WHH.4.5 Outline the causes and effects of the Protestant Reformation. Evaluate how the Protestant Reformation caused the Catholic Reformation.

D2.Civ.13.9‐12 D2.Civ.14.9‐12 D2.Geo.6.9‐12 D2.His.1.9‐12 D2.His.4.9‐12 D2.His.14.9‐12


Page 64

D2.His.15.9‐12 D2.His.16.9‐12

Outcome 5:

SS.WHH.5 Students will analyze critical events in 16th and 17th century Europe to show the relationship between social crisis, war, revolution, and Absolutism.




Q2 Q2 SS.WHH.5.1 Analyze the relationship between Spain and England to determine the resulting conflict.

D2.His.1.9‐12 D2.His.2.9‐12

Q2 Q2 SS.WHH.5.2 Identify the impact the Protestant Reformation had on the re‐establishment of the inquisition by the Roman Catholic Church (witchcraft).

D2.His.3.9‐12

Q2 Q2 SS.WHH.5.3 Describe the economic and social crisis which led to political turmoil in Europe (Thirty Years’ War, English Civil War, French Civil Wars, and Glorious Revolution).

D2.Civ.1.9‐12 D2.Civ.12.9‐12 D2.His.1.9‐12 D2.His.2.9‐12

Q2 Q2 SS.WHH.5.4 Examine the actions and philosophies of Louis the XIV and Peter the Great to determine the responses to Absolutism.


Q2 Q2 SS.WHH.5.5 Compare and contrast the political philosophies of Thomas Hobbes and John Locke

D2.His.3.9‐12

Outcome 6:

SS.WHH.6 Students will evaluate contributions made by specific individuals during the Scientific Revolution and Enlightenment to determine their impact on future societies.




Q2 Q2 SS.WHH.6.1 Identify and distinguish between different figures and their contributions to the Scientific

D2.Civ.10.9‐12 D2.Civ.12.9‐12 D2.Civ.14.9‐12


Page 65

Revolution and Enlightenment. D2.His.1.9‐12 D2.His.2.9‐12 D2.His.5.9‐12 D2.His.14.9‐12

Q2 Q2 SS.WHH.6.2 Determine the global effects of the Scientific Revolution on society.


Q2 Q2 SS.WHH.6.3 Examine scientific accomplishments of the 17th century to determine how they impacted the power of the Catholic Church.


Q2 Q2 SS.WHH.6.4 Determine the causes and effects of the American Revolution as it pertains to the Enlightenment.


Q2 Q2 SS.WHH.6.5 Describe the economic systems developed and figures responsible for their creation during the Enlightenment.

D2.Eco.3.9‐12 D2.Eco.6.9‐12

Q2 Q2 SS.WHH.6.6 Identify Enlightenment thinkers, their ideas, and their impact on modern political philosophies.

D2.His.3.9‐12

Outcome 7:

SS.WHH.7 Students will examine the French Revolution to determine causes and effects. Students will also examine the Age of Napoleon to determine his impact on the French state.




Q3 Q3 SS.WHH.7.1 Diagnose the roots of the French Revolution and the social injustice that led to the inception of the French Revolution.

D2.Civ.5.9‐12 D2.Hiv.4.9‐12 D2.His.5.9‐12 D2.His.14.9‐12 D2.His.15.9‐12

Q3 Q3 SS.WHH.7.2 Identify and distinguish between different figures and their contributions to the French Revolution (Louis XVI, Marie

D2.Civ.10.9‐12 D2.Civ.12.9‐12 D2.Civ.14.9‐12 D2.His.1.9‐12


Page 66

Antoinette, Robespierre, Marat, and Danton).

D2.His.2.9‐12 D2.His.5.9‐12

Q3 Q3 SS.WHH.7.3 Analyze the Third Estate’s opinion of Revolutionary leaders to determine how it changes from support to opposition during the Reign of Terror.

D2.His.2.9‐12

Q3 Q3 SS.WHH.7.4 Examine the unstable government in France post revolution to determine how it propelled Napoleon into power.


Q3 Q3 SS.WHH.7.5 Compare and contrast the French, American and Russian Revolutions.

D2.Civ.5.9‐12 D2.His.5.9‐12 D2.His.14.9‐12

Outcome 8:

SS.WHH.8 Analyze the perspectives of the nobility and third estate to determine their moral and societal implications.




Q3 Q3 SS.WHH.8.1 Analyze the events of the French Revolution to hypothesize how one event could have changed the outcome.

D2.His.3.9‐12 D2.His.5.9‐12 D2.His.9.9‐12

Q3 Q3 SS.WHH.8.2 Compare and contrast the character’s situations in The Reign of Terror with students’ own social and emotional experiences.

Q3 Q3 SS.WHH.8.3 Apply historical information regarding the French Revolution to the make predictions about the series of events that occurs in The Reign of Terror.

D2.His.3.9‐12 D2.His.5.9‐12 D2.His.11.9‐12

Outcome 9:

SS.WHH.9 Students will outline the causes and effects of the Industrial Revolution nationally as well as globally. Students will also evaluate the effects of mass societies.

Pacing: Components: C3 Framework Local ELA


Page 67

Standards Referenced

Standards Referenced


Q3 Q4 SS.WHH.9.1 Examine the causes of the first Industrial Revolution (important figures, resources, and capital created and readily available) to determine the effects the first Industrial Revolution had on a national and global scale.

D2.Eco.1.9‐12 D2.Eco.3.9‐12 D2.Eco.14.9‐12 D2.His.1.9‐12 D2.His.2.9‐12

Q3 Q4 SS.WHH.9.2 Examine the causes of the 2nd Industrial Revolution (important figures, resources, and the introduction of mass produced goods) to determine the effects the 2nd Industrial Revolution had on a national and global scale.

D2.Eco.1.9‐12 D2.Eco.3.9‐12 D2.Eco.14.9‐12 D2.His.1.9‐12 D2.His.2.9‐12

Q3 Q4 SS.WHH.9.3 Weigh the effects of the Industrial Revolutions to outline the societal changes that occurred with the emergence of mass society.

D2.Geo.6.9‐12 D2.His.1.9‐12 D2.His.2.9‐12 D2.His.5.9‐12

Q3 Q4 SS.WHH.9.4 Compare and contrast the economic systems of mercantilism and capitalism to determine the benefits and detriments of each system.

D2.Eco.4.9‐12 D2.Eco.5.9‐12

Q3 Q4 SS.WHH.9.5 Identify the reasons for the rise and use of trade/labor unions during the late 19th Century.

D2.Civ.14.9‐12

Outcome 10:

SS.WHH.10 Students will critique the overall impact of imperialism to assess its influence on a local, national and global scale.




Q4 Q4 SS.WHH.10.1 Create a map of Africa during Imperialism and identify modern political locations.

D2.Geo.1.9‐12 D2.Geo.4.9‐12

Q4 Q4 SS.WHH.10.2 Outline the motives which led imperialists to conquer regions (Africa, Southeast Asia and India) to determine which were justified.

D2.Civ.6.9‐12 D2.Eco.1.9‐12 D2.Eco.14.9‐12 D2.His.2.9‐12


Page 68

D2.His.14.9‐12

Q4 Q4 SS.WHH.10.3 Compare and contrast the political control over imperialized regions and make connections between imperialism and modern issues in formerly imperialized nations.

D2.Civ.1.9‐12 D2.Civ.12.9‐12 D2.Civ.14.9‐12 D2.Eco.5.9‐12 D2.His.1.9‐12 D2.His.14.9‐12

Q4 Q4 SS.WHH.10.4 Show connections between modern forms of Imperialism on a national level and its overall economic impact.

D2.Eco.8.9‐12 D2.Eco.13.9‐12 D2.His.5.9‐12 D2.His.7.9‐12

Outcome 11:

SS.WHH.11 Students will analyze the causes and events of World War I to evaluate the political, social and economic effects.




