History/Social Science Guidelines for Instruction Secondary

Transcription

1 History/Social Science Guidelines for Instruction Secondary LOS ANGELES UNIFIED SCHOOL DISTRICT Division of Educational Services Publication No. SC (Revised June 2001) 1

2 ACKNOWLEDGMENTS This publication reflects the collaborative effort of the following educators who contributed suggestions to this document. Appreciation is extended to the following members of the curriculum writing committee who accepted major responsibility for the development of this guide based upon the California Curriculum Framework, History/Social Science Content Standards for California Public Schools. Dan Basalone Dr. Gus Bisharat Jose Colon Richard Crowell Michael Denman Carol Enseki-Miller Nancy Enwall Joan Evans Kathy Gil Kirsten Giving Jason Harley Jeff Isaacs Michael Jones Howard Katzman Cynthia Lee Sandy Line Joseph Lomento Molly Milner Jose Nunez Neil Owen Beverly Pearson Jacqueline Purdy Bill Sarnoff Elaine Sarnoff Kevin Shaw Sheila Simon Esther Taira Maria Tostado Carlos Valenzuela Rowena Vrabel Nancy Weiss Ruben Zepeda Special gratitude is extended to JANICE CHAPMAN-COLLINS and PETER C. MISSEIJER, Specialists, Subject Matter Generalists, for their leadership in coordinating the 2001 revision of the Guidelines for Instruction: Secondary School Curriculum, History-Social Science. Special Recognition is also extended to J.D. Gaydowski, Director, Middle School Programs, and J. Lloyd (Bud) Jacobs, Director, High School Programs for their leadership in coordinating the 2001 revision of this publication. SYLVIA G. ROUSSEAU Assistant Superintendent Secondary Educational Services Division of Educational Services APPROVED: MARIA G. OTT Deputy Superintendent Division of Educational Services Copyright 2001 LOS ANGELES UNIFIED SCHOOL DISTRICT 2

3 ACKNOWLEDGMENTS This publication reflects the collaborative effort of the following educators who contributed suggestions to this document. Appreciation is extended to the following members of the curriculum writing committee who accepted major responsibility for the development of the Representative Objectives for special education based upon the California Curriculum Framework, History/Social Science Content Standards for California Public Schools. Marcia Arnold Diane Bonilla-Lether Deborah Braun Joy Efron Sean Gaston Marilyn Geffeney Janice Greenberg Joyce Kantor Janet McElroy Russell Ong Judy Skinder Sunny Tuch K. J. Walsh Virginia Yee Special recognition is extended to the following educators who contributed to the development and revision of this document. Joyce Costa Joyce Johnson Susan Kogan Emily Kuwahara Marilyn Matsumoto Bette Medina Kathleen Neal Lynne Rudnick Ginger Williams Special appreciation is extended to the following Division of Special Education administrators for coordinating and providing the curriculum for Individuals with Special Needs for this current publication: Gloria Lopez, Director Instructional Initiatives Division of Special Education Susan Tandberg, Coordinator Instructional Initiatives Division of Special Education Sincere gratitude is also expressed for the tireless dedication of our administrative assistant, Ann Jong. DONNALYN JAQUE-ANTÓN Associate Superintendent Division of Special Education APPROVED: MARIA G. OTT, Deputy Superintendent Educational Services 3

4 FOREWORD In 1996 the Los Angeles Unified School District adopted student learning standards in History/Social Science, Language Arts, Mathematics, and Science in response to the Superintendent s Call to Action for Improving Student Achievement, By adopting the standards, the District joined with nationwide reform efforts to improve student achievement. These efforts were given impetus by the passage of three legislative acts: Goals 2000 (PL ), Improving America s Schools Act (PL ), and the School-to-Work Opportunity Act (PL ). All three acts emphasize the need for districts to establish standards of what students should know and be able to do upon graduation from high school and to identify benchmarks for measuring student progress during the years prior to graduation. A fourth legislative act, Individuals with Disabilities Education Act Amendments of 1997, calls for districts to maintain high academic standards and clear performance goals for students with disabilities, consistent with the standards and expectations for all students. Appropriate and effective strategies and methods should be provided to ensure that students with disabilities have maximum opportunities to achieve those standards and goals. In collaboration with representatives from state and national levels, a curriculum audit was conducted to ensure that the state grade-level standards, which were adopted in 1998, are incorporated into the appropriate curriculum for every course. The standards serve as the basis for curriculum being developed, organized, implemented, and assessed. All elements of the District s educational program the curricula, daily learning activities, materials, textbooks, and assessments should be aligned to support student progress toward achievement of the standards. In accordance with their Individualized Education Programs (IEPs), students with disabilities may require accommodations, modifications, and/or supplemental aids and services in order to access the curriculum and work toward achievement of the standards. In addition, all students, especially students with disabilities, will make progress when they are provided direct, explicit, and systematic instruction in history/social science. It is strongly recommended that schools explore all options to ensure equal access to, and evidence of, learning in the core curriculum for all learners i.e., Special Education, English Language Learners (ELLs), Standard English Language Learners (SELLs), Gifted and Talented Education (GATE), etc. The goal of enabling all students to achieve a common set of standards requires equitable treatment and multiple and varied opportunities to learn. The Guidelines for Instruction: Secondary School Curriculum is offered to assist schools, students, parents, and community representatives with their efforts to implement the standards effectively. This publication identifies the standards that are to be emphasized and assessed in each course as part of the course mark and as part of the District and state testing system. The revisions in this publication reflect: an alignment of the curriculum with the K-12 History/Social Science Content Standards for California Public Schools provisions of the California Education Code and District policies. basic information regarding graduation requirements UC/CSU a g requirements descriptions of authorized courses, new courses and new course codes, and other relevant information that will be helpful in strengthening the secondary instructional program for all students. Highlighting of those standards that are addressed on the CAHSEE and on the District s Performance Assignments. 4

