20 th CENTURY UNITED STATES HISTORY CURRICULUM

Save this PDF as:
 WORD  PNG  TXT  JPG

Size: px
Start display at page:

Download "20 th CENTURY UNITED STATES HISTORY CURRICULUM"

Transcription

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.

History/Social Science Standards (ISBE) Section Social Science A Common Core of Standards 1

History/Social Science Standards (ISBE) Section Social Science A Common Core of Standards 1 History/Social Science Standards (ISBE) Section 27.200 Social Science A Common Core of Standards 1 All social science teachers shall be required to demonstrate competence in the common core of social science

More information

COURSE TITLE: UNITED STATES HISTORY 1877 TO PRESENT COURSE NUMBER: 114 PRE-REQUISITES (IF ANY): 9 TH GRADE WORLD CIVILIZATIONS

COURSE TITLE: UNITED STATES HISTORY 1877 TO PRESENT COURSE NUMBER: 114 PRE-REQUISITES (IF ANY): 9 TH GRADE WORLD CIVILIZATIONS DEPARTMENT: SOCIAL STUDIES GRADE(S): 10 12 COURSE TITLE: UNITED STATES HISTORY 1877 TO PRESENT COURSE NUMBER: 11 PRE-REQUISITES (IF ANY): 9 TH GRADE WORLD CIVILIZATIONS UNIT LENGTH CONTENT SKILLS METHODS

More information

AP U.S. History UNIT 1: TRANSFORMATION IN NORTH AMERICA: Advanced Placement

AP U.S. History UNIT 1: TRANSFORMATION IN NORTH AMERICA: Advanced Placement Advanced Placement AP U.S. History In, students investigate the development of American economics, politics, and culture through historical analysis grounded in primary sources, research, and writing.

More information

MIDDLE GRADES SOCIAL SCIENCE

MIDDLE GRADES SOCIAL SCIENCE MIDDLE GRADES SOCIAL SCIENCE Content Domain Range of Competencies l. History 0001 0008 50% ll. Geography and Culture 0009 0011 19% lll. Government 0012 0014 19% lv. Economics 0015 0016 12% Approximate

More information

American History: A Survey

American History: A Survey National ADVANCED PLACEMENT* Traditional and Thematic CORRELATION GUIDE to accompany Brinkley American History: A Survey 12e *AP and Advanced Placement Program are registered trademarks of the College

More information

INSPIRED STANDARDS MATCH: LOUISIANA

INSPIRED STANDARDS MATCH: LOUISIANA www.inspiration.com LOUISIANA SOCIAL STUDIES CONTENT STANDARDS STATE STANDARDS FOR CURRICULUM DEVELOPMENT 05/22/97 TABLE OF CONTENTS PAGE INTRODUCTION... 3 LOUISIANA CONTENT STANDARDS FOUNDATION SKILLS...

More information

APPENDIX B: U.S. HISTORY CONTENT ASSESSED BY U.S. HISTORY END OF COURSE ASSESSMENT

APPENDIX B: U.S. HISTORY CONTENT ASSESSED BY U.S. HISTORY END OF COURSE ASSESSMENT APPENDIX B: U.S. HISTORY CONTENT ASSESSED BY U.S. HISTORY END OF COURSE ASSESSMENT Standard 1 Social Studies Skills Use research and inquiry skills to analyze U.S. History using primary and secondary sources.

More information

2. Transatlantic Encounters and Colonial Beginnings,

2. Transatlantic Encounters and Colonial Beginnings, 1. Pre-Columbian Societies A. Early inhabitants of the Americas B. American Indian empires in Mesoamerica, the Southwest, and the Mississippi Valley C. American Indian cultures of North America at the

More information

Eighth Grade Social Studies Curriculum Map

Eighth Grade Social Studies Curriculum Map Semester Unit Unit Focus NC Essential Standards Social Studies College & Career Readiness Anchor Standards Vocabulary 1st Geography Geography US/NC 8.G.1.2 RL 7 Location, Place, Challenge, Movement, Region,

More information

Granite School District U.S. History II: 11 th Grade Curriculum Map

Granite School District U.S. History II: 11 th Grade Curriculum Map 1 st Quarter : America s early history directs the nation s course in the 19 th and 20 th centuries. Note: The first standard of the U.S. History II core is designed to apply 8 th grade content in more

More information

U.S. History Course Outline Page 1 of 5

U.S. History Course Outline Page 1 of 5 Course Outline Page 1 of 5 0 1 ACT Course Standards A. Exploring the Skills and Strategies Underlying 1. Process Skills a. Apply terms relevant to the content appropriately and accurately b. Identify and

More information

PearsonSchool.com Copyright 2009 Pearson Education, Inc. or its affiliate(s). All rights reserved

PearsonSchool.com Copyright 2009 Pearson Education, Inc. or its affiliate(s). All rights reserved COURSE OVERVIEW The U.S. History course is centered on the belief that Historical events have social, economic, and political consequences Given this assertion, the emphasis of the course becomes the relationship

More information

Propose solutions to challenges brought on by modern industrialization and globalization.

