Scope & Sequence Core: Grade 9 through Grade 12 Social Studies GUIDE. AND Instructional GUIDE CLE VEL AND METROPOLITAN SCHOOL DISTRIC T

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1 CLE VEL AND METROPOLITAN SCHOOL DISTRIC T Scope & Sequence GUIDE AND Instructional GUIDE Chief Academic Office Department of Curriculum & Instruction 1111 Superior Avenue E Cleveland, OH ClevelandMetroSchools.org academics@clevelandmetroschools.org Schoolnet.ClevelandMetroSchools.org Core: Grade 9 through Grade 12 Social Studies

2 GRADES SCHOOL YEAR The Grades 9-12 Scope and Sequence document provides an outline of the standards and a recommended teaching order. This document is broken down by quarters and includes three crucial learning criteria: Grade level academicc standardss that make up one or more units as part of instruction in the grading cycle. The suggested orderr for teaching the content and skills on a nine to ten week cycle. The recommended number of lessons and amount of time for instruction. CHIEF ACADEMICC OFFICES 1111 Superior Avenue, A E. Suite 1800, Cleveland OH Phone: Fax: TABLE OF CONTENTS Yearly Assessment Calendar: Scope & Sequence Guide with Instructional Alignments World History Pages 1-16 Psychologyy American History Pages Sociology American Government Pages African American History Street Law Pages Pages i-iv Pages Pages Pages 49-52

3 TEACHER WORKSHEET ADDITIONAL NOTES ADDITIONAL RESOURCES / FIELD EXPERIENCES ADDITIONAL ASSESSMENTS / ACADEMIC CONNECTIONS

4 WORLD HISTORY TABLE OF CONTENTS Quarter 1 Pages 1-4 Quarter 2 Pages 5-8 Quarter 3 Pages 9-12 Quarter 4 Pages 13-16

5 1 WORLD HISTORY GRADE 9 1ST QUARTER SUGGESTED PACING 20 DAYS SCOPE & SEQUENCE EARLY Topic: Historical Thinking and Skills Students apply skills by utilizing a variety of resources to construct theses and support or refute contentions made by others. Alternative explanations of historical events are analyzed and questions of historical inevitability are explored. CS 1. Historical events provide opportunities to examine alternative courses of action. Expectations for Learning: Analyze a historical decision and predict the possible consequences of alternative courses of action. CS 2. The use of primary and secondary sources of information includes an examination of the credibility of each source. Expectations for Learning: Analyze the credibility of primary and secondary sources. CS 3. Historians develop theses and use evidence to support or refute positions. Expectations for Learning: Develop a thesis and use evidence to support or refute a position. CS 4. Historians analyze cause, effect, sequence and correlation in historical events, including multiple causation and long- and short-term causal relations. Expectations for Learning: Identify examples of multiple causation and long- and short-term causal relationships with respect to historical events. Analyze the relationship between historical events taking into consideration cause, effect, sequence and correlation. PROGRESS MONITORING Frequent formative assessments (formal/informal); short-cycle summative assessments. Emphasis should be on primary source analysis.

6 WORLD HISTORY GRADE 9 1ST QUARTER INSTRUCTIONAL ALIGNMENT EARLY DIGITAL / PRINT TEXT Modern World History (McDougal Littell) Resource Appendix (pp. R2-R37in back of textbook) ESSENTIAL QUESTIONS What is history? Why do we study it? Additional Instructional Resources College Board Website: History Skills: fective_fall_2011.pdf TeachingHistory.org has a plethora of activities and documents to engage students in historical thinking skills. How do we know what or whom to believe? What does it mean to be credible? Who decides? DIFFERENTIATION Resources based on the Universal Design for Learning principles are available at Strategies for meeting the needs of all learners including gifted students, English Language Learners (ELL) and students with disabilities can be found at Focuson-Students-with-Disabilities.pdf.aspx PERFORMANCE TASKS Teaching the events leading up to the Declaration of Independence can help build on background knowledge. This online lesson consists of a brief sequencing activity followed by a written assessment. Students view a collection of 10 historical documents representing events leading up to the Declaration of Independence. Each document includes an image of the original document and brief explanatory details. After putting the documents in their proper sequence, students are prompted to write one to three paragraphs describing the sequence of events leading to the publication of the Declaration of Independence, using the documents they have just sequenced as specific examples. While the activity is simple and short, it can help to lay the foundation for a lesson on contextualization, as students place documents in chronological order and see them in the context of surrounding events. Additionally, this lesson provides an excellent opportunity to analyze the nature of cause and effect and teachers could augment the lesson by having students explain how specific events are related to one another as well as to the Declaration of Independence. The lesson can Collect a series of quotes about history, enough to have one for every two students in the class (you can find many at this site: edu/~clifford/craft/ what.htm). Have students do a think-pair-share on their quote and use them as a springboard for discussion on the nature of history. Give students a brief primer on internet reliability (eg..com vs.edu ). Next, give each student a slip of paper with a web address on it, each related to a common topic. Have them examine their web addresses and make predictions about their site s reliability. Finally, have students log on to their sites and evaluate the site s credibility using a checklist. A good checklist can be found on the University of Maryland website at pdf VOCABULARY thesis, refute, analysis, evidence, relevance, primary and secondary sources, credible, context, evaluate, inquiry, synthesis ASSESSMENTS ACADEMIC CONNECTIONS FIELD EXPERIENCES ESL ELA: RH , RH , RH , RH , RH , RH