5 MAKING THE CONNECTION TO THE GUIDELINES FOR INSTRUCTION A rigorous and challenging Standards-Based Instructional program embedded with the State Content Standards will ensure maximum academic achievement for all students. Effective pedagogy, student assignments, and the empowering of students to use metacognitive strategies are interrelated and must be integrated into an array of enriched learning opportunities provided in the classroom. Rubrics and other appropriate assessment instruments will be used to determine whether or not students meet the State Standards. State Content Standards Standards- Based Assessment Benchmarks/ Pacing Plan Student Achievement Representative Performance Skills *Standards- Based Instruction Representative Objectives *The instructional program of students with special needs will be based on their IEP. 5

6 CONTENTS PAGE Acknowledgements... 2 Foreword... 4 Making The Connection To The Guidelines For Instruction... 5 Contents... 6 Required Sequence of History-Social Science Courses... 9 Explanation of Terms COURSE CODE COURSE TITLE AND GRADE NUMBER OFFICIAL ABBREVIATION LEVEL * Special Education Course Numbers Core of Common Courses Middle School World History and Geography: Ancient Civilizations A * (Wld His/Geo: Anc Civ A) World History and Geography: Ancient Civilizations B 6 * (Wld His/Geo: Anc Civ B) World History and Geography: Medieval and Early Modern Times A * (Wld His/Geo: Med/Mod Time A) World History and Geography: Medieval and Early 7 Modern Times B * (Wld His/Geo: Med/Mod Time B) United States History and Geography: Growth and Conflict A * (US His/Geo: Growth & Conf A) United States History and Geography: Growth and 8 Conflict B * (US His/Geo: Growth & Conf B) Core of Common Courses High School World History, Culture, and Geography: The Modern World A * (Wld His/Geo: Mod Wld A) World History, Culture, and Geography: The 10 Modern World B * (Wld His/Geo: Mod Wld B) United States History and Geography: Continuity and Change in the Twentieth Century A * (US His/Geo: 20th Cent A) United States History and Geography: Continuity and 11 Change in the Twentieth Century B * (US His/Geo: 20th Cent B) 6

7 COURSE CODE COURSE TITLE AND GRADE PAGE NUMBER OFFICIAL ABBREVIATION LEVEL Principles of American Democracy (Principles of Amer Democracy) * Principles of American Democracy Economics (Econ) Advanced Placement Courses Advanced Placement American History A (AP Am His A) Advanced Placement American History B (AP Am His B) Advanced Placement European History A (AP Eur His A) Advanced Placement European History B (AP Eur His B) Advanced Placement Psychology (AP Psychology) Advanced Placement American Government and Politics (AP Am Govt Pol) Advanced Placement Microeconomics (AP Microecon) Advanced Placement Macroeconomics (AP Macroecon) Advanced Placement Comparative Government and Politics (AP Comp Govt) Elective Courses History Ancient Civilizations (Anct Civl) California History (Calif Hist) Modern Europe (Mod Eur) Women in History (Women in Hist) Elective Courses Geography Geography A (Geog A) Geography B (Geog B) Urban Ecology and Demography A (Urb Ecol A) Urban Ecology and Demography B (Urb Ecol B) 9 12 Elective Courses Economics Applied Economics (Appl Econ) Consumer Economics and Law (Con Econ Law) Elective Courses Ethnic Studies African American History (Afro Am Hist) America s Intercultural Heritage (Am Inter Her) American Indian Studies (Am Ind Stu) Asian Studies (Asian Stu) Cultural Awareness (Clt Aware)

8 COURSE CODE COURSE TITLE AND GRADE PAGE NUMBER OFFICIAL ABBREVIATION LEVEL History of the Middle East (His Mid East) Latin American Studies (Lat Am Stu) Mexican American Studies (Mex Am Stu) Elective Courses Law-Related Education Law and Youth (Law Youth) Youth and the Administration of Justice (You Adm Jus) Government Laboratory (Govt Lab) Elective Courses Social Sciences Introduction to Anthropology (Intr Anthro) Introduction to Psychology (Intr Psych) Introduction to Sociology (Intr Socio) Introduction to Social Sciences (Intr Soc Sci) Philosophy A (Philosophy A) Philosophy B (Philosophy B) 9 12 Elective Course Comparative Religion Comparative Religion (Compar Rel) Elective Course International Relations International Relations (Intl Rel) Elective Courses Futures Future Studies (Future Stu) World of Education (Wld Educ) Appendix: Resources

