1 20 th CENTURY UNITED STATES HISTORY CURRICULUM NEWTOWN SCHOOLS NEWTOWN, CT. August, 2002
2 K-12 SOCIAL STUDIES PHILOSOPHY The primary purpose of social studies education is to prepare young people to make informed and reasoned decisions for the public good as citizens of a culturally diverse democracy in an interdependent world. Social studies education must also help students develop a respect for individuals and their right to hold divergent views. In addition, it will equip and encourage students to take positive action for the welfare of their local, national, and global communities. In order to fulfill its purposes, social studies education must help students acquire a core body of knowledge, skills, attitudes, and experiences. These are best acquired through an integrated curriculum, which provides opportunities for in-depth study and requires students to be active learners who are able to demonstrate their learning through a variety of assessments. Recognizing that social studies education must meet the individual needs of students, educators will use instructional strategies which enable all students to perform according to district standards. Students can and will learn social studies well when their efforts as active learners are matched with the combined and sustained guidance and encouragement of skilled teachers, cooperative families, and a supportive community.
3 K-12 SOCIAL STUDIES GOALS Students will have a knowledge of ~ Connections which exist between history, the social sciences, the humanities, the natural sciences, mathematics, technology, and other fields necessary for active participation in social and civic life. ~ Personalities, trends, beliefs, and the progression of events that have shaped the history and culture of Connecticut, the United States and the world. ~ Major conceptual themes of history drawn from and applied to the disciplines of history and the social sciences: anthropology, economics, geography, philosophy, political science, religion, psychology, and sociology. These conceptual themes include: Interdependence Change Culture The idea that we live in a world of systems in which the actors and components interact to make up a unified, functioning whole Related concepts: causation, community, exchange, government, groups, interaction, systems, peace and security, communication, geographic awareness The idea that the process of movement from one state of being to another is a universal aspect of the planet and is an inevitable part of life and living Related concepts: adaptation; cause and effect; development; evolution; growth; revolution; chronology; relating past, present, and future; patterns; continuity The idea that people create social environments and systems comprised of unique beliefs, values, traditions, language, customs, technology, and institutions as a way of meeting basic human needs, and shaped by their own physical environments and contacts with other cultures
4 Scarcity Conflict United States Citizenship Related concepts: adaptation, aesthetics, diversity, language, norms, roles, values, space/time, selfidentity, perspective, heroes and heroines The idea that an imbalance exists between relatively unlimited wants and limited available resources necessitating the creation of systems for deciding how resources are to be distributed Related concepts: conflict, exploration, migration, opportunity, cost, policy, resources, specialization The idea that people and nations often have differing values and opposing goals resulting in disagreements, tensions, and sometimes violence, necessitating skill in co-existence, negotiation, living with ambiguity, and conflict resolution Related concepts: authority, collaboration, competition, interests/positions, justice, power, rights The idea that citizens must understand the underlying purposes and values of government in a free society, how politics and government work, and the privileges and obligations of citizenship including the necessity to accept personal responsibility for being informed on current issues and events and taking responsible action when appropriate Related concepts: compromise, justice, law, freedom, equality, power, community * The conceptual themes listed above have been adapted from Willard M. Kneip, "Social Studies Within A Global Education," Social Education, November/December, 1986.