7 3 WORLD HISTORY GRADE 9 1ST QUARTER SUGGESTED PACING 20 DAYS SCOPE & SEQUENCE Topic: Age of Enlightenment ( ) The Age of Enlightenment developed from the Scientific Revolution of the 16th and 17th centuries. A new focus on reasoning was used to understand social, political and economic institutions. CS 5. The Scientific Revolution impacted religious, political and cultural institutions by challenging how people viewed the world. Expectations for Learning: Recognize that Enlightenment thinkers applied reason to discover natural laws guiding human nature in social, political and economic systems and institutions. CS 6. Enlightenment thinkers applied reason to discover natural laws guiding human nature in social, political and economic systems and institutions. Expectations for Learning: Analyze how Enlightenment ideas challenged practices related to religious authority, absolute rule and mercantilism. CS 7. Enlightenment ideas challenged practices related to religious authority, absolute rule and mercantilism. Expectations for Learning: Explain how Enlightenment ideas influenced the American Revolution, French Revolution and Latin American wars for independence. LATE PROGRESS MONITORING Frequent formative assessments (formal/informal); short-cycle summative assessments. Emphasis should be on primary source analysis.

8 WORLD HISTORY GRADE 9 1ST QUARTER INSTRUCTIONAL ALIGNMENT LATE DIGITAL / PRINT TEXT Modern World History (McDougal Littell) Chapter 6: Enlightenment and Revolution (pp ) Chapter 7: The French Revolution and Napoleon (pp ) Chapter 8: Nationalist Revolutions Sweep the West (pp ) ESSENTIAL QUESTIONS What causes revolutions? Additional Instructional Resources George Mason University's Website: Liberty, Equality, Fraternity: Exploring the French Revolution.": ABC-CLIO: Primary Source Readings related to Galileo: What is a nation? Who belongs and who doesn t? Who decides? DIFFERENTIATION Resources based on the Universal Design for Learning principles are available at Strategies for meeting the needs of all learners including gifted students, English Language Learners (ELL) and students with disabilities can be found at Focuson-Students-with-Disabilities.pdf.aspx PERFORMANCE TASKS Galileo wrote many pamphlets, scientific papers, and letters defending the Copernican model of the universe. One of the most famous is a letter written in 1615 to the Grand Duchess Christiana of Tuscany, in which he hopes to persuade her that his scientific work does not contradict the Bible. Read the excerpts from this letter on the ABC-CLIO website, paying special attention to how Galileo defends his scientific approach to the universe. After reading each passage, answer the questions that follow. Visit George Mason University's Web site on "Liberty, Equality, Fraternity: Exploring the French Revolution." ( Read the excerpts from Great Britain's Navigation Acts included in the Related Entries of the Need to Know section on the ABC-CLIO, and then answer the questions for each of the Acts (1660, 1663, and 1696). In the "Explore section," read "Women and the Revolution" (4 pages total). 1. What was "the women question"? 2. What did Rousseau believe to be the proper role of women in the French Republic? 3. Were the ideals of the Enlightenment applied equally to all members of society (male, female, Jew, Protestant, wealthy, poor, etc.)? Explain. 4. What role did women play in the French Revolution? 5. To what degree did women gain political rights as a result of the Revolution? Explain. 6. In what way were females used as symbols of the Revolution? Why were they used as such symbols? British economic policies related to her North American colonies, particularly in the 17th century, are a perfect example of mercantilism. Beginning in 1651, the British Parliament imposed a series of Acts of Trade and Navigation, also known simply as the Navigation Acts, on Britain's North American colonies in an effort to reap increased financial benefits from its territorial holdings in the New World. These acts enumerated goods for taxation purposes, established strict rules regarding shipping and trade, and later limited American manufacturing endeavors. The acts of 1660 and 1663 indicated a period of increased British interest in enforcing such legislation, although colonists generally responded by turning to smuggling. The 1696 law was the most stringent and comprehensive of the Navigation Acts. VOCABULARY revolution, absolutism, monarchy, mercantilism, rationalism, natural law, social contract ASSESSMENTS ACADEMIC CONNECTIONS FIELD EXPERIENCES ESL ELA: RH , RH , RH , RH , RH , RH