Propose solutions to challenges brought on by modern industrialization and globalization. Core Content for Assessment: SS-HS-5.3.1 Title / Topic: Classical and Medieval Review, Renaissance and Reformation DOK 2 Define democracy, republic, empire, secular, humanism, theocracy, Protestant Reformation,

More information

SOCIAL STUDIES SEQUENCE

SOCIAL STUDIES SEQUENCE SOCIAL STUDIES SEQUENCE GRADE 7 SOCIAL STUDIES 7 FULL YEAR DAILY REQUIRED GRADE 8 SOCIAL STUDIES 8 FULL YEAR DAILY REQUIRED GRADE 9 GLOBAL STUDIES FULL YEAR DAILY REQUIRED GRADE 10 POLITICAL GEOGRAPHY

More information

History PAGE(S) WHERE TAUGHT OHIO ACADEMIC CONTENT STANDARDS, BENCHMARKS & INDICATORS

History PAGE(S) WHERE TAUGHT OHIO ACADEMIC CONTENT STANDARDS, BENCHMARKS & INDICATORS Prentice Hall World History: Connections to Today, The Modern Era 2005 Ohio Academic Content Standards, Social Studies, Benchmarks and Indicators (Grade 9) History Students use materials drawn from the

More information

HS AP US History Social Studies

HS AP US History Social Studies Scope And Sequence Timeframe Unit Instructional Topics 5 Week(s) Course Rationale This course provides a broad-based understanding of our past as well as prepares students for college-level academics.

More information

ADVANCED PLACEMENT MODERN EUROPEAN HISTORY

ADVANCED PLACEMENT MODERN EUROPEAN HISTORY ADVANCED PLACEMENT MODERN EUROPEAN HISTORY Description The Advanced Placement Modern European History course deals with the facts, ideas, events and personalities, which have shaped Europe s history from

More information

Population size: 21,015,042 Student enrollment: 3,417,000 in 2007 U.S. states with similar statistics: Florida, Texas, and Pennsylvania

Population size: 21,015,042 Student enrollment: 3,417,000 in 2007 U.S. states with similar statistics: Florida, Texas, and Pennsylvania AUSTRALIA PISA Rankings 2006 MATH SCIENCE READING 13 8 7 2003 MATH SCIENCE READING 11 6 4 2000 MATH SCIENCE READING 6 8 4 Population size: 21,015,042 Student enrollment: 3,417,000 in 2007 U.S. states with

More information

HST312: Modern U.S. History

HST312: Modern U.S. History HST312: Modern U.S. History This course is a full-year survey that provides students with a view of American history from the industrial revolution of the late nineteenth century to recent events. Readings

More information

Washoe County School District Social Studies Scope and Sequence

Washoe County School District Social Studies Scope and Sequence Washoe County School District Social Studies Scope and Sequence Introduction: Social Studies is the integrated study of history, geography, economics, and civics. It is vital for the preparation of effective

More information

GRADE 8 United States History Growth and Development (to 1877)

GRADE 8 United States History Growth and Development (to 1877) GRADE 8 United States History Growth and Development (to 1877) Course 0470-08 In Grade 8, students focus upon United States history, beginning with a brief review of early history, including the Revolution

More information

TIMELINE PROJECT AP UNITED STATES HISTORY. DUE FRIDAY 11 APRIL (5% extra Credit) Or 23 APRIL (Last Chance) 10 % of grade

TIMELINE PROJECT AP UNITED STATES HISTORY. DUE FRIDAY 11 APRIL (5% extra Credit) Or 23 APRIL (Last Chance) 10 % of grade TIMELINE PROJECT AP UNITED STATES HISTORY DUE FRIDAY 11 APRIL (5% extra Credit) Or 23 APRIL (Last Chance) 10 % of grade Group Permitted no more than three Directions: The APUSH test has 12 Themes and 28

More information

Chapter Objective: To understand the conflict over slavery and other regional tensions that led to the Civil War.