9 REQUIRED SEQUENCE OF HISTORY/SOCIAL SCIENCE COURSES Grade 6 Grade 7 Grade 8 World History and Geography: Medieval and Early Modern Times 7AB World History and Geography: Ancient Civilizations 6 AB (Two-semester required course) Elective courses may be offered. (Two-semester required course) United States History and Geography: Growth and Conflict 8AB (Two-semester required course) Grade 9 Grade 10 Grade 11 Grade 12 World History, Culture, and Geography: The Modern World 10AB (Two-semester required course) 9. Principles of American Democracy (One-semester required course) United States History and Geography: Continuity and Change in the Twentieth Century 11AB (Two-semester ired course) Economics (One-semester required course) Advanced Placement American History AB, European History AB, Microeconomics, Macroeconomics, and Psychology may be used to meet the above requirement. Advanced Placement American Government and Politics, European History AB, Microeconomics, Macroeconomics, Comparative Government and Politics, and Psychology may be used to meet the above requirements. Elective courses in Comparative Religion, Economics, Ethnic Studies, Geography, History, International Relations, Law Related Education, Social Sciences, Women Studies, and The World of Education may be offered. 9

10 EXPLANATION OF TERMS Core of Common Courses Elective Courses Common courses are classes required of all students. These courses represent the essential core of learning experiences, which must be provided to all students throughout the District. Elective courses are classes, which while they are not required, broaden students experiences. They are made available to provide a more complete curricular program of concept acquisition, subject matter competence, skill development, and enrichment. At the middle school level, the elective courses provide more intensive instructional programs or enriching exploratory experiences. At the senior high school level, elective courses are provided for a variety of purposes: partial fulfillment of academic requirements for admission to universities, gaining of related experiences, enrichment, fulfillment of interest in diverse subject areas, development of useful life skills, development of further competence in a special area, or acquisition of entry level job skills. Prerequisites A prerequisite is any specified preparatory course which must be satisfactorily completed prior to enrollment in a course for which for which prerequisite requirements are stated. Course Description Standards The course description states the major emphasis and content of a course. The California Content Standards identify what students should know and be able to do based on national and state standards and frameworks. The standards identified for each course are those, which will be assessed on state and/or District performance-based tests. The course marks earned by students should verify their achievement of the assessed standards. Those standards highlighted in BOLD are those identified as being assessed on the High School Exit Exam. 10

11 Representative Objectives Representative objectives include the state curriculum standards for each grade level, which should be the focus in each course. They serve as the basis for establishing and maintaining academic equivalency throughout the District and state. They are the essential major teaching objectives which the teacher can use to determine the specific objectives needed to present the content of the course. Representative Performance Skills Performance skills are observable and/or measurable skills which students acquire while mastering the content of a course. High School Exit Exam (HSEE) State law (Senate Bill 2), passed during spring 1999, authorized the development of the High School Exit Examination that students in California public schools will have to pass to receive a high school diploma, beginning with the graduating class of The purpose of the HSEE is to improve student achievement in high school. It is also to help ensure that students who graduate from high school can demonstrate competency in the content standards for reading, writing, and mathematics, adopted by the State Board of Education (SBE). 11

12 Core of Common Courses Middle School World History and Geography: Ancient Civilizations AB Course Code Number Course Description Instructional Units/Pacing Plans (Annual Course Grade 6) Prerequisite: None Wld His/Geo: Anc Civ A Wld His/Geo: Anc Civ B Wld His/Geo:Anc Civ A (Students with disabilities served in SDC) Wld His/Geo:Anc Civ B (Students with disabilities served in SDC) This Grade-six course investigates the origins and development of ancient societies of major western and non-western civilizations. Included are the societies of the Near East, Africa, the ancient Hebrew civilization, civilizations of the Americas prior to the first century A.D., Greece, Rome, and the classical civilizations of India and China. For all of these societies, emphasis is placed on the major contributions, achievements, and beliefs that have endured across the centuries to the present day. This course stresses the special significance of geography in the development of the human story and provides the opportunity to study the everyday lives of people living in vastly different areas of the world. The course content focuses on the people in ancient societies; their problems and accomplishments; their social, economic, political structures, and belief systems; the tools and technology they developed; the arts they created; the architecture; the literature they produced; their explanation for natural phenomena, and their direct or indirect contributions to issues such as the role of women and the practice of slavery. Instructional Units *Suggested Weeks Early Humankind and the Development of 5 6 Human Societies The Beginnings of Civilizations in the Near 8 9 East and Africa: Mesopotamia, Egypt and Kush The Foundation of Western Ideas: The 6 7 Hebrews and Greeks West Meets East: The Early Civilizations of 7 8 India and China East Meets West: Rome 6 8 Total *32 *38 year-round traditional *Suggested weeks are to be used as an estimate only. Instructional units and/or pacing plans must be reflective of the Content Standards. 12