9 5 WORLD HISTORY GRADE 9 2ND QUARTER SUGGESTED PACING 20 DAYS SCOPE & SEQUENCE EARLY Topic: Age of Revolutions ( ) The Age of Revolutions was a period of two world-encompassing and interrelated developments: the democratic revolution and the industrial revolution. Both had political, economic and social consequences on a global scale. CS 8. Enlightenment ideas on the relationship of the individual and the government influenced the American Revolution, French Revolution and Latin American wars for independence. Expectations for Learning: Explain how Enlightenment ideas influenced the American Revolution, French Revolution, and Latin American wars for independence. CS 9. Industrialization had social, political and economic effects on Western Europe and the world. Expectations for Learning: Analyze the social, political and economic effects of industrialization on Western Europe and the world. PROGRESS MONITORING Frequent formative assessments (formal/informal); short-cycle summative assessments. Emphasis should be on primary source analysis.

10 WORLD HISTORY GRADE 9 2ND QUARTER INSTRUCTIONAL ALIGNMENT EARLY DIGITAL / PRINT TEXT Modern World History(McDougal Littell) Chapter 9: The Industrial Revolution (pp ) Chapter 10: An Age of Democracy and Progress (pp ) ESSENTIAL QUESTION What is a revolution? ODE Model Lessons Lesson Plan: Rise of the Revolution: (Content Statement 8) Lesson Plan: Fundamental Economic Questions and the Industrial Revolution: (Content Statement 9) Lesson Plan: Urbanization: (Content Statement 9) PERFORMANCE TASKS DIFFERENTIATION Resources based on the Universal Design for Learning principles are available at Strategies for meeting the needs of all learners including gifted students, English Language Learners (ELL) and students with disabilities can be found at Focuson-Students-with-Disabilities.pdf.aspx Have students work in groups to research the impact of Enlightenment ideas on the American Revolution, French Revolution and Latin American wars for independence. Have students look for evidence to support the influence of Enlightenment ideas on these revolutionary events (e.g., students look for evidence of Enlightenment ideas in the Declaration of Independence or the writings of Simon Bolivar). Have students create a bulleted list of John Locke s ideas and then highlight the phrases in the Declaration of Independence where John Locke s ideas can be found. VOCABULARY revolution, autonomy, democracy, domestic, arbitrary ASSESSMENTS ACADEMIC CONNECTIONS ELA: RH , RH , RH , RH , RH FIELD EXPERIENCES ADDITIONAL RESOURCES ESL 6

11 7 WORLD HISTORY GRADE 9 2ND QUARTER SUGGESTED PACING 20 DAYS SCOPE & SEQUENCE Topic: Imperialism ( ) The industrialized nations embarked upon a competition for overseas empires that had profound implications for the entire world. This new imperialism focused on the underdeveloped world and led to the domination and exploitation of Asia, Africa and Latin America. CS 7. Imperial expansion had political, economic and social roots. Expectations for Learning: Describe the political, economic and social roots of imperial expansion. CS 8. Imperialism involved land acquisition, extraction of raw materials, spread of Western values and direct political control. Expectations for Learning: Describe how imperialism involved land acquisition, extraction of raw materials, the spread of Western values, and maintenance of political control. CS 9. The consequences of imperialism were viewed differently by the colonizers and the colonized. Expectations for Learning: Describe how the consequences of imperialism were viewed differently by the colonizers and the colonized. LATE PROGRESS MONITORING Frequent formative assessments (formal/informal); short-cycle summative assessments. Emphasis should be on primary source analysis.