5 Students will develop the skills that will enable them to acquire, organize, analyze, evaluate, and utilize information to clarify issues and solve problems. Skill development will focus on the following: ~ Data Gathering: locating, compiling and organizing data ~ Critical Thinking: identifying issues; comparing, questioning, summarizing, analyzing, synthesizing/interpreting and evaluating information; drawing and defending conclusions; making inferences ~ Problem Solving: identifying the problem; analyzing cause and effect relationship; formulating and testing predictions; generating alternate solutions ~ Decision Making: researching the issues to take a point of view; forming a logical argument supported by evidence; showing knowledge of other points of view; weighing courses of action ~ Communication: reading, listening and effectively communicating ideas orally, in writing, and through the use of artistic expression ~ Interpersonal Relations: through mutual respect, developing a sensitivity to and an understanding of the needs, opinions, concerns and customs of others; working cooperatively and participating actively in reaching group decisions; developing constructive ways of dealing with criticism and conflict Students will develop the attitudes and attributes necessary for living as responsible citizens of a culturally diverse society in an interdependent world. These attitudes and attributes include: ~ Positive Self-image: having a sense of self-worth and exercising self-reflection and personal responsibility ~ Respecting Diversity: respecting the individual's right to express opinions and feelings, appreciating the heritage and achievements of all racial and cultural groups, respecting age and gender equity
6 ~ Cooperation and Interdependence: realizing the need for cooperation among racial and cultural groups; accepting individual and collective responsibility to work together to improve the quality of life for all people in our local, national, and global communities; respecting the rights and property of others ~ Lifelong Learning: being actively involved in learning, self- motivated, open-minded, intellectually curious; and willing to think independently, explore alternatives, take risks, adapt to new situations, and accept change Students will connect the school with local, national, and world communities through experiences. These experiences will include: ~ Interaction with diverse cultures ~ Participation in the democratic process ~ Student actions to benefit local, national, and global communities
7 K - SELF K-12 SOCIAL STUDIES SCOPE AND SEQUENCE Students will explore their relationships to each other and to the world around them. 1 - FAMILY AND COMMUNITY Students will study family life in their own settings and their own community. 2 - COMMUNITIES AROUND THE WORLD Students will compare and contrast living in Newtown with living in other communities around the world. 3 - CULTURES OF THE UNITED STATES Students will study the cultures and geographic regions of the United States. Connecticut will be a focus. 4 - WORLD CULTURES Students win study world geography with an indepth study of one culture from each of the following: Africa, Asia/ Australia/ Latin America and Europe. 5 - THE COLONIAL EXPERIENCE: NORTH AMERICA Students will study Native Americans, explorers/ and colonists. Emphasis will be placed on the interaction of cultures from various points of view and the continuing effects of the colonizing experience. Connecticut will be an important part of this study. 6 - THE COLONIAL EXPERIENCE: LATIN AMERICA/ AND AFRICA Students will study the indigenous peoples of Latin America/ Asia and Africa and the colonizing of these areas by Europeans. Emphasis will be placed on the interaction of cultures and the continuing effects of the colonizing experience. 7 - GLOBAL AMERICAN HISTORY I Students will study the emergence of the United States as a new and culturally diverse nation whose story is interwoven in the fabric of world history. 8 - GLOBAL AMERICAN HISTORY II Students will study the United States and its interactions with the global community during the nineteenth century.
8 9 - STUDENTS MUST TAKE MODERN EUROPEAN HISTORY AND AN AREA STUDY. AREA STUDIES INCLUDED: Asia Offered in alternate years The Middle East Africa Offered in alternate years Latin America 10 - ELECTIVES Area Studies Western Civilization: Western Civilization History of Minorities in the U.S.: Lost/ Stolen or Strayed Sociology World Religions 11 - AMERICAN STUDIES (required) Advanced Placement American History 12 - STUDENTS ARE REQUIRED TO TAKE A SEMESTER OF AMERICAN GOVERNMENT AND POLITICAL ISSUES AND A SEMESTER OF ECONOMICS Elective: Psychology Course Description for Grades 9-12 Modem European History African Area Studies Asian Area Studies Latin American Area Studies Middle Eastern Area Studies Students will study European history from the Enlightenment to the present. Students will study the geography/ cultures/ history/ and contemporary issues of Africa. Students will study the geography/ cultures/ history/ and contemporary issues of Asia. Students will study the geography, cultures/ history/ and contemporary issues of Latin America. Students will study the geography/ cultures/ history, and contemporary issues of the Middle East.