13 The California Language Arts Content Standards Representative Objectives The California Language Arts Content Standards below identify those standards, which will be measured on state assessments. The Representative Objectives and Representative Performance Skills are specific learning experiences, which are to be taught in each course in order for students to achieve the standards. Reading 2.4 Clarify an understanding of texts by creating outlines, logical notes summaries, or reports. Writing 1.6 Revise writing to improve the organization and consistency of ideas within and between paragraphs. The student will be able to: Analyze the effect of geography on the political, economic, and social growth of ancient civilizations. Compare and contrast how ancient civilizations resolved basic economic questions of what, how, and for whom to produce. Compare and contrast the origin and development of Mesopotamia, Egypt and Kush. Evaluate the contributions of the ancient Hebrews to Western ethical and religious thought. Describe the transition from tyranny and oligarchy to early democratic forms of government in ancient Greece. Evaluate the impact of ancient Greek and Roman forms of government on modern democracies. Evaluate the impact of Hinduism and Buddhism on ancient civilizations. Analyze the impact of Confucian thought on the political, social, and economic development of ancient China. Apply the principles of a market economy to the Roman Empire. Representative Objectives for Students with Disabilities The student will be able to: Give examples of the effect of geography on the political and economic developments of ancient civilizations. Calculate how geography affected the social growth of ancient civilizations. Identify the similarities and differences among ancient civilizations. Show how ancient civilizations resolved basic economic questions. 13

14 Compare the similarities and differences in the origin and development of Mesopotamia, Egypt, and Kush. Summarize the ways that ancient Hebrews contributed to Western ethical and religious thought. Define the steps in the transition from tyranny and oligarchy to early democratic forms of government in ancient Greece. Compare and contrast how ancient Greek and Roman forms of government have affected modern democracies. Delineate the ways in which Hinduism and Buddhism impacted ancient civilizations. Describe the impact of Confucian thought on the political, social, and economic development of ancient China. Explain the principles of a market economy in the Roman Empire. Representative Performance Skills Representative Performance Skills for Students with Disabilities In accordance with their individual capacity, students will grow in the ability to: Locate, interpret, and assess information found in primary and secondary sources. Use the tools and concepts of geography to read and interpret various kinds of maps, globes, models, diagrams, graphs, charts, tables, and pictures of the ancient world. Describe how major historical events are related to each other in time by distinguishing between cause and effect, sequence, and correlation. Construct historical interpretations and solutions through the evaluation of different ideas, values, behaviors, and institutions. Use the specialized language of historical research and the historysocial science discipline. Evaluate the accuracy of information obtained from computer programs, films, radio, television, and videotapes. Combine ideas, concepts, and information in new ways; make connections between seemingly unrelated ideas. Describe how social, economic, organizational, and technological systems operate. Arrange major historical events in sequential order and determine their correlation to each other. Compare and contrast different ideas, values, behaviors, and institutions, and recognize historical interpretations and solutions. 14

15 Recall and utilize the vocabulary related to the history-social science discipline. Determine the accuracy of information obtained from computer programs, television, and videotapes. Use writing to combine ideas, concepts, and information in new ways and draw connections among them. Describe how social, economic, organizational, and technological systems operate. California Content Standards The California History-Social Science Content Standards below identify those standards, which will be measured on state assessments. 6.1 Students describe what is known through archaeological studies of the early physical and cultural development of humankind from the Paleolithic era to the agricultural revolution. 1. Describe the hunter-gatherer societies, including the development of tools and the use of fire. 2. Identify the locations of human communities that populated the major regions of the world and describe how humans adapted to a variety of environments. 3. Discuss the climatic changes and human modifications of the physical environment that gave rise to the domestication of plants and animals and new sources of clothing and shelter. 6.2 Students analyze the geographic, political, economics, religious, structures of the early civilizations of Mesopotamia, Egypt, and Kush. 1. Locate and describe the major river systems and discuss the physical settings that supported permanent settlement and early civilizations. 6.3 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of India. 1. Locate and describe the major river system and discuss the physical setting that supported the rise of this civilization. 2. Discuss the significance of the Aryan invasions. 3. Explain the major beliefs and practices of Brahmanism in India and how they evolved into early Hinduism. 15

16 4. Know the life and moral teachings of Buddha and how Buddhism spread in India, Ceylon, and Central Asia. 5. Describe the growth of the Maurya Empire and the political and moral achievements of the Emperor Asoka. 6. Discuss important aesthetic and intellectual traditions (e.g., Sanskrit literature, including the Bhagavad Gita; medicine metallurgy; and mathematics, including Hindu-Arabic numerals and the zero). 6.4 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of China. 1. Locate and describe the origins of Chinese civilization in the Huang He Valley during the Shang Dynasty. 2. Explain the geographic features of China that made governance and the spread of ideas and goods difficult and served to isolate the country from the rest of the world. 3. Know about the life of Confucius and the fundamental teachings of Confucianism and Taoism. 4. Identify the political and cultural problems prevalent in the time of Confucius and how he sought to solve them. 5. List the policies and achievements of the emperor Shi Huangdi in unifying northern China under the Qin Dynasty. 6. Detail the political contributions of the Han Dynasty to the development of the imperial bureaucratic state and the expansion of the empire. 7. Cite the significance of the trans-eurasian silk roads in the period of the Han Dynasty and the Roman Empire and their locations. 8. Describe the diffusion of Buddhism northward to China during the Han Dynasty. 6.5 Students analyze the geographic, political, economic, religious, and social structures during the development of Rome. 1. Identify the location and describe the rise of the Roman Republic, including the importance of such mythical and historical figures as Aeneas, Romulus and Remus, Cincinnatus, Julius Caesar, and Cicero. 2. Describe the government of the Roman Republic and its significance (e.g., written constitution and tripartite government, checks and balances, civic duty). 16