Q4 Q4 SS.WHH.11.1 Create a map of Europe pre‐WWI and the changes as a result of WWI.

D2.Geo.1.9‐12 D2.Geo.6.9‐12

Q4 Q4 SS.WHH.11.2 Examine the various events, philosophies and political alliances to determine their relationship in initiating WWI and there future global impacts.

D2.Civ.1.9‐12 D2.Civ.5.9‐12 D2.Civ.14.9‐12 D2.Geo.5.9‐12 D2.Geo.7.9‐12 D2.His.1.9‐12 D2.His.2.9‐12 D2.His.14.9‐12

Q4 Q4 SS.WHH.11.3 Compare and contrast the contributions of states involved in WWI to determine the implications on their economic societal and political transformation.


Q4 Q4 SS.WHH.11.4 Outline the events of WWI (introduction of new technology, key battles and decisive victories, the Russian Revolution, and women’s roles).

D2.Civ.1.9‐12 D2.Civ.7.9‐12 D2.Civ.10.9‐12 D2.Geo.2.‐9‐12 D2.Geo.5.9‐12 D2.Geo.12.9‐12


Page 69

D2.His.1.9‐12 D2.His.2.9‐12 D2.His.14.9‐12

Q4 Q4 SS.WH.11.5 Evaluate the end of WWI to determine how it laid the ground work for World War II.

D2.Civ.1.9‐12 D2.Civ.3.9‐12 D2.Civ.6.9‐12 D2.Civ.7.9‐12 D2.Civ.8.9‐12 D2.Geo.5.9‐12 D2.Geo.7.9‐12 D2.His.1.9‐12 D2.His.14.9‐12 D2.His.15.9‐12

Outcome 12:

SS.WHH.12 Students will analyze the causes and events of WWII to determine the political, social and economic short term and long term effects.




Q4 Q4 SS.WHH.12.1 Create a map of Europe post WWI and the changes as a result of WWII.

D2.Geo.2.9‐12 D2.Geo.4.9‐12

Q4 Q4 SS.WHH.12.2 Examine the various events, philosophies and political alliances to determine their relationship in initiating WWII and there future global impacts.


Q4 Q4 SS.WHH.12.3 Compare and contrast the contributions of states involved in WWI to determine the implications on their economic societal and political transformation.

D2.Civ.1.9‐12 D2.Civ.7.9‐12 D2.Civ.10.9‐12 D2.His.3.9‐12 D2.His.5.9‐12 D2.His.14.9‐12 D2.His.15.9‐12

Q4 Q4 SS.WH.12.4 Outline the events of WWII (introduction of new technology, key battles and decisive victories, and the Holocaust).

D2.Civ.7.9‐12 D2.His.1.9‐12 D2.His.3.9‐12

Q4 Q4 SS.WH.12.5 Evaluate the end of World War II to determine how it laid the ground work for future global

D2.Civ.1.9‐12 D2.Civ.3.9‐12 D2.Civ.6.9‐12


Page 70

issues (Cold War). D2.Civ.7.9‐12 D2.Civ.8.9‐12 D2.His.2.9‐12 D2.His.3.9‐12 D2.His.14.9‐12 D2.His.15.9‐12

Outcome 13:

SS.WHH.13 Students will evaluate the Cold War to determine how it shaped economic, political, and military policies as well as alliances in Europe, the Americas, and Asia.




Q4 Q4 SS.WHH.13.1 Evaluate the viewpoints of the United States and Soviet Union to determine how they came into conflict

D2.Civ.6.9‐12

Q4 Q4 SS.WHH.13.2 Analyze the cold war to determine its impact on the formation of new alliances (NATO, Warsaw Pact) and the Marshall Plan.

D2.Civ.1.9‐12 D2.Civ.3.9‐12 D2.Civ.11.9‐12

Q4 Q4 SS.WHH.13.3 Examine hostile situation (Arms Race, Berlin Wall, Cuban Missile Crisis, Vietnam War) that arise between the United State and Soviet Union to determine how the Cold War spread.

D2.Civ.13.9‐12

Q4 Q4 SS.WHH.13.4 Identify post WWII soviet leaders and outline their views and policies.

D2.His.3.9‐12

Q4 Q4 SS.WHH.13.5 Compare and contrast the economic and social changes that took place congruently in the United States and Europe, post WWII.

D2.Civ.14.9‐12 D2.His.2.9‐12


Page 71

Grade/Course Level: World Geography and Cultures

Subject: Social Studies Course/Grade Level: World Geography and Cultures

Focus Statement: Utilize the five themes of geography and compare and contrast cultures past and present by evaluating people, religion, customs, languages, migration and conflicts.

Outcome 1:

SS.WGC.1 Students will apply tools needed to explore the world.




Q1 Q1 SS.WGC.1.1 Distinguish between the five themes of geography and apply them at a local, state, national and international level.

D2.GEO.2.‐9‐12

Q1 Q1 SS.WGC.1.2 Identify and utilize various geographic concepts and components (such as latitude and longitude, hemispheres, scale, absolute and relative location, and types of maps).

D2.GEO.2.9‐12

Q1 Q1 SS.WGC.1.3 Apply knowledge of geography concepts in order to distinguish the various types of maps and create various types of maps.

D2.GEO.2.9‐12

Outcome 2

SS.WGC.2 Students will analyze the physical world by evaluating the different spheres and forces of change.




Q1 Q1 SS.WGC.2.1 Outline the components of the lithosphere, hydrosphere, biosphere and atmosphere.

D2.GEO.4.9‐12

Q1 Q1 SS.WGC.2.2 Examine the concepts and examples of the forces of change in order to predict future geographical effects on physical

D2.GEO.9.9‐12 D2.GEO.10.9‐12 D2.GEO.12.9‐


Page 72

and human environment. 12

Q1 Q1 SS.WGC.2.3 Outline the physical process that keeps the Earth’s water supply constant.

Outcome 3:

SS.WGC.3 Students will analyze Earth’s climate by evaluating Earth‐Sun relationships, factors affecting climate, and world climate patterns.




Q1 Q1 SS.WGC.3.1 Using representations, determine how Earth’s position in relation to the sun affects temperatures, day and night, and seasons.

D2.Geo.2.9‐12

Q1 Q1 SS.WGC.3.2 Using representations, identify factors that affect climate and evaluate how each factor contributes to climate

D2.Geo.2.9‐12

Q1 Q1 SS.WGC.3.3 Using representations, classify Earth’s climate and vegetation into regions

D2.Geo.2.9‐12

Q1 Q1 SS.WGC.3.4 Using representations, determine how recurring climate phenomena influence climate patterns

D2.Geo.2.9‐12

Outcome 4:

SS.WGC.4 Investigate components of the human world including population, culture, political and economic systems, and resources in order to differentiate between regions, locally and globally.




Q1 Q1 SS.WGC.4.1 Evaluate how population growth and distribution influence people across space.


Q1 Q1 SS.WGC.4.2 Distinguish between push and pull factors that lead to

D2.Geo.7.9‐12 D2.Geo.8.9‐12


Page 73

immigration. D2.Geo.12.9‐12

Q1 Q1 SS.WGC.4.3 Evaluate the positive and negative effects of converging cultures.

D2.Geo.4.9‐12 D2.Geo.5.9‐12

Q1 Q1 SS.WGC.4.4 Differentiate between various political and economic systems across the globe.

D2.Geo.5.9‐12 D2.Geo.8.9‐12

Q1 Q1 SS.WGC.4.5 Evaluate how the availability and use of resources impacts trade, economies, people, and the environment

D2.Geo.4.9‐12 D2.Geo.6.9‐12 D2.Geo.11.9‐12

Outcome 5:

SS.WGC.5 Analyze Latin America to evaluate how physical and political geography, major historical events, cultural characteristics, and contemporary issues impact populations locally, nationally, and globally.




Q2 Q2 SS.WGC.5.1 Create and design a map of modern Latin America and identify major physical and political components using geospatial technology.