12 WORLD HISTORY GRADE 9 2ND QUARTER INSTRUCTIONAL ALIGNMENT LATE DIGITAL / PRINT TEXT Modern World History (McDougal Littell) Chapter 11: The Age of Imperialism (pp ) Chapter 12: Transformations Around The Globe (pp ) ESSENTIAL QUESTIONS Who owns natural resources? ODE Model Lesson Lesson Plan: Analyzing Sources on Imperialism: (Content Statements 2 and 12) Additional Instructional Resources Lesson Protocol: Cafe Conversation: (site provides a strategy to help students look at different perspectives. Search for café conversations. ) Why do some cultures become the conquerors and others the conquered? PERFORMANCE TASKS DIFFERENTIATION Resources based on the Universal Design for Learning principles are available at Strategies for meeting the needs of all learners including gifted students, English Language Learners (ELL) and students with disabilities can be found at Focuson-Students-with-Disabilities.pdf.aspx Use a jigsaw structure with a graphic organizer to lead students in the research and discussion of political, economic and social roots of imperialism. Divide students into three groups and assign each group one of the three roots of imperialism to study, including the motivations of European nations and Japan. Have students create a thematic map showing the spheres of influence of European nations across the world. Students can use color and/or symbols to identify colonizing countries, type of control exerted (direct/indirect) and locations of natural resources. Discuss the notion that The sun never sets on the British Empire. What did this mean at the time? Hold a Café Conversation where students are assigned to groups siting at separate tables or groups of desks. Give each table a reading on imperialism and then have students talk with one another from the perspective of their article/story/poem each one read. VOCABULARY colony/colonialism, exploitation, Westernization, sphere of influence, missionary, indigenous, empire, White Man s Burden, civilize/civilization ASSESSMENTS ACADEMIC CONNECTIONS FIELD EXPERIENCES ESL ELA: RI , RI , RI , SL.1, SL.2, SL.3, SL.4, SL.5, SL.6 8

13 9 WORLD HISTORY GRADE 9 3RD QUARTER SUGGESTED PACING 20 DAYS SCOPE & SEQUENCE Topic: Achievements and Crises ( ) The first half of the 20th century was one of rapid technological advances. It was a period when the tensions between industrialized nations resulted in World War I and set he stage for World War II. While World War II transformed the balance of world power, it was the most destructive and costly war in terms of human casualties and material resources expended. CS 13. Advances in technology, communication and transportation improved lives, but also had negative consequences. Expectations for Learning: Select examples of advancements in technology, communication and transportation and explain how some have improved lives and others have had negative consequences. EARLY CS 14. The causes of World War I included militarism, imperialism, nationalism and alliances. Expectations for Learning: Explain how militarism, imperialism, nationalism and alliances were causes of World War I. CS 15. The consequences of World War I and the worldwide depression set the stage for the Russian Revolution, the rise of totalitarianism, aggressive Axis expansion and the policy of appeasement, which in turn led to World War II. Expectations for Learning: Explain how the consequences of World War I and the worldwide depression set the stage for the Russian Revolution, the rise of totalitarianism, aggressive Axis expansion and the policy of appeasement, which, in turn, led to WWII. CS 16. Oppression and discrimination resulted in the Armenian Genocide during World War I and the Holocaust, the state-sponsored mass killing of Jews and other groups, during World War II. Expectations for Learning: Explain how and why oppression and discrimination resulted in the Armenian Genocide during World War I and the Holocaust, the state-sponsored mass murder of Jews and other groups during World War II. CS 17.World War II devastated most of Europe and Asia, led to the occupation of Eastern Europe and Japan, and began the atomic age. Expectations for Learning: Describe how World War II devastated most of Europe and Asia, led to the occupation of Eastern Europe and Japan, and started the atomic age. PROGRESS MONITORING Frequent formative assessments (formal/informal); short-cycle summative assessments. Emphasis should be on primary source analysis.