17 3. Identify the location of and the political and geographic reasons for the growth of Roman territories and expansion of the empire, including how the empire fostered economic growth through the use of currency and trade routes. 4. Discuss the influence of Julius Caesar and Augustus in Rome s transition from republic to empire. 5. Trace the migration of Jews around the Mediterranean region and the effects of their conflict with the Romans, including the Romans restrictions on their right to live in Jerusalem. 6. Note the origins of Christianity in the Jewish Messianic prophecies, the life and teachings of Jesus of Nazareth as described in the New Testament, and the contribution of St. Paul the Apostle to the definition and spread of Christian beliefs (e.g., belief in the Trinity, resurrection, salvation). 7. Describe the circumstances that led to the spread of Christianity in Europe and other Roman Territories. 8. Discuss the legacies of Roman art and architecture, technology and science, literature, language, and law. 17

18 Core of Common Courses Middle School World History and Geography: Medieval and Early Modern Times AB Course Code Number Course Description Instructional Pacing Units/ Plans (Annual Course Grade 7) Prerequisite: None Wld His/Geo: Med/Mod Time A Wld His/Geo: Med/Mod Time B Wld His/Geo:Med/Mod Time A (Students with disabilities served in SDC) Wld His/Geo:Med/Mod Time B (Students with disabilities served in SDC) This Grade-seven course explores world history and geography from the Fall of Rome to the Age of Exploration and the Enlightenment. The course investigates the social, cultural, and technological changes during this period. This course briefly reviews the role of archaeologists and historians in uncovering the past. It goes on to examine Islam as a religion and as a civilization. The course examines the spread of Islam through Africa, the rise of the Mayan, Incan, and Aztec civilizations; the civilizations of China and Japan; Europe during the High Middle Ages, the turbulent ages of the Renaissance, Reformation, and Scientific Revolution. This course seeks to enhance understanding of the interconnection of past events, people, and ideas to events and issues of importance in the world today. Instructional Units *Suggested Weeks Connecting with Past Learnings: Uncovering the 2 2 Remote Past Connecting with Past Learnings: Fall of Rome 3 3 Growth of Islam 4 4 African States in the Middle Ages and Early 3 4 Modern Times Civilization of the Americas 4 4 China 3 4 Japan 2 3 Medieval Societies: Europe and Japan 3 4 Europe During the Renaissance, the Reformation, 3 4 and the Scientific Revolution Early Modern Europe: The Age of Exploration to 4 4 the Enlightenment Linking Past to Present 1 2 Total * 32 *38 year-round traditional *Suggested weeks are to be used as an estimate only. Instructional units and/or pacing plans must be reflective of the Content Standards. 18

19 The California Language Arts Content Standards The California Language Arts Content Standards below identify those standards, which will be measured on state assessments. The Representative Objectives and Representative Performance Skills are specific learning experiences, which are to be taught in each course in order for students to achieve the standards. Writing 1.4 Identify topics; ask and evaluate questions; and develop ideas leading to inquiry, investigation, and research. Listening and Speaking 1.1 Use speaking techniques, including voice modulation, inflection, tempo, enunciation, and eye contact, for effective presentations. Representative Objectives Students will be able to: Analyze the impact of the fall of the Roman Empire on Western Europe. Compare and contrast the origin and development of Mesoamerican civilizations. Analyze the contributions of Buddhism, Christianity, Confucianism, Islam, and Judaism to various societies. Analyze the impact of the geography on the development of trade in Ghana. Differentiate how China and Japan resolved basic economic problems in their respective societies. Explain how trade and production of goods in Western Europe was affected by the Crusades. Apply the principles of a market economy (for example, decisionmaking, supply and demand, cost benefit analysis) to China during the Tang and Sung Dynasties. Explain the impact of Islam on African and Asian societies. Analyze the influence of Christianity on Medieval European governments. Trace the principle of rule of law established in the Magna Carta to modern-day democracies. Analyze how the ideas of the Enlightenment influenced the formation of Western democratic governments in political, philosophical, and economic thoughts. 19