D2.Geo.1.9‐12

Q2 Q2 SS.WGC.5.2 Assess how countries within the region have been shaped by past events and figures.

D2.His.1.9‐12 D2.His.5.9‐12

Q2 Q2 SS.WGC.5.3 Examine how the essential cultural characteristics of the region have been influenced by the people and the environment and how those factors still influence culture.

D2.His.1.9‐12 D2.His2.9‐12 D2.His.14.12

Q2 Q2 SS.WGC.5.4 Investigate contemporary issues centered in and around Latin America

D2.His.2.9‐12 D2.His.5.9‐12 D2.Civ.5.9‐12 D2.Civ.12.9‐12 D2.Civ.14.9‐12


Page 74

Outcome 6:

SS.WGC.6 Analyze Eastern Europe to evaluate how physical and political geography, major historical events, cultural characteristics, and contemporary issues impact populations locally, nationally, and globally.




Q2 Q2 SS.WGC.6.1 Create and design a map of modern Eastern Europe and identify major physical and political components using geospatial technology.

D2.Geo.1.9‐12


D2.His.1.9‐12 D2.His.5.9‐12


D2.His.1.9‐12 D2.His2.9‐12 D2.His.14.12

Q2 Q2 SS.WGC.6.4 Investigate contemporary issues centered in and around Eastern Europe.


Q2 Q2 SS.WGC.6.5 Determine the causes and effects of genocide in the region (Armenia, Bosnia, Cambodia, Pontian‐Greece, Ukraine).


Outcome 7:

SS.WGC.7 Analyze Sub‐Saharan Africa to evaluate how physical and political geography, major historical events, cultural characteristics, and contemporary issues impact populations locally, nationally, and globally.




Q3 Q3 SS.WGC.7.1 Create and design a map of modern Sub‐Saharan Africa and identify major physical and

D2.Geo.1.9‐12


Page 75

political components using geospatial technology.


D2.His.1.9‐12 D2.His.5.9‐12


D2.His.1.9‐12 D2.His2.9‐12 D2.His.14.12

Q3 Q3 SS.WGC.7.4 Investigate contemporary issues centered in and around Sub‐Saharan Africa


Q3 Q3 SS.WGC.7.5 Determine causes and effects of genocide in the region (Rwanda, Sudan).


Outcome 8:

SS.WGC.8 Analyze the Middle East to evaluate how physical and political geography, major historical events, cultural characteristics, and contemporary issues impact populations locally, nationally, and globally.




Q3 Q3 SS.WGC.8.1 Create and design a map of modern the Middle East and identify major physical and political components using geospatial technology.

D2.Geo.1.9‐12


D2.His.1.9‐12 D2.His.5.9‐12


D2.His.1.9‐12 D2.His2.9‐12 D2.His.14.12

Q3 Q3 SS.WGC.8.4 Investigate contemporary issues centered in and around the Middle East.

D2.His.2.9‐12 D2.His.5.9‐12 D2.Civ.5.9‐12


Page 76

D2.Civ.12.9‐12 D2.Civ.14.9‐12

Outcome 9:

SS.WGC.9 Analyze East Asia to evaluate how physical and political geography, major historical events, cultural characteristics, and contemporary issues impact populations locally, nationally, and globally.




Q4 Q4 SS.WGC.9.1 Create and design a map of modern East Asia and identify major physical and political components using geospatial technology.

D2.Geo.1.9‐12


D2.His.1.9‐12 D2.His.5.9‐12


D2.His.1.9‐12 D2.His2.9‐12 D2.His.14.12

Q4 Q4 SS.WGC.9.4 Investigate contemporary issues centered in and around East Asia


Outcome 10:

SS.WGC.10 Analyze South Asia to evaluate how physical and political geography, major historical events, cultural characteristics, and contemporary issues impact populations locally, nationally, and globally.




Q4 Q4 SS.WGC.10.1 Create and design a map of modern South Asia and identify major physical and political components using geospatial technology.

D2.Geo.1.9‐12


Page 77


D2.His.1.9‐12 D2.His.5.9‐12


D2.His.1.9‐12 D2.His2.9‐12 D2.His.14.12

Q4 Q4 SS.WGC.10.4 Investigate contemporary issues centered in and around South Asia



Page 78

Grade/Course Level: US History

Subject: Social Studies Course/Grade Level: US History

Focus Statement: Students will evaluate how societal changes throughout US History have influenced the evolution of our global relationships.

Outcome 1:

SS.USH.1 Students will analyze the Civil War to determine causes and effects, geographic and economic influences, military strategies and technological advances, and will use that information to evaluate current conflicts regarding state and federal government and societal perceptions.




Q1 Q1 SS.USH.1.1 Identify underlying causes of the Civil War and evaluate how they accelerated the start of the war.

D2.His.14.9‐12 D2.Geo.5.9‐12 D2.Civ.3.9‐12 D4.3.9‐12

IL 14

Q1 Q1 SS.USH.1.2 Compare and contrast the geographic and economic resources of the North and the South.

D2.Geo.2.9‐12 D2.Eco.13.9‐12

Q1 Q1 SS.USH.1.3 Analyze the Civil War to determine how emerging military strategies and technological advances impacted the outcome.

D2.His.11.9‐12

Q1 Q1 SS.USH.1.4 Make connections regarding governmental and societal tensions then and now.

D2.His.2.9‐12 D2.Civ.4.9‐12

Outcome 2:

SS.USH.2 Analyze change and continuity in the Reconstruction and Civil Rights eras to determine how the role of government, legislative action, and societal perception impacted race relations in America.




Q1 Q1 SS.USH.2.1 Compare and contrast various government plans for Civil War

D2.Civ.5.9‐12


Page 79

Reconstruction.

Q1 Q1 SS.USH.2.2 Evaluate the effectiveness of Reconstruction legislation in enforcing the rights of citizens and equalizing opportunities.

D2.Civ.4.9‐12

Q1 Q1 SS.USH.2.3 Evaluate how the actions of individuals impacted the growth and effectiveness of the Civil Rights movement.

D2.His.5.9‐12 D2.His.7.9‐12

IL 14

Q1 Q1 SS.USH.2.4 Evaluate the effectiveness of Civil Rights legislation in enforcing the rights of citizens and equalizing opportunities.

D2.Civ.5.9‐12 D2.Civ.8.9‐12

Outcome 3:

SS.USH.3 Evaluate political decisions and emerging American philosophies and their impact on Westward Expansion and the beginning of US Imperialism.




Q1 Q1 SS.USH.3.1 Hypothesize American motivations for moving westward and determine political decisions that provided incentives for these motivations.

D2.Geo.5.9‐12 D2.Civ.13.9‐12

Q1 Q1 SS.USH.3.2 Classify changes and challenges associated with westward movement in the US.

D2.Geo.6.9‐12 D2.Geo‐10.9‐12 D2.Eco.13.9‐12

Q1 Q1 SS.USH.3.3 Evaluate how political decisions and emerging American philosophies impacted Native Americans.

D2.His.8.9‐12 D2.Geo.5.9‐12 D2.Civ.13.9‐12

Q1 Q1 SS.USH.3.4 Compare and contrast reasons/motivations for American expansion domestically and abroad.

D2.Civ.3.9‐12 D2.His.6.9‐12

Q1 Q1 SS.USH.3.5 Evaluate ways in which media influenced American public opinion and political decisions.


Q1 Q1 SS.USH.3.6 Identify specific events involving military force that led to the

D2.His.6.9‐12 D2.Geo.4.9‐12


Page 80

expansion of US territory and trade zones.

Outcome 4:

SS.USH.4 Students will analyze the changes in the US at the turn of the 19th century to determine the link between industrialization, urbanization, and the need for Progressive reform.




Q2 Q2 SS.USH.4.1 Evaluate the impact of the discovery of natural resources and the advent of new technology and inventions on the rapid industrialization of the US.