Chapter Objective: To understand the conflict over slavery and other regional tensions that led to the Civil War. Quarter 1 Chapter 9 Expanding Markets and Moving Westward Time Period: 1825-1847 Pages: 272-300 Chapter Objective: To understand the causes and consequences of western settlement and to summarize the events

More information

History. Richard B. Spence, Dept. Chair, Dept. of History (315 Admin. Bldg ; phone 208/ ).

History. Richard B. Spence, Dept. Chair, Dept. of History (315 Admin. Bldg ; phone 208/ ). History Richard B. Spence, Dept. Chair, Dept. of History (315 Admin. Bldg. 83844-3175; phone 208/885-6253). Note: In jointly numbered courses, additional projects/assignments are required for graduate

More information

Social Studies The Cold War Unit 1: Origins of the Cold War

Social Studies The Cold War Unit 1: Origins of the Cold War Understandings Questions Knowledge Vocabulary After WW II, tensions between the United States and the Soviet Union led to a war without direct conflict, the Cold War. America s reaction to this perceived

More information

Army Heritage Center Foundation

Army Heritage Center Foundation Army Heritage Center Foundation PO Box 839, Carlisle, PA 17013 717-258-1102; www.armyheritage.org Lorraine Luciano, Education Director, Lluciano@armyheritage.org Casandra Jewell, Education Assistant, cjewell@armyheritage.org

More information

HISTORY. History A.A. for Transfer Degree

HISTORY. History A.A. for Transfer Degree Area: Behavioral & Social Sciences Dean: Carlos Reyes Phone: (916) 484-8283 Counseling: (916) 484-8572 The study of history equips the student with cultural literacy and promotes critical thinking and

More information

Globe Fearon. Pacemaker United States History Third Edition, ISBN# correlated to Wisconsin History Content Standards Grades 6-12

Globe Fearon. Pacemaker United States History Third Edition, ISBN# correlated to Wisconsin History Content Standards Grades 6-12 Globe Fearon Pacemaker United States History Third Edition, ISBN# 0-130-23304-8 correlated to Wisconsin History Content Standards Grades 6-12 Table of Contents Pacemaker US HISTORY ISBN# 0-130-23304-8

More information

PLT s GreenSchools! Correlation to the National Curriculum Standards for Social Studies

PLT s GreenSchools! Correlation to the National Curriculum Standards for Social Studies PLT s GreenSchools! Correlation to the National Curriculum Standards for Social Studies Table 1. Knowledge: Early Grades Knowledge PLT GreenSchools! Investigations I. Culture 1. Culture refers to the behaviors,

More information

Section 1: From Neutrality to War

Section 1: From Neutrality to War Section 1: From Neutrality to War 1. What Caused World War I? a. Militarism: I m bigger than you b. Alliances: Who s my friend? c. Imperialism: I want this too d. Nationalism: Everyone wants to be their

More information

Andrea King Wilson QVTHS 9th grade U.S. History

Andrea King Wilson QVTHS 9th grade U.S. History Content Area: U.S. History Target Course/Grade Level: 9 th grade Unit Overview Unit Title: War and Prosperity: At Home and Abroad Unit Summary Students will learn about the origins of WWI-including alliances,

More information

Combined Curriculum Document Social Studies Fifth Grade

Combined Curriculum Document Social Studies Fifth Grade Big Idea: Government and Civics The study of government and civics allows students to understand the nature of government and the unique characteristics of American democracy, including its fundamental

More information

APUSH TOPIC OUTLINE. Topics 1-9

APUSH TOPIC OUTLINE. Topics 1-9 APUSH TOPIC OUTLINE Topics 1-9 1. Pre-Columbian Societies 2. Transatlantic Encounters and Colonial Beginnings, 1492-1690 3. Colonial North America, 1690-1754 4. The American Revolutionary Era, 1754-1789

More information

Department of History and Political Science College of Arts and Sciences

Department of History and Political Science College of Arts and Sciences Department of History and Political Science College of Arts and Sciences Faculty Stephen Carls (1983). University Professor of History and Department Chair. B.A., Wheaton College; M.A. and Ph.D., University

More information

AP U.S. History Essay Questions, 1994-present. Document-Based Questions

AP U.S. History Essay Questions, 1994-present. Document-Based Questions AP U.S. History Essay Questions, 1994-present Although the essay questions from 1994-2014 were taken from AP exams administered before the redesign of the curriculum, most can still be used to prepare

More information

Topic 1 Causes, Practices and Effects of War in the Twentieth Century (Compiled from 10 Topic and 6 Topic Format)