14 WORLD HISTORY GRADE 9 3RD QUARTER INSTRUCTIONAL ALIGNMENT EARLY DIGITAL / PRINT TEXT Modern World History (McDougal Littell) Chapter 13: The Great War (pp ) Chapter 14: Revolution and Nationalism (pp ) Chapter 15: Years of Crisis. (pp ) Chapter 16: World War II (pp ODE Model Lesson Lesson Plan: Global Turmoil Between the World Wars: (Content Statement 15) Lesson Plan: The Consequences of World War I: (Content Statement 17) Additional Instructional Resources All Quiet on the Western Front, by Erich Maria Remarque. You can connect to the Common Core State Standards for Literature in English Language Arts. The United States Holocaust Memorial Museum: (The Holocaust Museum s website provides lessons, activities and teachers guides.) DIFFERENTIATION Resources based on the Universal Design for Learning principles are available at Strategies for meeting the needs of all learners including gifted students, English Language Learners (ELL) and students with disabilities can be found at Focuson-Students-with-Disabilities.pdf.aspx ESSENTIAL QUESTIONS Why do people fight? Is war inevitable? Is there such a thing as a just war? PERFORMANCE TASKS Have students create an illustration, flip book or foldable using the acronym MAIN (militarism, alliances, imperialism and nationalism) to remember the underlying causes of WWI. Create a grab bag containing artifacts of advancement (images or models) for students to pick. Have students research and describe the advancements and their intended and unintended consequences. Have students decide if the advancements lived up to their promises to improve the quality of life. Have students create journals (on paper or electronically) from three perspectives: World War I leaders, World War I soldiers and World War I civilians. Ask them to write about the advances in technology, communication and transportation used for military purposes and their impact from each. Have students create a flow chart showing the relationship between the unstable economic and political conditions that existed in the world following World War I and the events that led to World War II (e.g., reparations payments, border disputes, rise of totalitarian and militaristic governments, independence movements). Show students the pictures of the physical devastation of communities in Europe and Asia. Then have them imagine how difficult it would be to rebuild homes and businesses after the bombings. Have students create journals (either paper or electronic) from the perspective of a young person living in an area destroyed by war. Have students research how Armenians and Jews were oppressed and discriminated against. Discuss the reasons for oppression and note similarities and differences between the ways these two groups were treated. Encourage students to draw conclusions about oppression and discrimination and their relationship to genocide. VOCABULARY nationalism, militarism, isolationism, treaty, armistice, appeasement, genocide, fascism, communism, Holocaust ASSESSMENTS ACADEMIC CONNECTIONS FIELD EXPERIENCES ESL ELA: RL , RL , RL

15 11 WORLD HISTORY GRADE 9 3RD QUARTER SUGGESTED PACING 20 DAYS SCOPE & SEQUENCE Topic: The Cold War ( ) Conflicting political and economic ideologies after World War II resulted in the Cold War. The Cold War overlapped with the era of decolonization and national liberation. CS 18. The United States and the Soviet Union became superpowers and competed for global influence. Expectations for Learning: Analyze how the United States and the Soviet Union became superpowers and competed for global influence. CS 19. Treaties and agreements at the end of World War II changed national boundaries and created multinational organizations. Expectations for Learning: Describe how treaties and agreements at the end of World War II changed national boundaries and created multinational organizations. CS 20. Religious diversity, the end of colonial rule and rising nationalism have led to regional conflicts in the Middle East. Expectations for Learning: Explain how religious diversity, the end of colonial rule and rising nationalism have led to regional conflicts in the Middle East. CS 21. Postwar global politics led to the rise of nationalist movements in Africa and Southeast Asia. Expectations for Learning: Explain how postwar global politics led to the rise of nationalist movements in Africa and Southeast Asia. LATE CS 22. Political and social struggles have resulted in expanded rights and freedoms for women and indigenous peoples. Expectations for Learning: Explain examples of how political and social struggles have resulted in expanded rights and freedoms for women and indigenous peoples. PROGRESS MONITORING Frequent formative assessments (formal/informal); short-cycle summative assessments. Emphasis should be on primary source analysis.