20 Representative Objectives for Students with Disabilities Representative Performance Skills Students will be able to: Describe the impact of the fall of the Roman Empire on Western Europe. Identify the origin and development of Mesoamerican civilizations. Delineate the contributions of Buddhism, Christianity, Confucianism, Islam, and Judaism to various societies. Illustrate and describe how geography impacts the development of trade in Ghana. Identify different approaches China and Japan used to resolve basic economic problems in their respective societies. Indicate how trade and production of goods in Western Europe was affected by Crusades. Describe the principles of the market economy (e.g., decisionmaking, supply and demand, cost-benefit analysis) of China during the Tang and Sung Dynasties. Describe the impact of Islam on African and Asian societies. Give examples of the influence of Christianity on Medieval European governments. Trace the principle of rule of law established in the Magna Carta to modern-day democracies. Explain the ideas of the Enlightenment. Summarize the impact of the Enlightenment on the formation of Western democratic governments in terms of political, philosophical, and economic thoughts. In accordance with their individual capacity, students will grow in the ability to: Locate, interpret, and assess information found in primary and secondary sources. Use the tools and concepts of geography to read and interpret various kinds of maps, globes, models, diagrams, graphs, charts, tables, and pictures of the medieval world. Describe how major historical events are related to each other in time by distinguishing between cause and effect, sequence, and correlation. Construct historical interpretations and solutions through the evaluation of different ideas, values, behaviors, and institutions. Use the specialized language of historical research and the history social science discipline. 20

21 Representative Performance Skills for Students with Disabilities California Content Standards Evaluate the accuracy of information obtained from computer programs, films, radio, television, and videotapes. Combine ideas, concepts, and information in new ways; make connections between seemingly unrelated ideas. Describe how social, economic, organizational, and technological systems operate. In accordance with their capacities, students will grow in the ability to: Locate and assess information found in primary and secondary source. Use the tools and concepts of geography to read, label, and interpret diagrams, various kinds of maps, globes, models, graphs, charts, tables, and pictures of the ancient world. Recognize the relationship of major historical events in terms of cause and effect and combine them. Arrange major historical events in sequential order and determine their correlation to each other. Recall and utilize the vocabulary related history-social science discipline. Compare and contrast different ideas, values, behaviors, and institutions, and recognize historical interpretations and solutions. Determine the accuracy of information obtained from computer programs, television, and videotapes. The California History-Social Science Content Standards below identify those standards, which will be measured on state assessments. 7.1 Students analyze the causes and effects of the vast expansion and ultimate disintegration of the Roman Empire. 1. Study the early strengths and lasting contributions of Rome (e.g., significance of Roman citizenship; rights under Roman law; Roman art, architecture, engineering, and philosophy; preservation and transmission of Christianity) and its ultimate internal weaknesses (e.g., rise of autonomous military powers within the empire, undermining of citizenship by the 2. Discuss the geographic borders of the empire at its height and the factors that threatened its territorial cohesion. 3. Describe the establishment by Constantine of the new capital in Constantinople and the development of the Byzantine Empire with an emphasis on the consequences of the development of two distinct European civilizations, Eastern Orthodox and Roman Catholic, and their two distinct views on church-state relations. 21

22 7.2 Students analyze the geographic, political, economics, religious, and social structures of the civilizations of China in the Middle Ages. 1. Identify the physical features and describe the climate of the Arabian peninsula, its relationship to surrounding bodies of land and water, and nomadic and sedentary ways of life. 2. Trace the origins of Islam and the life and teachings of Muhammad, including Islamic teachings on the connection with Judaism and Christianity. 3. Explain the significance of the Qur an and the Sunnah as the primary sources of Islamic beliefs, practice, and law, and their influence in Muslims daily life. 4. Discuss the expansion of Muslim rule through military conquests and treaties, emphasizing the cultural blending within Muslim civilization and the spread and acceptance of Islam and the Arabic language. 5. Describe the growth of cities and the establishment of trade routes among Asia, Africa, and Europe, the products and inventions that traveled along these routes (e.g., spices, textiles, paper, steel, new crops), and the role of merchants in Arab society. 6. Understand the intellectual exchanges among Muslim scholars of Eurasia and Africa and the contributions Muslim scholars made to later civilizations in the areas of science, geography, mathematics, philosophy, medicine, art, and literature. 7.3 Students analyze the geographic, political, economic, religious, and social structures of the civilizations of China in the Middle Ages. 1. Describe the reunification of China under the Tang Dynasty and reasons for the spread of Buddhism in Tang China, Korea, and Japan. 2. Describe agricultural, technological, and commercial development during the Tang and Sung periods. 3. Analyze the influences of Confucianism and changes in Confucian thought during the Sung and Mongol periods. 4. Understand the importance of both overland trade and maritime expeditions between China and other civilizations in the Mongol Ascendancy and Ming Dynasty. 5. Trace the historic influence of such discoveries as tea, the manufacture of paper, woodblock printing, the compass, and gunpowder. 6. Describe the development of the imperial state and the scholarofficial class. 7.4 Students analyze the geographic, political, economic, religious, 22