D2.Geo.2.9‐12 D2.His.1.9‐12

Q2 Q2 SS.USH.4.2 Identify various emerging economic policies and philosophies of the time period and demonstrate how they led to the advent of Big Business in the US.

D2.Civ.6.9‐12 D2.Eco.4.9‐12 D2.Eco.5.9‐12

Q2 Q2 SS.USH.4.3 Differentiate between the social, political, and economic conditions in the US and the world that influenced the influx of immigration to the US.

D2.Geo.6.9‐12 IL 11

Q2 Q2 SS.USH.4.4 Evaluate how immigration changed domestic issues in the US.

D2.His.2.9‐12 D2.Civ.10.9‐12

IL 11

Q2 Q2 SS.USH.4.5 Evaluate the impact of economic policies regarding industry on urban and rural workers.

D2.Eco.8.9‐12

Q2 Q2 SS.USH.4.6 Evaluate events and cultural values that led to the development of the Progressive Reform Movement.

D2.His.4.9‐12 D4.3.9‐12

Q2 Q2 SS.USH.4.7 Analyze the effectiveness of the progressive reformers by evaluating the lasting impact of their reforms.

D2.His.3.9‐12

Q2 Q2 SS.USH.4.8 Evaluate the effectiveness of how the term “Gilded Age” describes the social, political, and economic conditions of the

D2.Civ.5.9‐12


Page 81

time period.

Outcome 5:

SS.USH.5 Analyze WWI to determine the impact of the alliance system on the start of the war, the changes in military strategy and technology on the duration of the war, and post‐war agreements on future conflicts.




Q2 Q2 SS.USH.5.1 Identify the various alliances and evaluate how they set the stage for WWI.

D2.His.15.9‐12 D2.Geo.5.9‐12

Q2 Q2 SS.USH.5.2 Distinguish between underlying causes and singular events that led to the outbreak of war among European countries

D2.His.15.9‐12

Q2 Q2 SS.USH.5.3

Evaluate ways in which media influenced America’s entrance into the war and public opinion regarding WWI.

D2.His.4.9‐12 D2.His.12.9‐12

Q2 Q2 SS.USH.5.4 Analyze WWI to determine how emerging military strategies and technological advances impacted the duration and outcome.

D2.His.1.9‐12

Q2 Q2 SS.USH.5.5 Analyze post‐war agreements to make predictions about their impact on future conflicts and modern foreign policy.

D2.Civ.3.9‐12

Q2 Q2 SS.USH.5.6 Determine the origins of Veteran’s Day and its lasting significance

D2.Civ.8.9‐12 IL 11

Outcome 6:

SS.USH.6 Analyze causes and effects of the Great Depression to determine how American politics and society changed as a result.




Q2 Q2 SS.USH.6.1 Identify changes in post‐WWI culture in the US.

D2.His.1.9‐12

Q2 Q2 SS.USH.6.2 Evaluate how cultural changes in D2.His.2.9‐12


Page 82

the 1920s played a role in starting the Great Depression.

Q2 Q2 SS.USH.6.3 Compare and contrast the Great Depression and modern economic situations.

D2.His.2.9‐12

Q2 Q2 SS.USH.6.4 Evaluate ways in which the Great Depression changed daily life for many Americans.

D2.His.3.9‐12

Q2 Q2 SS.USH.6.5 Identify opposing political viewpoints on how to end the Great Depression.

D2.Civ.13.9‐12 D2.His.4.9‐12

Q2 Q2 SS.USH.6.6 Analyze the New Deal to determine the lasting impact of the role of government in American society.

D2.Civ.5.9‐12 D2.His.5.9‐12

Q2 Q2 SS.USH.6.7 Compare and contrast the New Deal to current economic and political challenges in terms of government role and response.

D2.Civ.5.9‐12 D2.Civ.8.9‐12 D2.Eco.10.9‐12 D2.Eco.12.9‐12

Outcome 7:

SS.USH.7 Analyze WWII to determine its causes and effects, the impact of changes in military strategy and technology on the outcome of the war and future conflict, and post‐war agreements on future conflicts.




Q3 Q3 SS.USH.7.1 Evaluate the global economic, social, and political situations that led to the rise of dictators.

D2.His.14.9‐12 D2.His.4.9‐12

Q3 Q3 SS.USH.7.2 Create a timeline of specific events that led to the outbreak of war among European countries.

D2.His.15.9‐12

Q3 Q3 SS.USH.7.3 Identify various public opinions and political viewpoints regarding American involvement in WWII before Pearl Harbor.

D2.His.5.9‐12

Q3 Q3 SS.USH.7.4 Identify events that led to American involvement in WWII.

D2.Civ.13.9‐12

Q3 Q3 SS.USH.7.5 Compare and contrast the European and Pacific theatres of

D2.His.2.9‐12


Page 83

WWII.

Q3 Q3 SS.USH.7.6 Evaluate how American involvement in WWII impacted daily life in the US.

D2.Eco.13.9‐12 D2.Eco.8.9‐12

Q3 Q3 SS.USH.7.7 Evaluate the human atrocities that occurred during WWII.

D2.His.1.9‐12

IL 12

Q3 Q3 SS.USH.7.8 Assess military decisions of US leaders regarding the use of new military technology.

D2.Geo.12.9‐12 D2.His.6.9‐12 D2.His.7.9‐12 D4.2.9‐12

Q3 Q3 SS.USH.7.9 Analyze post‐war agreements to make predictions about their impact on future conflicts and modern foreign policy.

D2.Civ.3.9‐12

Outcome 8:

SS.USH.8 Analyze the Cold War to determine its lasting impact on American culture and foreign policy.




Q3 Q3 SS.USH.8.1 Evaluate how post‐WWII agreements set the stage for Cold War tensions.

D2.His.2.9‐12 D2.His.14.9‐12 D2.Civ.3.9‐12

Q3 Q3 SS.USH.8.2 Evaluate various American Cold War strategies.

D2.Civ.13.9‐12

Q3 Q3 SS.USH.8.3 Evaluate how the Cold War changed American culture.

D2.His.4.9‐12

Q3 Q3 SS.USH.8.4 Analyze the social and economic factors that led to the prosperity and cultural evolution of the 1950s.

D2.His.1.9‐12 D2.Geo.7.9‐12

Q3 Q3 SS.USH.8.5 Evaluate how the Korean War was a result of Cold War tensions and philosophies.

D2.His.14.9‐12

Outcome 9:

SS.USH.9 Evaluate President John F. Kennedy’s (JFK) domestic agenda, foreign policy decisions and lasting cultural impact on the United States.

Pacing: Components: C3 Framework Standards

Local ELA Standards


Page 84

Referenced Referenced


Q3 Q3 SS.USH.9.1 Analyze the 1960 presidential election to determine its lasting political and cultural significance.

D2.Civ.2.9‐12

Q3 Q3 SS.USH.9.2 Evaluate the impact of JFK’s New Frontier agenda.

D2.Civ.5.9‐12 D2.His.12.9‐12

IL 15

Q3 Q3 SS.USH.9.3 Analyze JFK’s foreign policy decisions to determine their effectiveness in dealing with Cold War tensions.

D2.His.3.9‐12

Q3 Q3 SS.USH.9.4 Analyze JFK’s assassination to determine the effect it had on the American people and to compare and contrast various conspiracy theories surrounding this event.

D2.His.7.9‐12 D2.His.10.9‐12 D2.His.13.9‐12 D2.His.16.9‐12 D3.1.9‐12 D4.1.9‐12

Q3 Q3 SS.USH.9.5 Draw connections between JFK’s New Frontier agenda and Lyndon B. Johnson’s Great Society agenda.

D2.Civ.5.9‐12

Outcome 10:

SS.USH.10 Analyze the Vietnam War to determine its immediate and long term social and political effects.




Q4 Q4 SS.USH.10.1 Evaluate how the Vietnam War was a result of Cold War tensions and philosophies.