Topic 1 Causes, Practices and Effects of War in the Twentieth Century (Compiled from 10 Topic and 6 Topic Format) IB HL History Topic 1 Causes, Practices and Effects of War in the Twentieth Century 1985-2012 (Compiled from 10 Topic and 6 Topic Format) [Since 1998, the pattern is: two subject specific questions, two

More information

Maine Learning Results Social Studies

Maine Learning Results Social Studies A Correlation of To the Social Studies Grade 6-8 Introduction This document demonstrates how myworld History, meets the Maine Learning Results,. Correlation page references are to the Student Edition and

More information

Microsoft Office or compatible software, printer, scanner, camera, ESV Bible, notebook

Microsoft Office or compatible software, printer, scanner, camera, ESV Bible, notebook HIS0700 7TH GRADE HISTORY I. COURSE DESCRIPTION The Liberty University Online Academy's 7th grade history course, United States History: Civil War to the Modern Era, provides students with exciting and

More information

4. Analyse the effects of the Mexican American War ( ) on the region.

4. Analyse the effects of the Mexican American War ( ) on the region. Listed below are actual test questions from IB exams past. You should strongly consider using one of these questions as the basis for your IA. Feel free to tweak the question to better allow you to focus

More information

25% Tests, Finals and long term projects 25% Homework 25% Class Participation/Classwork

25% Tests, Finals and long term projects 25% Homework 25% Class Participation/Classwork Course Description: Class Policies: 8 TH GRADE AMERICAN HISTORY CURRICULUM MAP Unit One: Development of Industrial America Unit Two: The Emergence of Modern America Unit Three: The Depression and World

More information

Georgia End-of-Course Test US History Performance Level Descriptors EXCEEDS STANDARD

Georgia End-of-Course Test US History Performance Level Descriptors EXCEEDS STANDARD General Performance Level Descriptors Georgia End-of-Course Test US History Performance Level Descriptors EXCEEDS STANDARD A student performing at this level should be able to analyze and evaluate major

More information

Imperialism and WWI US History Unit 4. Name:

Imperialism and WWI US History Unit 4. Name: Imperialism and WWI US History Unit 4 Name: 2 Imperialism and WWI [all homework assignments must be turned in prior to taking your assessment] 4.1: Due Pages 187-207 1. Imperialism 2. Annexing Hawaii 3.

More information

Unit 6 Review Sheets Foreign Policies: Imperialism Isolationism (Spanish-American War Great Depression)

Unit 6 Review Sheets Foreign Policies: Imperialism Isolationism (Spanish-American War Great Depression) Speak softly & carry a big stick; you will go far -Theodore Roosevelt Work or fight -National War Labor Board Unit 6 Review Sheets Foreign Policies: Imperialism Isolationism (Spanish-American War Great

More information

History 114: Introduction to Modern American History

History 114: Introduction to Modern American History History 114: Introduction to Modern American History Professor Michael Flamm Ohio Wesleyan University Elliott Hall: (740) 368-3634 mwflamm@owu.edu Office Hours: M-W-F 3-4 pm (or by appointment) Spring

More information

Population size: 7,550,020 Student enrollment: 806,905 in 2006 U.S. states with similar statistics: Colorado, Minnesota

Population size: 7,550,020 Student enrollment: 806,905 in 2006 U.S. states with similar statistics: Colorado, Minnesota SWITZERLAND PISA Rankings 2006 MATH SCIENCE READING 6 16 14 2003 MATH SCIENCE READING 9 12 13 2000 MATH SCIENCE READING 8 18 17 Population size: 7,550,020 Student enrollment: 806,905 in 2006 U.S. states

More information

DBQ: Document Based Question (25% of your AP score)

DBQ: Document Based Question (25% of your AP score) DBQ: Document Based Question (25% of your AP score) You will be judged on your ability to formulate a thesis and support it with relevant evidence You will typically be asked to relate the documents to

More information

PASSAIC COUNTY TECHNICAL INSTITUTE. U.S. History II Honors

PASSAIC COUNTY TECHNICAL INSTITUTE. U.S. History II Honors PASSAIC COUNTY TECHNICAL INSTITUTE U.S. History II Honors 2011 I. COURSE DESCRIPTION United States History II Honors is a full-year, five credit course usually taken by 12 th grade students that aims to

More information

California Subject Examinations for Teachers

California Subject Examinations for Teachers CSET California Subject Examinations for Teachers TEST GUIDE SOCIAL SCIENCE SUBTEST III Subtest Description This document contains the Social Science subject matter requirements arranged according to the

More information

Social Studies U.S. History and Government-Academic Unit 10: Great Depression and New Deal Era

Social Studies U.S. History and Government-Academic Unit 10: Great Depression and New Deal Era Understandings Questions Knowledge Vocabulary Skills Economic change from prosperity to depression was triggered by the stock market crash. Political policy changed as a result of the Depression. The political

More information

Advanced Placement World History Pacing Guide

Advanced Placement World History Pacing Guide Advanced Placement World History Pacing Guide Course Description: Primarily focusing on the past one thousand years, AP World History is a course that helps students develop a greater understanding of

More information

Background Content Standards are general statements of what a student should know or be able to do relative to a particular academic area.