23 and social structures of the sub-saharan civilizations of Ghana and Mali in Medieval Africa. 1. Study the Niger River and the relationship of vegetation zones of forest, savannah, and desert to trade in gold, salt, food, and slaves; and the growth of the Ghana and Mali empires. 2. Analyze the importance of family, labor specialization, and regional commerce in the development of states and cities in West Africa. 3. Describe the role of the trans-saharan caravan trade in the changing religious and cultural characteristics of West Africa and the influence of Islamic beliefs, ethics, and law. 4. Trace the growth of the Arabic language in government, trade and Islamic scholarship in West Africa. 5. Describe the importance of written and oral traditions in the transmission of African history and culture. 7.5 Students analyze the geographic, political, economic, religious, and social structures of the civilizations of Medieval Japan. 1. Describe the significance of Japan s proximity to China and Korea and the intellectual, linguistic, religious, and philosophy influences of those countries on Japan. 2. Discuss the reign of Prince Shotoku of Japan and the Characteristics of Japanese society and family life during his reign. 3. Describe the values, social customs, and traditions prescribed by the lord-vassal system consisting of shogun, daimyo, and samurai and the lasting influence of the warrior code in the twentieth century. 4. Trace the development of distinctive forms of Japanese Buddhism. 5. Study the ninth and tenth centuries golden age of literature, art, and drama and its lasting effects on culture today, including Murasaki Shikibu s Tale of Genji. 6. Analyze the rise of a military society in the late twelfth century and the role of the samurai in that society. 7.6 Students analyze the geographic, political, economic, religious, and social structures of the civilizations of Medieval Europe. 1. Study the geography of the Europe and the Eurasian land mass, including its location, topography, waterways, vegetation, and climate and their relationship to ways of life in Medieval Europe. 2. Describe the spread of Christianity north of the Alps and the roles played by the early church and by monasteries in its diffusion after the fall of the western half of the Roman Empire. 23

24 3. Understand the development of feudalism, its role in the medieval European economy, the way in which it was influenced by physical geography (the role of the manor and the growth of towns), and how feudal relationships provided the foundation of political order. 4. Demonstrate an understanding of the conflict and cooperation between the Papacy and European monarchs (e.g., Charlemagne, Gregory VII, Emperor Henry IV). 5. Know the significance of developments in medieval English legal and constitutional practices and their importance in the rise of modern democratic thought and representative institutions (e.g., Magna Carta, parliament, development of habeas corpus, an independent judiciary in England). 6. Discuss the causes and course of the religious Crusades and their effects on the Christian, Muslim, and Jewish populations in Europe, with emphasis on the increasing contact by Europeans with cultures of the Eastern Mediterranean world. 7. Map the spread of the bubonic plague from Central Asia to China, the Middle East, and Europe and describe its impact on global population. 8. Understand the importance of the Catholic church as a political, intellectual, and aesthetic institution (e.g., founding of universities, political and spiritual roles of the clergy, creation monastic and mendicant religious orders, preservation of the Latin language and religious texts, St. Thomas Aquinas s synthesis of classical philosophy with Christian theology, and the concepts of natural law ). 9. Know the history of the decline of Muslim rule in the Iberian Peninsula that culminated in the Reconquista and the rise of Spanish and Portuguese kingdoms. 7.7 Students compare and contrast the geographic, political, economic, religious, and social structures of the Meso- American and Andean civilizations. 1. Study the locations, landforms, and climates of Mexico, Central America, and South America and their effects on Mayan, Aztec, and Incan economies, trade, and development of urban societies. 2. Study the roles of people in each society, including class structures, family life, warfare, religious beliefs and practices, and slavery. 3. Explain how and where each empire arose and how the Aztec and Incan empires were defeated by the Spanish. 4. Describe the artistic and oral traditions and architecture in the three civilizations. 24

25 5. Describe the Meso-American achievements in astronomy and mathematics, including the development of the calendar and the Meso-American knowledge of seasonal changes to the civilizations agricultural systems. 7.8 Students analyze the origins, accomplishments, and geographic diffusion of the Renaissance. 1. Describe the way in which the revival of classical learning and the arts fostered a new interest in humanism (i.e., a balance between intellect and religious faith). 2. Explain the importance of Florence in the early stages of the Renaissance and the growth of independent trading cities (e.g.,venice), with emphasis on the cities importance in the spread of Renaissance ideas. 3. Understand the effects of the reopening of the ancient Silk Road between Europe and China, including Marco Polo s travels and the location of his routes. 4. Describe the growth and effects of new ways of disseminating information (e.g., the ability to manufacture paper, translation of the Bible into the vernacular, printing). 5. Detail advances made in literature, the arts, science, mathematics, cartography, engineering, and the understanding of human anatomy and astronomy (e.g., by Dante Alighieri, Leonardo da Vinci, Michelangelo de Buonarroti Simoni, Johann Gutenberg, William Shakespeare). 7.9 Students analyze the historical developments of the Reformation. 1. List the causes for the internal turmoil in and weakening of the Catholic church(e.g., tax policies, selling of indulgences). 2. Describe the theological, political, and economic ideas of the major figures during the Reformation(e.g., Desiderius Erasmus, Martin Luther, John Calvin, William Tyndale). 3. Explain Protestants new practices of church self-government and the influence of those practices on the development of democratic practices and ideas of federalism 4. Identify and locate the European regions that remained Catholic and those that became protestant and explain how the division affected the distribution of religions in the New World. 5. Analyze how the Counter-Reformation revitalized the Catholic church and the forces that fostered the movement (e.g., St. Ignatius of Loyola and the Jesuits, the Council of Trent). 6. Understand the institution and impact of missionaries on Christianity and the diffusion of Christianity from Europe to other parts of the world in the medieval and early modern periods; locate missions on a world map. 25