16 WORLD HISTORY GRADE 9 3RD QUARTER INSTRUCTIONAL ALIGNMENT LATE DIGITAL / PRINT TEXT Modern World History (McDougal Littell) Chapter 17: Restructuring the Postwar World (pp ) ESSENTIAL QUESTIONS Was the Cold War inevitable? Additional Instructional Resources History of the United Nations: International Monetary Fund: World Bank History: DIFFERENTIATION Resources based on the Universal Design for Learning principles are available at Strategies for meeting the needs of all learners including gifted students, English Language Learners (ELL) and students with disabilities can be found at Focuson-Students-with-Disabilities.pdf.aspx PERFORMANCE TASKS Have students trace the origins of selected multinational organizations to treaties and agreements at the end of World War II. Organizations can include the United Nations, the World Bank and the International Monetary Fund. Have students create maps and/or graphs detailing the religious diversity of the Middle East, including Egypt, Iran, Iraq, Israel, Jordan, Lebanon, Saudi Arabia, Syria and others. Students can analyze data from different multiple decades to illustrate the changes in religious demographics since Have students research the Négritude movement to understand how it helped fuel independence movements in Africa following World War II (e.g., Ghana, Kenya, Senegal, Nigeria). Assign students into groups representing leaders for independence in one of these countries and have them discuss the leaders views on colonial rule, their movement for independence and how the Négritude movement encouraged independence efforts and how these leaders led the efforts to achieve independence from colonial rule. Have students brainstorm what they believe are rights and freedoms, and discuss and debate which rights represent American values and which might be universal rights. (Refer to students prior knowledge of rights and freedoms as described by Enlightenment thinkers.) Have students read the Universal Declaration of Human Rights (1948) and compare their class brainstorming list with those outlined in the UDHR. Access the UDHR at VOCABULARY containment, ideology, command economy, market economy, socialism, competition, inflation, fiscal and monetary policy ASSESSMENTS ACADEMIC CONNECTIONS ELA: SL , SL , SL , SL.4, SL , SL FIELD EXPERIENCES ESL 12

17 13 WORLD HISTORY GRADE 9 4TH QUARTER SUGGESTED PACING 20 DAYS SCOPE & SEQUENCE EARLY Topic: Globalization (1991-Present) PART I The global balance of power shifted with the end of the Cold War. Wars, territorial disputes, ethnic and cultural conflicts, acts of terrorism, advances in technology, expansion of human rights and changes in the global economy present new challenges. CS 23. The breakup of the Soviet Union ended the Cold War and created challenges for its former allies, the former Soviet republics, Europe, the United States and the non-aligned world. Expectations for Learning: Describe how the breakup of the Soviet Union ended the Cold War and analyze the challenges it created for its former allies, the former Soviet republics, Europe, the United States and the non-aligned world. CS 24. Regional and ethnic conflicts in the post-cold War era have resulted in acts of terrorism, genocide and ethnic cleansing. Expectations for Learning: Describe how regional and ethnic conflicts in the post-cold War era have resulted in acts of terrorism, genocide and ethnic cleansing. CS 25. Political and cultural groups have struggled to achieve self-governance and self-determination. Expectations for Learning: Select an example of a political or cultural group and explain how they struggled to achieve self-governance and self-determination. CS 26 Emerging economic powers and improvements in technology have created a more interdependent global economy. Expectations for Learning: Analyze the factors that have created a more interdependent global economy since CS 27 Proliferation of nuclear weapons has created a challenge to world peace. Expectations for Learning: Describe how proliferation of nuclear weapons since the end of the Cold War has created a challenge to world peace. PROGRESS MONITORING Frequent formative assessments (formal/informal); short-cycle summative assessments. Emphasis should be on primary source analysis.

18 WORLD HISTORY GRADE 9 4TH QUARTER INSTRUCTIONAL ALIGNMENT EARLY DIGITAL / PRINT TEXT Modern World History (McDougal Littell) Chapter 18: The Colonies Become New Nations (pp ) Chapter 19: Struggles For Democracy (pp ) Chapter 20: Global Interdependence (pp ESSENTIAL QUESTIONS Is interdependence better than independence to ensure global peace? Additional Instructional Resources Lesson Plan: South Africa After Ten Years of Freedom: (site provides background, activities & critical analysis of post-apartheid South Africa.) Does ethnic diversity necessarily lead to conflict? Why do some people engage in terrorism? DIFFERENTIATION Resources based on the Universal Design for Learning principles are available at Strategies for meeting the needs of all learners including gifted students, English Language Learners (ELL) and students with disabilities can be found at Focuson-Students-with-Disabilities.pdf.aspx PERFORMANCE TASKS Have students research and create illustrations showing the ethnic make-up of the peoples living in the Soviet Union. Then, have students research and create illustrations that show the ethnic make-up of the former Soviet republics after the breakup of the Soviet Union. Draw conclusions about the role of ethnicity in uniting and dividing peoples. Have students look for examples of continuing conflict in these countries. Have students research the countries that currently have nuclear weapons and nuclear capabilities. Research should also examine current efforts to stem the proliferation of the nuclear weapons. Have students write an opinion piece about nuclear weapons and their relationship to world peace. Have students research the recent annexation by Russia of the Ukrainian region known as Crimea. Then have students debate either military or diplomatic methods of resolving the conflict. They should consider strategic alliances and resource issues in their reasoning. Create a chart detailing the genocides that have occurred in the post-cold War world, and compare them to the genocides in the first half of the 20th century. Have students debate why governments (especially the U.S.) have tended to treat some genocides differently than others. VOCABULARY globalization, interdependence, free trade, protectionism, ethnic cleansing, terrorism, proliferation, regionalism, socioeconomic ASSESSMENTS ACADEMIC CONNECTIONS ELA: SL.1, SL.2, SL.3, SL.4, SL.5, SL.6, W (a-e) FIELD EXPERIENCES ESL 14