9 History of Minorities in the United States: Lost, Stolen or Strayed Students will study the history of selected minority groups in the United States/ their leaders/ beliefs/ issues/ and contributions from the perspective of the minority. Sociology World Religions Students will study ways people interact with one another within our society. An examination of the experiences of minority groups within American Society will be a major focus. Students will study the world's major religions: Judaism/Christianity, Islam/ Hinduism/ and Buddhism. Special attention will be given to the impact of religion on history/ culture/ contemporary issues and affairs/ and the arts. American Studies Advanced Placement American History American Government and Political Issues Students will study the connections between selected themes in American history and literature. The primary focus of the course will be the 20th century. Students will study selected topics and themes in American history from the colonial period to the present/ following the guidelines established in the advanced placement curriculum. Students will study local/ state/ and national government in the United States and significant contemporary political issues. Economics Students will study theories of economics/ their application in selected case studies, and significant contemporary economic issues. Psychology Independent Study Students will study human development/ fundamental human processes, interpersonal relationships/ mental health/ and self-realization.
10 Unit I: The Progressive Era ( ) Essential Question: What is Reform? Content Standard: The student will be able to identify the reforms of the Progressive Era and evaluate the extent to which they affected changes in American culture. Objectives: The student will: Identify the problems and solutions to social, political, and economic issues of the time; Evaluate the success and the permanence of the various reform movements; Analyze the change in opportunities for the American public, as well as the advent of more leisure time and activities, and Discuss the role and effect of progressivism in politics on the early 20 th Century. Content Focus: A. Political 1. Suffrage 2. Presidential leadership B. Social 1. Race 2. Women C. Economic 1. Big business 2. Regulation Suggested Performance Assessment: Through a formal written essay, the student can address either of the following questions: 1. Does the Progressive Era meet the standard of Reform? 2. Do things really change in the Progressive Era? Performance Standards: These standards should be revised, adjusted, and added to in order to suit each teacher, class, and level of student. Within each project, 1. The student will use specific examples and definitions to explain the idea of reform. 2. The student will discuss the Progressive Era as a period of political, social, and economic reform. 3. The student will cite at least 3 specific examples of reforms made during the era to support his/her position. 4. The student will thoroughly and completely explain and analyze each of the reforms. 5. The student will discuss the goals and achievements of each of the reforms. 6. The student will use proper rules of grammar, spelling, punctuation, and usage in the essay.
11 Unit II: World War I Essential Question: In post-reconstruction times, how did America s increased economic power impact its involvement in world affairs? Content Standard: The student will be able to trace the transformation of American Foreign Policy from the Spanish- American War to the end of World War I. Objectives: The student will: Analyze and evaluate United States policy and actions in the Caribbean, Central America, the Pacific, and Asia; Identify the causes of war in Europe; Compare and contrast the American views on involvement before, during, and after World War I; Analyze reasons for American involvement in World War I, and Describe the impact of the World War I on the United States. Content Focus: A. American Foreign Policy in Central America and Asia B. European Causes of World War I 1. Alliance system 2. Militarism 3. Imperialism 4. Nationalism C. America s Neutrality 1. Unrestricted submarine warfare 2. The Lusitania 3. The Zimmerman Note D. The Domestic Front 1. Supporting the war effort 2. Dissension E. Armistice and Treaty 1. New map of Europe 2. Effects of the Treaty of Versailles F. New Hope for the Future 1. The Fourteen Points 2. The League of Nations Suggested Performance Assessment: 1. The students will conduct a Senate debate on whether or not the United States should join the League of Nations. Performance Standards: These standards should be revised, adjusted, and added to in order to suit each teacher, class, and level of student. Within each project, 1. Each student will prepare a written statement explaining which side he/she supports and why.
12 2. Each student will speak for 2 minutes attempting to persuade others to his/her side. 3. Each student will use specific examples of United States foreign policy to support or oppose their entrance into the League of Nations. 4. The student will analyze the pros and cons of the United States joining the League and will list the strong points of each argument.