D2.His.14.9‐12 D2.His.1.9‐12

Q4 Q4 SS.USH.10.2 Evaluate how the progression of US involvement in Vietnam reflects American Cold War strategy.

D2.His.7.9‐12

Q4 Q4 SS.USH.10.3 Identify various public opinions and political viewpoints regarding American involvement in Vietnam.

D2.His.4.9‐12

Q4 Q4 SS.USH.10.4 Identify various events and military strategies that led to the stalemate in Vietnam.

D2.His.1.9‐12

Q4 Q4 SS.USH.10.5 Evaluate various social D2.His.5.9‐12 IL 13


Page 85

movements of the era and key events and figures that defined them.

D2.Civ.5.9‐12

Q4 Q4 SS.USH.10.6 Analyze legacies of the Vietnam War to make a connection to modern domestic and foreign policy decisions.

D2.His.2.9‐12 D2.His.3.9‐12 D2.His.5.9‐12

Q4 Q4 SS.USH.10.7 Evaluate various primary source documents (such as Federalist 10, Presidential Addresses, Declaration of Independence, Preamble to the Constitution, Bill of Rights, and Lincoln’s Second Inaugural Address).

D2.His.6.9‐12 D2.His.7.9‐12 D2.His.8.9‐12

LA.11.2.5

Outcome 11:

SS.USH.11 Students will analyze various presidential philosophies to determine their impact toward the end of the Cold War.




Q4 Q4 SS.USH.11.1 Evaluate President Nixon’s Administration and the controversies that ended his presidency.

D2.His.7.9‐12

Q4 Q4 SS.USH.11.2 Appraise the similarities between President Ford and President Carter with an emphasis on dealings with the Middle East and energy production.

D2.His.1.9‐12

Q4 Q4 SS.USH.11.3 Differentiate the various locations of environmental disasters and the EPA’s role in preventing disasters in the future.

D4.6.9‐12

Q4 Q4 SS.USH.11.4 Compare and contrast Ronald Reagan’s policies and philosophy with previous presidents.

D2.Eco.12.9‐12

Q4 Q4 SS.USH.11.5 Diagnose the reasons for the end of the Cold War and the impact on the United States and

D2.His.14.9‐12 D2.His.16.9‐12


Page 86

Russia.

Outcome 12:

SS.USH.12 Students will distinguish the ways in which the world has become interconnected through changes in technology, American foreign policy, and human movement.




Q4 Q4 SS.USH.12.1 Evaluate the various advances in technology during the late 20th Century.

D2.Eco.13.9‐12

Q4 Q4 SS.USH.12.2 Examine Bill Clinton’s presidency to evaluate his foreign policy and impeachment.

D2.Civ.1.9‐12

Q4 Q4 SS.USH.12.3 Compare and contrast immigration in the late 20th Century to immigration throughout American history.

D2.His.15.9‐12 IL 11

Q4 Q4 SS.USH.12.4 Analyze world trade and technology to determine its impact on globalization.

D2.Geo.11.9‐12 D2.Eco.14.9‐12 D2.Eco.15.9‐12

Q4 Q4 SS.USH.12.5 Dissect the events and outcome of the Election of 2000.

D2.Civ.8.9‐12

Q4 Q4 SS.USH.12.6 Evaluate major disasters in American history such as Hurricane Katrina and the September 11th attacks.

D3.4.9‐12 D2.His.14.9‐12

Q4 Q4 SS.USH.12.7 Verify the reasons, location, and outcome of the American War on Terror.

D2.His.1.9‐12

Q4 Q4 SS.USH.12.8 Distinguish the presidencies of the early 21st Century.

D2.His.4.9‐12


Page 87

Grade/Course Level: Psychology

Subject: Social Studies Course/Grade Level: Psychology

Focus Statement: Students will analyze behavior and mental processes by evaluating and examining all aspects of the human experience.

Outcome 1:

SS.PSY.1 Students will outline the main components that culminate the formation of psychology by evaluating theories, studies, experiments, and conditioning.




Q1 Q1 SS.PSY.1.1 Distinguish between positive and negative correlations using empirical data as well as validity and reliability of testing.

D2.PSY.3.9‐12 D2.PSY.5.9‐12

Q1 Q1 SS.PSY.1.2 Predict and verify outcomes to defend a hypothesis.

D2.Psy.3.9‐12 D2.PSY.6.9‐12

Q1 Q1 SS.PSY.1.3 Evaluate the main aspects of classical and operant conditioning.

D2.PSY.9.9‐12 D2.PSY.18.9‐12

Q1 Q1 SS.PSY.1.4 Analyze the main theories of Psychology by comparing and contrasting the application of each theory in specific situations.

D2.PSY.2.9‐12 D2.PSY.9.9‐12 D2.PSY.19.9‐12

Outcome 2:

SS.PSY.2 Examine the different aspects of the brain in order to relate the functions to sleep, dreams, thought and intelligence.




Q1 Q2 SS.PSY.2.1 Distinguish between the different biological systems that impact the brain.

D2.PSY.9.9‐12 D2.PSY.10.9‐12

Q1 Q2 SS.PSY.2.2 Evaluate and diagram the different parts of the brain and outline their functions in relation

D2.PSY.9.9‐12 D2.PSY.11.9‐12


Page 88

to cognitive and physical abilities.

Q1 Q2 SS.PSY.2.3 Examine dream theories in order to identify the purpose and functions of dreaming.

D2.PSY.18.9‐12 D2.PSY.19.9‐12

Q1 Q2 SS.PSY.2.4 Evaluate the impact of sleep on thinking and behavior and distinguish between the different stages of sleep.

D2.PSY.9.9‐12 D2.PSY.11.9‐12

Q2 Q2 SS.PSY.2.5 Evaluate the different types of thinking and predict situations in which each type of thought would be used.

D2.PSY.8.9‐12 D2.PSY.21.9‐12

Q2 Q2 SS.PSY.2.6 Compare and contrast the different types of intelligences humans possess.

D2.PSY.9.9‐12 D2.PSY.11.9‐12

Q2 Q2 SS.PSY.2.7 Debate the best ways to measure human intelligence (psychometric vs cognitive).

D2.PSY.16.9‐12 D2.PSY.19.9‐12

Outcome 3:

SS.PSY.3 Analyze the different components of Social Psychology by evaluating and comparing different types of human influence.




Q2 Q2 SS.PSY.3.1 Evaluate the different ways in which people learn from one another in relation to groups and observation.

D2.PSY.9.9‐12 D2.PSY.12.9‐12

Q2 Q2 SS.PSY.3.2 Analyze group think by comparing and contrasting individuality and de‐individuation and relate it to daily life.

D2.PSY.13.9‐12 D2.PSY.18.9‐12

Q2 Q2 SS.PSY.3.3 Predict human behavior in specific group situations.

D2.PSY.12.9‐12 D2.PSY.15.9‐12

Q2 Q2 SS.PSY.3.4 Evaluate the factors of D2.PSY.12.9‐


Page 89

obedience and outline them in relation to cult mentality.

12 D2.PSY.21.9‐12

Q2 Q2 SS.PSY.3.5 Analyze cultural differences in obedience by comparing values, morals, and ethics.

D2.PSY.13.9‐12 D2.PSY.22.9‐12

Q2 Q2 SS.PSY.3.6 Produce a list of components that encompass coercive persuasion.

D2.PSY.9.9‐12 D2.PSY.12.9‐12

Q2 Q2 SS.PSY.3.7 Apply examples from cults and cult leaders to specific factors of coercive persuasion.

D2.PSY.19.9‐12 D2.PSY.21.9‐12

Outcome 4:

SS.PSY.4 Examine the mental process in order to evaluate disorders, emotions, stress, and relationships.




Q2 Q2 SS.PSY.4.1 Outline criteria used to diagnose mental disorders.