Background Content Standards are general statements of what a student should know or be able to do relative to a particular academic area. Background Content Standards are general statements of what a student should know or be able to do relative to a particular academic area. A rationale statement accompanies each content standard. Benchmarks

More information

HISTORY (HIST) Department of History Course Descriptions

HISTORY (HIST) Department of History Course Descriptions HISTORY (HIST) Department of History Course Descriptions HIST 1003 - World History A survey of major features of the principal civilizations of the world, as they were originally formed and as they have

More information

ADVANCED PLACEMENT UNITED STATES HISTORY (APUSH) COURSE REQUIREMENTS

ADVANCED PLACEMENT UNITED STATES HISTORY (APUSH) COURSE REQUIREMENTS ADVANCED PLACEMENT UNITED STATES HISTORY (APUSH) 2017-2018 COURSE REQUIREMENTS TEACHER: Ms. Heading, University High School CONTACT: Engrade message (preferred) email: aheading@k12.wv.us TEXTBOOK: GIVE

More information

New York State K-8 Social Studies Framework

New York State K-8 Social Studies Framework The State Education Department The University of the State of New York New York State K-8 Social Studies Framework Revised August 2014 Contents Grades K 4... 3 Social Studies Practices: Vertical Articulation

More information

Identify and extrapolate meanings of founding fathers key documents

Identify and extrapolate meanings of founding fathers key documents Quarter Academic Year 2016 2017 3 weeks USH.1.1 Read key documents from the Founding Era and analyze major ideas about government, individual rights and the general welfare embedded in these documents

More information

ELECTRICAL & COMPUTER ENGINEERING DEGREES ARTS & HUMANITIES / SOCIAL SCIENCES BULLETIN ELECTIVES

ELECTRICAL & COMPUTER ENGINEERING DEGREES ARTS & HUMANITIES / SOCIAL SCIENCES BULLETIN ELECTIVES ELECTRICAL & COMPUTER ENGINEERING DEGREES ARTS & HUMANITIES / SOCIAL SCIENCES 2005-2006 BULLETIN ELECTIVES Related Cultural Diversity courses Core Cultural Diversity courses ARTS & HUMANITIES ART 160(3)

More information

Course Description Twentieth Century World History is a concise semester-long course surveying both Western and Eastern history from the late 19

Course Description Twentieth Century World History is a concise semester-long course surveying both Western and Eastern history from the late 19 TJ PROGRAM OF STUDIES: HONORS 20 TH CENTURY WORLD HISTORY Course Description Twentieth Century World History is a concise semester-long course surveying both Western and Eastern history from the late 19

More information

Honors World History & Geography Mrs. Sarah Paulin, Instructor

Honors World History & Geography Mrs. Sarah Paulin, Instructor Student Signature Student Name: Honors World History & Geography Mrs. Sarah Paulin, Instructor sarah.paulin@asd20.org COURSE DESCRIPTION: This yearlong, sophomore-level course provides two credits that

More information

Texas Essential Knowledge and Skills (TEKS)

Texas Essential Knowledge and Skills (TEKS) Texas Essential Knowledge and Skills (TEKS) 113.24. Social Studies, Grade 8. Category Student Expectation Strategy/Assessment (a) Introduction (1) In Grade 8, students study the history of the United States

More information

Grades 6-8 Social Studies GLE Comparison Chart

Grades 6-8 Social Studies GLE Comparison Chart Grades 6-8 Social Studies GLE Comparison Chart Grade 6 Grade 7 Grade 8 No or Minimal 74% Change 1 20/27 GLEs Moderate 15% Change 2 4/27 GLEs New Content 11% 3/27 GLEs No or Minimal Change Moderate Change

More information

World History, 2nd 4.5 weeks

World History, 2nd 4.5 weeks 1 Unification, Imperialism and World War I : Students analyze patterns of global change in the era of 19th-century European imperialism. Students describe the independence struggles of the colonized regions