13 Unit III: Prosperity and Depression ( ) Essential Question: How did the prosperity of the 1920s and the Great Depression shape the American Character and Nation? Content Standard: The student will be able to identify and analyze ways in which social, economic, political, and technological aspects of the 1920s and 1930s impacted the American character and nation. Objectives: The student will Evaluate the impact of war and affluence on the American character and nation; Describe the social, economic, political, and artistic changes which occurred in the United States during the 1920s and 1930s, and Assess the causes and the impact of the Great Depression. Content Focus: A. Politics 1. Leadership 2. The Red Scare 3. Sacco and Vanzetti B. Society in the 1920s 1. Prohibition 2. The arts 3. Lifestyles C. Economics s prosperity 2. Stock Market crash 3. The Depression a. Hoover b. F.D. Roosevelt Suggested Performance Assessment: 1. The student will create an annotated list of the major events that impacted American life between the wars. The list will be chronological; it will include two paragraphs about each event. The first paragraph will analyze the event. The second paragraph will assess the impact of the event on American life. Performance Standards: These standards should be revised, adjusted, and added to in order to suit each teacher, class, and level of student. Within each project, 1. The student will address and analyze at least 10 events from the 1920s and 1930s that shaped American life. 2. The student will thoroughly and completely assess each event and its impact on American life. 3. The student will cite all necessary information according to MLA rules.
14 Unit IV: World War II and the Cold War ( ) Essential Question: How did World War II lead the United States to change its view of its position in world affairs? Content Standard: The students will be able to identify and describe the events which led to the United States changing view of its position as a world leader. The students will be able to assess the impact of these changes on the American character and nation. Objectives: The student will: Describe the characteristics of totalitarianism; Evaluate the United States involvement in World War II; Assess the economic, political, and military impact of American involvement at home and abroad during World War II; Explore the origins and the nature of the conflict between the United States and the Soviet Union; Debate the issues regarding the use of the atomic bomb in World War II; Analyze the wars in Korea and Vietnam as part of the conflict between the United States and communism; Describe and evaluate internal and external American reactions to communist expansion, and Assess the economic, social, and political impact of the Cold War for Americans and the United States. Content Focus: A. Totalitarian Governments B. War in Europe and Asia C. United States Response 1. neutrality and preparedness 2. diplomacy D. Theaters of War E. The Cold War 1. definition 2. United States containment policy 3. the Red Scare at home F. Rivalry between the United States and the Soviet Union 1. space 2. military 3. politics Suggested Performance Assessment: Debate the role the United States should play in the post-world War II world Performance Standards: These standards should be revised, adjusted, and added to in order to suit each teacher, class, and level of student. Within each project,
15 1. The student will prepare a list of ideas, from the 1940s-1970s, that will reflect what they believe the United States role in the post-world War II world should be. 2. The student will discuss the events of the 1940s and 1950s which led America to an increased role in the world. 3. The student will include domestic reaction from the 1960s and 1970s to that role. 4. The student will include pros and cons of each idea presented. 5. The student will speak in the debate, presenting at least 1 idea and defending it to the audience.
16 Unit V: The Affluent Society (1950-Present) Essential Question: How has affluence affected the American character and nation? Content Standard: The student will be able to analyze the changes in American society and assess to what extent these changes impact his/her life. Objectives: The student will: Describe the social and economic conditions in America throughout the latter part of the 20 th Century; Analyze the ways in which television affected American political and social awareness; Identify and evaluate the causes of dissatisfaction and anger in segments of society; Assess the impact of Presidential personalities and policies on American life, and Analyze the changes in America in the second half of the 20 th Century in the areas of lifestyle, the women s movement, civil rights, unemployment, and inflation. Content Focus: A. Presidential Leadership from Eisenhower Clinton B. Social Movements 1. Civil Rights 2. women 3. youth & counterculture C. Economic Factors 1. inflation 2. unemployment Suggested Performance Assessment: 1. Create a scrapbook of the ideas and events that have direct impact on your development, growth, and future as a citizen of the United States of America. Performance Standards: These standards should be revised, adjusted, and added to in order to suit each teacher, class, and level of student. Within each project, 1. The student will discuss in detail at least 10 specific events. 2. The student will discuss how these events impact his/her life directly. 3. The student will make the necessary connections between history and his/her own life.
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