26 7. Describe the Golden Age of cooperation between Jews and Muslims in medieval Spain that promoted creativity in art, literature, and science, including how that cooperation was terminated by the religious persecution of individuals and groups (e.g., the Spanish Inquisition and the expulsion of Jews and Muslims from Spain in 1492) Students analyze the historical developments of the Scientific Revolution and its lasting effect on Religious, Political and Cultural Institutions. 1. Discuss the roots of the Scientific Revolution (e.g., Greek rationalism; Jewish, Christian, and Muslim science; Renaissance humanism; new knowledge from global exploration). 2. Understand the significance of the new scientific theories (e.g.,those of Copernicus, Galileo, Kepler, Newton) and the significance of new inventions (e.g., the telescope, microscope, thermometer, barometer). 3. Understand the scientific method advanced by Bacon and Descartes, the influence of new scientific rationalism on the growth of democratic ideas, and the coexistence of science with traditional religious beliefs Students analyze political and economic change in the sixteenth, seventeenth, and eighteenth centuries (the Age of Exploration, the Enlightenment, and the Age of Reason). 1. Know the great voyages of discovery, the locations of the routes, and the influence of cartography in the development of a new European worldview. 2. Discuss the exchanges of plants, animals, technology, culture, and ideas among Europe, Africa, Asia, and the Americas in the fifteenth and sixteenth centuries and the major economic andsocial effects on each continent. 3. Examine the origins of modern capitalism; the influence of mercantilism and cottage industry; the elements and importance of a market economy in seventeenth-century Europe; the changing international trading and marketing patterns, including their locations on a world map; and the influence of explorers and map makers. 4. Explain how the main ideas of the Enlightenment can be traced back to such movements as the Renaissance, the Reformation, and the Scientific Revolution and to the Greeks, Romans, and Christianity. 5. Describe how democratic thought and institutions were influenced by Enlightenment thinkers (e.g., John Locke, Charles-Louis Montesquieu, American founders). 26

27 6. Discuss how the principles in the Magna Carta were embodied in such documents as the English Bill of Rights and the American Declaration of Independence. 27

28 Core of Common Courses Middle School United States History and Geography: Growth and Conflict AB Course Code Number Course Description Instructional Units/Pacing Plans (Annual Course Grade 8) Prerequisite: None US His/Geo: Growth & Conflict A US His/Geo: Growth & Conflict B US His/Geo:Growth/Conf A (Students with disabilities served in SDC) US His/Geo:Growth/Conf B (Students with disabilities served in SDC) This Grade-eight course continues the examination of United States history and geography concentrating on the growth of the United States during the years from the period of colonization to the Age of Industrialization. The course begins with an intensive investigation and review of the major ideas, issues, and events preceding the founding of the nation. The course then concentrates on the shaping of the Constitution and the nature of the government that it created. The enormous challenges faced by a new nation are covered. The development of unique regions in the West, Northeast, and the South and the causes and consequences of the Civil War, are covered in some depth. The course studies the movement of people into and within the United States; the experiences of diverse groups (persons with disabilities, women, gays and lesbians, racial, religious, ethnic, and economic classes) and their contributions to the evolving American identity. The course also connects historical issues to current affairs in order to develop a greater understanding of the basic institutions and policies of the nation. Instructional Units *Suggested Weeks Connecting with Past Learnings: Our Colonial 3 4 Heritage Connecting with Past Learnings: A New Nation 4 4 The Constitution of the United States 5 6 Launching the Ship of State 3 4 The Divergent Paths of the American 5 6 People: The West The Northeast The South Toward a More Perfect Union: The Rise of Industrial America:

29 Early Modern Europe: The Age of Exploration to 4 4 Linking Past to Present 2 3 Total *32 * 38 year-round traditional *Suggested weeks are to be used as an estimate only; changes in the amount of time spent on each unit are to be based upon the needs of the student, the instructional program, and the scheduling needs of the school. The California Language Arts Content Standards Representative Objectives The California Language Arts Content Standards below identify those standards, which will be measured on state assessments. The Representative Objectives and Representative Performance Skills are specific learning experiences, which are to be taught in each course in order for students to achieve the standards. Writing 1.5 Achieve an effective balance between researched information and original ideas. Written and Oral Language Conventions 1.5 Use correct punctuation and capitalization. 1.6 Use correct spelling conventions. Students will be able to: Evaluate the political philosophy of natural rights and natural law as expressed in the Declaration of Independence. Compare and contrast the influence of the religious and philosophical beliefs of both groups and individuals on slavery in the United States. Analyze the impact of the Constitution on the development of the United States. Analyze the impact of geographical factors on the development of pre-civil War America. Describe how slavery changed the economic structure of America. Trace the development of and evaluate the historical policies of the United States toward the Native Americans through analysis of data, primary and secondary sources. Analyze the impact of Manifest Destiny on the expansion of the United States into neighboring territories. Examine the effects of Reconstruction on race relations in the South. Evaluate the principles set forth in the 14th Amendment. Evaluate the interrelationship between industrialization and immigration in the post-civil War era. 29