More information

American Government and Politics Curriculum. Newtown Public Schools Newtown, Connecticut

American Government and Politics Curriculum. Newtown Public Schools Newtown, Connecticut Curriculum Newtown Public Schools Newtown, Connecticut Adopted by the Board of Education June 2009 NEWTOWN SUCCESS-ORIENTED SCHOOL MODEL Quality education is possible if we all agree on a common purpose

More information

SOCIAL STUDIES GRADE 8. I Can Checklist U.S. STUDIES FROM 1492 TO 1877: EXPLORATION THROUGH RECONSTRUCTION

SOCIAL STUDIES GRADE 8. I Can Checklist U.S. STUDIES FROM 1492 TO 1877: EXPLORATION THROUGH RECONSTRUCTION SOCIAL STUDIES U.S. STUDIES FROM 1492 TO 1877: EXPLORATION THROUGH RECONSTRUCTION GRADE 8 I Can Checklist 2015-2016 Aligned with Ohio s New Learning Standards for Social Studies Office of Teaching and

More information

The Save Our History Educator s Manual

The Save Our History Educator s Manual The Save Our History Educator s Manual Curriculum Links to State History and Social Studies Standards in Louisiana The Save Our History lesson plans and activities focusing on The American Revolution and

More information

A.P. UNITED STATES HISTORY

A.P. UNITED STATES HISTORY A.P. UNITED STATES HISTORY Advanced Placement U.S. History Advanced Placement U.S. History is a college-level introductory course which examines the nation s political, diplomatic, intellectual, cultural,

More information

GRADE 9 WORLD HISTORY

GRADE 9 WORLD HISTORY GRADE 9 WORLD HISTORY (1) The student will understand traditional historical points of reference in the world The student is A identify the major eras in world history and describe their defining characteristics;

More information

US History Pacing Guide

US History Pacing Guide US History Pacing Guide First Nine Weeks: Weeks 1-6 Review Colonization through Reconstruction What were the effects of various discoveries and innovations? What were the economic, social, and political

More information

Period 3 Content Outline,

Period 3 Content Outline, Period 3 Content Outline, 1754-1800 The content for APUSH is divided into 9 periods. The outline below contains the required course content for Period 3. The Thematic Learning Objectives are included as

More information

CHAPTER 113. TEXAS ESSENTIAL KNOWLEDGE AND SKILLS (TEKS) FOR SOCIAL STUDIES Subchapter B. Middle School Social Studies, Grade 8.

CHAPTER 113. TEXAS ESSENTIAL KNOWLEDGE AND SKILLS (TEKS) FOR SOCIAL STUDIES Subchapter B. Middle School Social Studies, Grade 8. CHAPTER 113. TEXAS ESSENTIAL KNOWLEDGE AND SKILLS (TEKS) FOR SOCIAL STUDIES Subchapter B. Middle School 113.24. Social Studies, Grade 8. Correlated to HISTORY OF OUR NATION: 2005 4201 Woodland Road Circle

More information

Connecting Themes/Enduring Understandings Used in US History

Connecting Themes/Enduring Understandings Used in US History Connecting Themes/Enduring Understandings Used in US History Students should be able to demonstrate understanding of selected themes (depending on the course) using knowledge and skills acquired during

More information

Big Picture for Grade 12. Government

Big Picture for Grade 12. Government Big Picture for Grade 12 Government (1) History. The student understands how constitutional government, as developed in America and expressed in the Declaration of Independence, the Articles of Confederation,

More information

World History Studies (Grade 10) TEKS/LINKS Student Objectives. Full Year (The student will )

World History Studies (Grade 10) TEKS/LINKS Student Objectives. Full Year (The student will ) World History Studies (Grade 10) TEKS/LINKS Student Objectives Social Studies Skills Full Year On-going WH25A identify ways archaeologists, anthropologists, historians, and geographers analyze limited

More information

Key Concept 7.1: Growth expanded opportunity, while economic instability led to new efforts to reform U.S. society and its economic system.