D2.PSY.8.9‐12 D2.PSY.11.9‐12

Q2 Q2 SS.PSY.4.2 Apply DSM components to diagnoses and treatment.

D2.PSY.13.9‐12 D2.PSY.17.9‐12 D2.PSY.19.9‐12

Q2 Q2 SS.PSY.4.3 Evaluate theories in relation to the onset and treatment of mental disorders.

D2.PSY.19.9‐12 D2.PSY.20.9‐12 D2.PSY.21.9‐12

Q2 Q2 SS.PSY.4.4 Analyze different types of emotions by producing a list of primary and secondary emotions.

D2.PSY.13.9‐12 D2.PSY.18.9‐12

Q2 Q2 SS.PSY.4.5 Examine different types of stress D2.PSY.13.9‐


Page 90

in order to identify the impact on the body, physically and mentally.

12 D2.PSY.18.9‐12 D2.PSY.22.9‐12

Q2 Q2 SS.PSY.4.6 Outline the various types of love and distinguish between how they contribute to healthy and unhealthy relationships.

D2.PSY.13.9‐12 D2.PSY.18.9‐12

Q2 Q2 SS.PSY.4.7 Compare and contrast the biological differences in men and women in regards to sex, love, and relationships.

D2.PSY.8.9‐12 D2.PSY.10.9‐12 D2.PSY.22.9‐12


Page 91

Grade/Course Level: Government

Subject: Social Studies Course/Grade Level: Government

Focus Statement: Students will evaluate the American political system in terms of its development, the effectiveness of its institutions, and determine the student’s role in it.

Outcome 1:

SS.GOV.1 Students will analyze various types of global governments in order to evaluate the link between politics and economics.




Q1 Q1 SS.GOV.1.1 Assess the purpose of governments locally, nationally, and internationally.

D2.Civ.5.9‐12 D2.Civ.14.9‐12

IL – 11

Q1 Q1 SS.GOV.1.2 Evaluate the various roles of the government and the state.

D2.Civ.6.9‐12 IL – 6

Q1 Q1 SS.GOV.1.3 Compare and contrast various types of governments throughout the world.

D2.Civ.2.9‐12

Q1 Q1 SS.GOV.1.4 Dissect democracy for its basic concepts.

D2.Civ.14.9‐12 IL – 6 / IL – 11

Q1 Q1 SS.GOV.1.5 Analyze and explain the relationships between governments and their economies.

D2.Civ.6.9‐12

Q1 Q1 SS.GOV.1.6 Outline revolutions that resulted in democracies with an emphasis on the United States.

D2.Civ.2.9‐12 D2.Civ.6.9‐12 D2.Civ.14.9‐12

Q1 Q1 SS.GOV.1.7 Differentiate various economic theories throughout the world.

D2.Civ.6.9‐12

Outcome 2:

SS.GOV.2 Students will evaluate the events that led to American independence and the creation of the American government system.




Q1 Q1 SS.GOV.2.1 Use primary sources to evaluate D2.Civ.2.9‐12 IL – 6


Page 92

the political beginnings and independence of the United States.

D2.Civ.5.9‐12 D2.Civ.14.9‐12

Q1 Q1 SS.GOV.2.2 Judge the instability created by the Articles of Confederation and the solutions to that instability in the Constitution.

D2.Civ.10.9‐12 D2.Civ.14.9‐12

Q1 Q1 SS.GOV.2.3 Evaluate the creation of the Constitution, its basic principles, and how the document can be changed in a variety of ways.


IL – 11

Q1 Q1 SS.GOV.2.4 Evaluate the concepts of federalism, how the American national government and state governments interact, and how the states interact with each other.

D2.Civ.1.9‐12 D2.Civ.13.9‐12

IL ‐ 11

Q1 Q1 SS.GOV.2.5 Compare and contrast federalism with other government systems.

D2.Civ.1.9‐12 D2.Civ.6.9‐12 D2.Civ.13.9‐12

Outcome 3:

SS.GOV.3 Students will analyze political parties and for their roles in the United States, and evaluate the election process in American government.




Q1 Q2 SS.GOV.3.1 Compare and contrast the two major political parties in the United States.

D2.Civ.2.9‐12 D2.Civ.14.9‐12

Q1 Q2 SS.GOV.3.2 Evaluate the role of political parties and compare minor political parties.

D2.Civ.2.9‐12 D2.Civ.14.9‐12

Q1 Q2 SS.GOV.3.3 Outline the requirements and rights of voters in the United States.

D2.Civ.2.9‐12 D2.Civ.10.9‐12

Q1 Q2 SS.GOV.3.4 Compare and contrast voter behavior and why it varies from one election to the next.

D2.Civ.2.9‐12 D2.Civ.10.9‐12

Q1 Q2 SS.GOV.3.5 Distinguish the qualifications in order to be nominated for office and summarize how elections work in the United States.

D2.Civ.2.9‐12 D2.Civ.10.9‐12 D2.Civ.11.9‐12


Page 93

Q2 Q2 SS.GOV.3.6 Differentiate between the various types of elections and critique the Electoral College process.

D2.Civ.10.9‐12 D2.Civ.11.9‐12 D2.Civ.2.9‐12

Q2 Q2 SS.GOV.3.7 Design political parties that fit a change students feel is necessary in the United States.

D2.Civ.2.9‐12 D2.Civ.9.9‐12 D2.Civ.14.9‐12

Outcome 4:

SS.GOV.4 Students will evaluate the State of Illinois Constitution, its political leadership, and its uniqueness as compared to other states in the United States.




Q2 Q2 SS.GOV.4.1 Outline the Illinois Constitution and its basic principles.

D2.Civ.1.9‐12 IL – 11

Q2 Q2 SS.GOV.4.2 Differentiate the various political positions and individuals that currently fill those roles in Illinois.

D2.Civ.1.9‐12 IL – 11

Q2 Q2 SS.GOV.4.3 Analyze Illinois for its unique aspects.

D2.Civ.1.9‐12 IL – 11

Outcome 5:

SS.GOV.5 Students will examine the Executive Branch and evaluate how it functions within the United States government.

Pacing: C3 Framework Standards Referenced



Q2 Q2 SS.GOV.5.1 Determining the role of the President and determine other members of the Executive Branch.

D2.Civ.1.9‐12 D2.Civ.3.9‐12 D2.Div.13.9‐12

Q2 Q2 SS.GOV.5.2 Classify the office of the presidency in terms of job description, selection, nominations, and election.

D2.Civ.1.9‐12 D2.Civ.3.9‐12 D2.Civ.13.9‐12

Q2 Q2 SS.GOV.5.3 Outline the powers of the President.

D2.Civ.3.9‐12

Q2 Q2 SS.GOV.5.4 Compare and contrast the past D2.Civ.13.9‐12


Page 94

and current activities of the Executive Branch and its size.

Q2 Q2 SS.GOV.5.5 Evaluate executive branch members, their roles, and their relationship to the President.

D2.Civ.3.9‐12 D2.Civ.13.9‐12

Q2 Q2 SS.GOV.5.6 Evaluate the finances of the American government and the role of the Executive Branch in revenue, spending, debt, and monetary policy.

D2.Civ.2.9‐12 D2.Civ.5.9‐12 D2.Civ.12.9‐12

Outcome 6:

SS.GOV.6 Students will examine the legislative branch and evaluate how it functions within the United States government.




Q2 Q2 SS.GOV.6.1 Determine the role of the Senate and formal and informal membership qualifications.

D2.Civ.1.9‐12 D2.Civ.11.9‐12

Q2 Q2 SS.GOV.6.2 Determine the role of the House of Representatives and formal and informal membership qualifications.

D2.Civ.1.9‐12 D2.Civ.11.9‐12

Q2 Q2 SS.GOV.6.3 Compare and contrast the Senate with the House of Representatives in responsibilities, size, and term length.

D2.Civ.1.9‐12

Q2 Q2 SS.GOV.6.4 Compare and contrast the powers of the Senate and the House of Representatives.