19 15 WORLD HISTORY GRADE 9 4TH QUARTER SUGGESTED PACING 20 DAYS SCOPE & SEQUENCE LATE Topic: Globalization (1991-Present) PART II The global balance of power shifted with the end of the Cold War. Wars, territorial disputes, ethnic and cultural conflicts, acts of terrorism, advances in technology, expansion of human rights and changes in the global economy present new challenges. CS 28. The rapid increase of global population, coupled with an increase in life expectancy and mass migrations have created societal and governmental challenges. Expectations for Learning: Describe societal and governmental challenges resulting from the rapid increase of global population, increased life expectancy and mass migrations. CS 29. Environmental concerns, impacted by population growth and heightened by international competition for the world s energy supplies, have resulted in a new environmental consciousness and a movement for the sustainability of the world s resources. Expectations for Learning: Describe the reasons for the new environmental consciousness and movement for sustainability. PROGRESS MONITORING Frequent formative assessments (formal/informal); short-cycle summative assessments. Emphasis should be on primary source analysis.

20 WORLD HISTORY GRADE 9 4TH QUARTER INSTRUCTIONAL ALIGNMENT LATE DIGITAL / PRINT TEXT Modern World History (McDougal Littell) Epilogue: Unresolved Problems of the Modern World (pp ) ESSENTIAL QUESTIONS Do we have a duty to preserve the environment for future generations? Additional Instructional Resources Teaching and Learning for a Sustainable Future: (This is a multimedia teacher education program from UNESCO.) Global Learning, Inc.: (The Global Learning website provides background information and educational activities that can be adapted to ODE Content Statement 29) Do we have a duty to preserve the environment for future generations? DIFFERENTIATION Resources based on the Universal Design for Learning principles are available at Strategies for meeting the needs of all learners including gifted students, English Language Learners (ELL) and students with disabilities can be found at Focuson-Students-with-Disabilities.pdf.aspx As an extension activity, have students debate the pro and con sides of the economic effects of globalization. Have students answer questions such as Who does globalization benefit? and Who does globalization hurt? Have students collect and interpret data about countries that are experiencing the greatest changes in population. Have them look for causes and effects of population increases or decreases. Have students analyze the societal and governmental challenges that have emerged and brainstorm possible solutions to these issues. Students could be encouraged to write a United Nations resolution proposing their solution. PERFORMANCE TASKS Career Connection: Students will research an issue impacted by population and life expectancy (e.g., immigration, pollution, workforce). Students will identify careers involved in addressing the issue and influencing official policy (e.g., analyst, government employee, economist). Lastly, they will choose a career to research in more depth, and apply the information to their plan for education and training through high school and beyond in a personal essay that reflects their understanding of the issues facing their future and what role they can have in addressing those issues. VOCABULARY ASSESSMENTS ACADEMIC CONNECTIONS FIELD EXPERIENCES ESL 16

21 TEACHER WORKSHEET ADDITIONAL NOTES ADDITIONAL RESOURCES / FIELD EXPERIENCES ADDITIONAL ASSESSMENTS / ACADEMIC CONNECTIONS