Key Concept 7.1: Growth expanded opportunity, while economic instability led to new efforts to reform U.S. society and its economic system. WXT-2.0: Explain how patterns of exchange, markets, and private enterprise have developed, and analyze ways that governments have responded to economic issues. WXT-3.0: Analyze how technological innovation

More information

Bozeman Public Schools Social Studies Curriculum Fifth Grade

Bozeman Public Schools Social Studies Curriculum Fifth Grade Bozeman Public Schools Social Studies Curriculum Fifth Grade Overarching Essential Question: Who am I, how did I get here, and how will I proceed as an informed and conscientious (productive) citizen of

More information

causes of internal migration and patterns of settlement in what would become the United States, and explain how migration has affected American life.

causes of internal migration and patterns of settlement in what would become the United States, and explain how migration has affected American life. MIG-2.0: Analyze causes of internal migration and patterns of settlement in what would become the United States, and explain how migration has affected American life. cooperation, competition, and conflict

More information

How Did It All Begin? Students will examine early colonization in the U.S. Test Hands-on chronological sequence of related

How Did It All Begin? Students will examine early colonization in the U.S. Test Hands-on chronological sequence of related 5TH GRADE: QUARTER 1 2017 Change, Continuity, and Context SS.H.1.5: Create and use a How Did It All Begin? Students will examine early colonization in the U.S. Studies Weekly Weeks: 1, 2, 3, 4, 5, 6, 7,

More information

SOCIAL STUDIES KINDERGARTEN TO GRADE 12

SOCIAL STUDIES KINDERGARTEN TO GRADE 12 SOCIAL STUDIES KINDERGARTEN TO GRADE 12 PROGRAM RATIONALE AND PHILOSOPHY Social studies provides opportunities for students to develop the attitudes, skills and knowledge that will enable them to become

More information

Period 3: Give examples of colonial rivalry between Britain and France

Period 3: Give examples of colonial rivalry between Britain and France Period 3: 1754 1800 Key Concept 3.1: British attempts to assert tighter control over its North American colonies and the colonial resolve to pursue self government led to a colonial independence movement

More information

Paper Three Review Questions

Paper Three Review Questions Tracy High School History of the Americas II Paper Three Review Questions 1. Discuss the political organization of one pre-columbian society. 2. Discuss the scientific and artistic developments that took

More information

Unit 7: America Comes of Age FRQ Outlines

Unit 7: America Comes of Age FRQ Outlines Prompt: 2. Analyze the extent to which the Spanish-American War was a turning point in American foreign policy. Re-written as a Question: What was the extent to which the Spanish American war a turning

More information

Eighth Grade Social Studies Crosswalk North Carolina and the United States: Creation and Development of the State and Nation

Eighth Grade Social Studies Crosswalk North Carolina and the United States: Creation and Development of the State and Nation This document is designed to help North Carolina educators teach the Common Core and s (Standard Course of Study). NCDPI staff Eighth Grade Social Studies Crosswalk North Carolina and the United States:

More information

Grade 5 Integrated Social Studies Scope and Sequence TEKS Timeline. Texas Essential Knowledge and Skills

Grade 5 Integrated Social Studies Scope and Sequence TEKS Timeline. Texas Essential Knowledge and Skills Cypress-Fairbanks I. S. D. 1 5.1 History. The student understands the causes and effects of European colonization in the United States beginning in 1565, the founding of St. Augustine. The A Explain when,

More information

America: History of Our Nation, Civil War to Present 2009 Correlated to: Illinois Learning Standards for Social Science (Middle/Junior/High School)

America: History of Our Nation, Civil War to Present 2009 Correlated to: Illinois Learning Standards for Social Science (Middle/Junior/High School) STATE GOAL 14: Understand political systems, with an emphasis on the United States. Why This Goal Is Important: The existence and advancement of a free society depend on the knowledge, skills and understanding

More information

Bachelor of Arts in International Relations

Bachelor of Arts in International Relations Bachelor of Arts in International Relations The Bachelor of Arts in International Relations analyzes the nature of modern global relationships and provides you with an improved understanding of diplomacy,

More information

GOVT-GOVERNMENT (GOVT)

GOVT-GOVERNMENT (GOVT) GOVT-GOVERNMENT (GOVT) 1 GOVT-GOVERNMENT (GOVT) GOVT 100G. American National Government Class critically explores political institutions and processes including: the U.S. constitutional system; legislative,

More information

A Correlation of. to the. Pennsylvania Academic Standards for History, Grades 6-8

A Correlation of. to the. Pennsylvania Academic Standards for History, Grades 6-8 A Correlation of 2016 to the for Introduction This document demonstrates how Pearson, 2016 meets the for History, Grades 6, 7, 8. Pearson is excited to announce its NEW program for middle grades! The program

More information

Unit Plan: 11 th Grade US History

Unit Plan: 11 th Grade US History Unit Plan: 11 th Grade US History Unit #4: The Great Depression and the New Deal 20 Instructional Days Unit Overview Big Idea: After Years of Postwar economic boom the world economy collapses which forces