D2.Civ.1.9‐12 D2.Civ.11.9‐12

Q2 Q2 SS.GOV.6.5 Assess the organization of leadership in Congress and Congressional procedures.

D2.Civ.1.9‐12

Q2 Q2 SS.GOV.6.6 Diagram how a bill becomes a law in Congress through evaluation of committees and each legislative body.

D2.Civ.11.9‐12

Outcome 7:


Page 95

SS.GOV.7 Students will examine the Judicial Branch and to evaluate how it functions within the United States government. In addition, students will analyze various court cases to determine their impact on American policy.




Q2 Q2 SS.GOV.7.1 Analyze the Judicial Branch to evaluate the composition of its court systems.

D2.Civ.1.9‐12

Q2 Q2 SS.GOV.7.2 Analyze the Bill of Rights to determine personal guarantees that each American possesses with a focus on civil liberties.

D2.Civ.3.9‐12 D2.Civ.11.9‐12

IL – 6

Q2 Q2 SS.GOV.7.3 Analyze current news articles in order to show the Bill of Rights in action.

D2.Civ.3.9‐12 D2.Civ.11.9‐12

IL – 6

Q2 Q2 SS.GOV.7.4 Examine the timeline of the Civil Rights movement to determine significant events.


IL – 6

Q2 Q2 SS.GOV.7.5 Compare and contrast various Supreme Court decisions and their impact on American law.


Q2 Q2 SS.GOV.7.6 Analyze Affirmative Action to evaluate its effectiveness.

D2.Civ.7.9‐12


Page 96

Grade/Course Level: Sociology

Subject: Social Studies Course/Grade Level: Sociology

Focus Statement: Students will analyze social causes and consequences of human behavior by examining social life and social change in American society.

Outcome 1:

SS.SOC.1 Students will analyze sociology to determine its development, significant contributors, theories, and methods.




Q1 Q1 SS.SOC.1.1 Evaluate different scholars (Comte, Spencer, Marx, Durkheim, Weber, and DuBois) to determine their impact on the development of sociology.

D2.Soc.1.9‐12

Q1 Q1 SS.SOC.1.2 Compare and contrast different sociological perspectives (functionalist, conflict, and interactionist).

D2.Soc.3.9‐12

Q1 Q1 SS.SOC.1.3 Identify basic research methods used in sociology, and apply them to real‐life situations.

D2.Soc.4.9‐12 D2.Soc.5.9‐12

Q1 Q1 SS.SOC.1.4 Examine the sociological perspective in order to apply the concept to American society.

D2.Soc.1.9‐12

Outcome 2:

SS.SOC.2 Students will examine culture to determine universal aspects within American society and how it changes across time and space.




Q1 Q1 SS.SOC.2.1 Identify major components of culture (family, religion, sports, and education).

D2.Soc.6.9‐12

Q1 Q1 SS.SOC.2.2 Apply cultural universals to explain the cultural variation within American society.

D2.Soc.7.9‐12


Page 97

Q1 Q1 SS.SOC.2.3 Analyze American families to determine changes and continuities across time and space.

D.2Soc.8.9‐12

Q1 Q1 SS.SOC.2.4 Evaluate religion to determine its function and nature within American society.

D.2Soc.8.9‐12

Q1 Q1 SS.SOC.2.5 Examine sports as a social institution.

D.2Soc.8.9‐12

Q1 Q1 SS.SOC.2.6 Analyze sociological theories to explain culture.

Outcome 3:

SS.SOC.3 Students will examine the social construction of the individual self and groups to determine agents of socialization. Students will also evaluate the consequences of abnormal socialization, resocialization, and the purpose of total institutions.




Q1 Q2 SS.SOC.3.1 Compare and contrast the different roles and statuses the individual holds in society.

D2Soc.10.9‐12 D2.Soc.12.9‐12

Q1 Q2 SS.SOC.3.2 Examine the forms of social interaction (exchange, competition, conflict, cooperation, and accommodation) to determine the effect each has on the individual.

D2.Soc.13.9‐12

Q1 Q2 SS.SOC.3.3 Distinguish between groups in society (in‐group, out‐group, peer group, primary group, secondary group, reference group), and determine their role within each group.

D2.Soc.13.9‐12 D2.Soc.14.9‐12

Q2 Q2 SS.SOC.3.4 Analyze the concept of nature versus nurture to determine the impact on socialization.

D2.Soc.2.9‐12

Q2 Q2 SS.SOC.3.5 Examine the theories of Locke, Cooley, and Mead to explain each theory’s impact on the development of self.

D2.Soc.12.9‐12

Q2 Q2 SS.SOC.3.6 Compare and contrast the impact of the primary agents of

D2.Soc.11.9‐12


Page 98

socialization on the development of self (family, peers, school, mass media).

D2.Soc.9.9‐12

Q2 Q2 SS.SOC.3.7 Evaluate the purpose of total institutions in American society.

D2.Soc.8.9‐12

Q2 Q2 SS.SOC.3.8 Evaluate the causes and effects of resocialization and desocialization on the individual and American society as a whole.

Q2 Q2 SS.SOC.3.9 Analyze sociological theories to explain socialization.

Outcome 4:

SS.SOC.4 Students will evaluate norms and social control to determine their impact on society. Students will also compare and contrast deviant and criminal behavior.




Q2 Q2 SS.SOC.4.1 Compare and contrast positive and negative sanctions as well as formal and informal sanctions.

Q2 Q2 SS.SOC.4.2 Identify the social functions of deviance.

D2.Soc.17.9‐12

Q2 Q2 SS.SOC.4.3 Apply different sociological theories to deviant behavior.

D2.Soc.2.9‐12

Q2 Q2 SS.SOC.4.4 Evaluate the U.S. criminal justice system to determine how it investigates, prosecutes, punishes, and rehabilitates criminals.

Q2 Q2 SS.SOC.4.5 Compare and contrast the principle types of crime in the U.S.

Q2 Q2 SS.SOC.4.6 Identify how crime statistics are gathered and reported.

D2.Soc.5.9‐12

Q2 Q2 SS.SOC.4.7 Analyze sociological theories to explain social control.


Page 99

Outcome 5:

SS.SOC.5 Students will evaluate dimensions of social stratification to determine how Americans are categorized. Students will analyze poverty in America to determine its social impact.




Q2 Q2 SS.SOC.5.1 Compare and contrast dimensions of social stratification (power, wealth, and prestige).

D2.Soc.12.9‐12

Q2 Q2 SS.SOC.5.2 Analyze sociological theories to explain social stratification.

Q2 Q2 SS.SOC.5.3 Analyze the social class system in America to differentiate between social classes.

D2.Soc.12.9‐12

Q2 Q2 SS.SOC.5.4 Compare and contrast relative and absolute poverty.

D2.Soc.15.9‐12

Q2 Q2 SS.SOC.5.5 Evaluate how the culture of poverty is perpetuated or eliminated among different social classes.

D2.Soc.16.9‐12

Q2 Q2 SS.SOC.5.6 Evaluate the successes and failures of government programs implemented to reduce the effects of poverty.

D2.Soc.18.9‐12


Page 100

Grade/Course Level: America At War 1

Subject: Social Studies Course/Grade Level: America At War 1

Focus Statement: Students will examine the role of science, technology, and engineering to determine how each transformed the military arts from ancient history to World War I.

Outcome 1:

SS.AW.1 Students will examine ancient military technology from pre‐recorded civilization to the collapse of the Roman Empire to determine its impact on military history.




Q1 Q1 SS.AW.1.1 Analyze fire to determine its role in transforming hunting‐gathering societies.

D2.Geo.9.9‐12 D2.Geo.7.9‐12 D3.3.9‐12

Q1 Q1 SS.AW.1.2 Identify Egyptian technology and explain how it contributed to warfare.

D2.Geo.8.9‐12

Q1 Q1 SS.AW.1.3 Identify and explain Egyptian military contributions to the American military establishment.

D2.Geo.11.9‐12 D2.His.2.9‐12

Q1 Q1 SS.AW.1.4 Identify Ancient Greek technology and explain how it contributed to warfare.

D2.Geo.8.9‐12

Q1 Q1 SS.AW.1.5 Identify and explain Ancient Greek military contributions to the American military establishment.

D2.Geo.11.9‐12 D2.His.2.9‐12

Q1 Q1 SS.AW.1.6 Identify Roman technology and explain how it contributed to warfare.

D2.Geo.8.9‐12

Q1 Q1 SS.AW.1.7 Identify and explain the Roman Empire’s military contributions to the American military establishment.

D2.Geo.11.9‐12 D2.His.2.9‐12


Page 101

Outcome 2:

SS.AW.2 Students will explain ancient military technology from the collapse of the Roman Empire to America’s colonization, in order to determine its transformative effect on American military, politics, and culture.




Q1 Q1 SS.AW.2.1 Examine technological advances in architecture to determine their impact on military strategy (flying buttress, arch, and cement).

D2.His.1.9‐12 D2.His.2.9‐12

Q1 Q1 SS.AW.2.2 Identify various forms of individual protection for the medieval soldier (armor, chainmail, and plate armor).

D2.Geo.11.9‐12

Q1 Q1 SS.AW.2.3 Compare and contrast different weapon systems used to facilitate siege warfare (longbow, crossbow, and cannon).

D2.Eco.12.9‐12 D2.Geo.8.9‐12

Q1 Q1 SS.AW.2.4 Examine battlefield logistics to determine their impact on the medieval army.

D2.Geo.3.9‐12

Q1 Q1 SS.AW.2.5 Identify devices and their use in state‐sanctioned torture.

D2.Geo.7.9‐12

Q1 Q1 SS.AW.2.6 Analyze technology to evaluate its effectiveness by the Renaissance.

D2.Geo.11.9‐12

Outcome 3:

SS.AW.3 Students will analyze the Revolutionary period in North America to determine tactical, technological, and cultural changes.




Q1 Q1 SS.AW.3.1 Identify firearms technology of the colonists and their British counterparts.

D2.His.1.9‐12

Q1 Q1 SS.AW.3.2 Examine battlefield logistics to determine their impact on both the Colonial and British militaries.

D2.His.6.9‐12 D2.His.19.9‐12


Page 102

Q1 Q1 SS.AW.3.3 Compare and contrast military clothing between the colonists and British.

D2.His.8.9‐12 D2.His.10.9‐12

Q1 Q1 SS.AW.3.4 Compare and contrast northern versus southern Revolutionary War battles.

D2.His.7.9‐12

Q1 Q1 SS.AW.3.5 Examine advances in communication to determine their role in determining battlefield success (espionage and technology).

D2.His.3.9‐12 D2.His.2.9‐12

Q1 Q1 SS.AW.3.6 Identify how Colonial tactics were used to counter British military superiority.

D2.His.2.9‐12 D2.His.6.9‐12

Q1 Q1 SS.AQ.3.7 Explain various outcomes of the Revolutionary War.

D2.Geo.12.9‐12

Outcome 4:

SS.AW.4 Students will analyze the Civil War to determine tactical, technological, and cultural changes.




Q1 Q2 SS.AW.4.1 Identify southern military leadership and military traditions prior to and during the Civil War.

D2.His.1.9‐12 D2.His.2.9‐12

Q1 Q2 SS.AW.4.2 Examine early Civil War battles to determine how they contributed to Confederate success (Bull Run and Shiloh).

D2.His.16.9‐12

Q1 Q2 SS.AW.4.3 Identify northern military leadership and military traditions during the Civil War.

D2.His.1.9‐12 D2.His.2.9‐12

Q1 Q2 SS.AW.4.4 Analyze Civil War battles to determine how they contributed to the Confederate retreat (Gettysburg and Vicksburg).

D2.His.14.9‐12 D2.His.15.9‐12

Q1 Q2 SS.AW.4.5 Identify new technology utilized in the Civil War (communication, transportation, and weapons).

D2.His.16.9‐12

Q2 Q2 SS.AW.4.6 Identify people that contributed to medical advances during the Civil War.

D2.His.10.9‐12


Page 103

Q2 Q2 SS.AW.4.7 Examine healthcare during the Civil War to determine the role of medicine and science.

D2.His.16.9‐12

Q2 Q2 SS.AW.4.8 Analyze changes in military culture to determine the utilization of non‐traditional soldiers.

D2.His.12.9‐12 D3.1.9‐12

Q2 Q2 SS.AW.4.9 Evaluate tactics, technology, and culture in the final battles of the Civil War to determine continuity in future conflicts (WWI).

D3.2.9‐12 D2.His.14.9‐12

Outcome 5:

SS.AW.5 Students will analyze the Native American wars in North America to determine tactical, technological, and cultural changes.




Q2 Q2 SS.AW.5.1 Compare and contrast Native American culture and technology to US culture and technology.

D2.His.16.9‐12 D2.Geo.1.9‐12

Q2 Q2 SS.AW.5.2 Outline Native American intertribal and external conflicts since European exploration.

D2.Geo.3.9‐12 D2.His.2.9‐12

Q2 Q2 SS.AW.5.3 Identify key figures within the US during the Native American Wars.

D2.His.16.9‐12 D2.Geo.6.9‐12

Q2 Q2 SS.AW.5.4 Analyze US government policies that impact Native Americans to determine the lasting effects.

D2.His.14.9‐12 D2.His.15.9‐12

Outcome 6:


Page 104

SS.AW.6 Students will analyze United States imperialism to determine its impact on U. S. relations with Latin America during the 1800s.




Q2 Q2 SS.AW.6.1 Identify the key figures in the Mexican and Spanish American Wars and explain their impact.

D2.His.8.9‐12 D2.His.2.9‐12

Q2 Q2 SS.AW.6.2 Evaluate the use of the Great White Fleet in achieving national objectives during the Spanish American War.

D2.Geo.9.9‐12D2.Geo.5.9‐12

Q2 Q2 SS.AW.6.3 Analyze U.S. Government policies from the time period that impact Latin American countries to determine their lasting effects.

D2.His.3.9‐12 D3.3.9‐12

Outcome 7:

SS.AW.7 Students will analyze European military technology throughout WWI to determine its effect on United States’ military strategy.




Q2 Q2 SS.AW.7.1 Explain European military leadership and traditions prior to and during WWI.

D2.His.5.9‐12

Q2 Q2 SS.AW.7.2 Explain American military leadership and traditions prior to and during WWI.

D2.His.1.9‐12 D2.His.2.9‐12

Q2 Q2 SS.AW.7.3 Examine WWI battles prior to America’s entry into the conflict to determine their transformative impact on the American military.

D2.His.2.9‐12 D2.His.8.9‐12

Q2 Q2 SS.AW.7.4 Examine the key campaigns undertaken by the American military during WWI (tactics, location, and results).

D2.His.5.9‐12 D2.His3.9‐12

Q2 Q2 SS.AW.7.5 Analyze new technology utilized by Allied and Central Armed

D2.His.14.9‐12


Page 105

Forces to determine their impact during WWI (air, sea, and land).

Q2 Q2 SS.AW.7.6 Explain the evolution of medical science during WWI.

D2.His.15.9‐12 D2.His.16.9‐12

Q2 Q2 SS.AW.7.7 Analyze propaganda to determine mass media’s impact during WWI.

D3.2.9‐12 D2.His.7.9‐12

Q2 Q2 SS.AW.7.8 Evaluate tactics, technology, and culture in the final battles of WWI to determine continuity in future conflicts (WWII).

D2.His.16.9‐12 D2.His.15.9‐12

k- social studies curriculum - aces 6th grade filek- social studies curriculum yorkville cusd 115...

Documents