More information

Virginia and United States History Standards

Virginia and United States History Standards Army Heritage Center Foundation PO Box 839, Carlisle, PA 17013 717-258-1102; www.armyheritage.org Lorraine Luciano, Education Director, Lluciano@armyheritage.org Casandra Jewell, Education Assistant, Cjewell@armyheritage.org

More information

Prentice Hall. African-American History Grades Oklahoma Priority Academic Student Skills (PASS) for High School US History 1850-Present

Prentice Hall. African-American History Grades Oklahoma Priority Academic Student Skills (PASS) for High School US History 1850-Present Prentice Hall Grades 9-12 African-American History 2006 C O R R E L A T E D T O for High School US History 1850-Present Grades 9-12 UNITED STATES HISTORY 1850 to the Present High School The focus of the

More information

PSC-Political Science Courses

PSC-Political Science Courses The University of Alabama at Birmingham 1 PSC-Political Science Courses Courses PSC 100. Public Service. 3 Hours. This course provides an introduction to public service values and career paths in political

More information

(WOR-3) (ID-7) (WXT-3) (WXT-5) (POL-3)

(WOR-3) (ID-7) (WXT-3) (WXT-5) (POL-3) PERIOD 7: 1890 1945 The content for APUSH is divided into 9 periods. The outline below contains the required course content for Period 7, which corresponds to our Units 6 and 7. Unit 6 ends with WWI, and

More information

History Skill Builder. Making Relevant Connections

History Skill Builder. Making Relevant Connections History Skill Builder Making Relevant Connections Relevant Connections Those who cannot remember the past are condemned to repeat it Looking for connections between different time periods helps you piece

More information

American Studies Curriculum Map Grade 11. Unit/Theme Core Learning Goals/Standards Assessments Suggested Resources Immigration

American Studies Curriculum Map Grade 11. Unit/Theme Core Learning Goals/Standards Assessments Suggested Resources Immigration Immigration Immigrant Experience in American Life - Why people came - The melting pot The new immigration - Immigration in the 20 th century - Differences between the Old, New, and recent immigrant periods

More information

Middle Grades Social Science (202)

Middle Grades Social Science (202) Middle Grades Social Science (202) NES, the NES logo, Pearson, the Pearson logo, and National Evaluation Series are trademarks in the U.S. and/or other countries of Pearson Education, Inc. or its affiliate(s).

More information

LESSON TITLE Social Studies Standards- by indicator ELA Standards- WTP Units 1-6

LESSON TITLE Social Studies Standards- by indicator ELA Standards- WTP Units 1-6 Correlation of We the People Series- Level Three to the South Carolina Social Studies Academic Standards [2011] and the South Carolina College- and Career-Ready Standards for English Language Arts, Grades

More information

Course Overview Course Length Materials Prerequisites Course Outline

Course Overview Course Length Materials Prerequisites Course Outline HST203: Modern World Studies Course Overview Course Length Materials Prerequisites Course Outline COURSE OVERVIEW In this comprehensive course, students follow the history of the world from approximately

More information

How did conditions in eastern Europe in the late 1800s lead to an increase in Jewish immigration?

How did conditions in eastern Europe in the late 1800s lead to an increase in Jewish immigration? Chapter 22 Rise of American Cities 1865-1900 Section 1 Growing Immigration from Europe Ellis Island nationality Thinking Map- Describe Immigration during this time period Who were the new immigrants of

More information

WE THE PEOPLE THE CITIZEN & THE CONSTITUTION

WE THE PEOPLE THE CITIZEN & THE CONSTITUTION WE THE PEOPLE THE CITIZEN & THE CONSTITUTION Level II 7 th Grade Unit 1 What were the Founders basic ideas about Chapter GLEs Benchmark 1 What were the British colonies in America like in the 1770s? 2

More information

Day One U.S. History Review Packet Scavenger Hunt Unit One: Colonial Era

Day One U.S. History Review Packet Scavenger Hunt Unit One: Colonial Era Day One U.S. History Review Packet Scavenger Hunt Unit One: Colonial Era These two (2) 1. 2. geographic features protect and isolate the United States geographically today? This was the political 3. border

More information

AP World History. Sample Student Responses and Scoring Commentary. Inside: R Long Essay Question 3. R Scoring Guideline.

AP World History. Sample Student Responses and Scoring Commentary. Inside: R Long Essay Question 3. R Scoring Guideline. 2017 AP World History Sample Student Responses and Scoring Commentary Inside: R Long Essay Question 3 R Scoring Guideline R Student Samples R Scoring Commentary 2017 The College Board. College Board, Advanced

More information