22 AMERICAN HISTORY TABLE OF CONTENTS Quarter 1 Pages Quarter 2 Pages Quarter 3 Pages Quarter 4 Pages 29-32

23 17 AMERICAN HISTORY GRADE 10 1ST QUARTER SUGGESTED PACING 20 DAYS SCOPE & SEQUENCE EARLY Topic: Historical Thinking and Skills Students apply skills by using a variety of resources to construct theses and support or refute contentions made by others. Alternative explanations of historical events are analyzed and questions of historical inevitability are explored. CS 1. Historical events provide opportunities to examine alternative courses of action. Expectations for Learning: Analyze a historical decision and predict the possible consequences of alternative courses of action CS 2. The use of primary and secondary sources of information includes an examination of the credibility of each source. Expectations for Learning: Analyze and evaluate the credibility of primary and secondary sources. CS 3. Historians develop theses and use evidence to support or refute positions. Expectations for Learning: Explain a grievance listed in the Declaration of Independence in terms of its relationship to Enlightenment ideas of natural rights and the social contract. CS 4. Historians analyze cause, effect, sequence and correlation in historical events, including multiple causation and long- and short-term causal relations. Expectations for Learning: Analyze the relationship between historical events taking into consideration cause, effect, sequence and correlation. Topic: Historic Documents Some documents in American history have considerable importance for the development of the nation. Students use historical thinking to examine key documents which form the basis for the United States of America. CS 5. The Declaration of Independence reflects an application of Enlightenment ideas to the grievances of British subjects in the American colonies. Expectations for Learning: Explain a grievance listed in the Declaration of Independence in terms of its relationship to Enlightenment ideas of natural rights and the social contract. CS 6. The Northwest Ordinance addressed a need for government in the Northwest Territory and established precedents for the future governing of the United States. Expectations for Learning: Show how the Northwest Ordinance, in providing government for the Northwest Territory, established a precedent for governing the United States. CS 7. Problems facing the national government under the Articles of Confederation led to the drafting of the Constitution of the United States. The framers of the Constitution applied ideas of Enlightenment in conceiving the new government. Expectations for Learning: Develop an argument that a particular provision of the Constitution of the United States would help address a problem facing the United States in the 1780 s. Explain a provision of the Constitution of the United States in terms of how it reflects Enlightenment thinking. CS 8. The Federalist Papers and the Anti-Federalist Papers structured the national debate over the ratification of the Constitution of the United States. Expectations for Learning: Compare the arguments of the Federalists and Anti-Federalists on a common topic related to the ratification of the Constitution of the United States and hypothesize why the winning argument was more persuasive. CS 9. The Bill of Rights is derived from English law, ideas of the Enlightenment, the experiences of the American colonists, early experiences of self- government and the national debate over the ratification of the Constitution of the United States. Expectations for Learning: Cite evidence for historical Precedents to the rights incorporated in the Bill of Rights. PROGRESS MONITORING Frequent formative assessments (formal and informal); short-cycle summative assessments

24 AMERICAN HISTORY GRADE 10 1ST QUARTER INSTRUCTIONAL ALIGNMENT DIGITAL / PRINT TEXT PERFORMANCE TASKS DIFFERENTIATION Instructional Resources American Anthem (Prologue 8-11) Mastering the OGT in Social Studies (MOSS) (blue workbook) (pp ) Little Red Book (pp ) Declaring Independence. (Overview) American History: The Articles of Confederation. (Overview) American History: Amending the Constitution. (Overview) American History: History Matters: (provides students with skills to analyze various primary and secondary sources.) Primary Sources at Yale: (primary source database with digital copies of hundreds of historical primary sources.) The National Archives : (primary source documents.) Formal Writing in a Facing History Classroom: (social studies writing strategies.) Primary Documents in American History Declaration of Independence: (starting point for locating resources.) Our Documents: (a cooperative effort among National History Day, The National Archives and Records Administration, and USA Freedom contains a copy of the Northwest Ordinance of 1787.) National Constitution Center: (resources related to US Constitution) The Library of Congress access-federalist Papers.) The University of Tulsa: (web access to the Anti-Federalist Papers.) National Endowment for the Humanities EDSITEment!: (Two lessons are outlined and associated resources are provided for the debate over Diversity and the Extended Republic. Selections from several Federalist Papers and Anti-Federalist Papers are included) Instructional Strategies Gather primary and secondary resources on a specific event to analyze an historical event to determine what might have happened if the participants had chosen alternative courses of action (e.g., What if Truman had not ordered atomic bombs dropped on Japan?). Students will use this information to reach a conclusion of what is the best course of action to solve an issue or problem. When teaching about an event like the Berlin Airlift, provide students with alternative courses of action available to the decision makers. Pose the problem (i.e., blockade of Berlin by the Soviet Union) before the students read about the airlift ordered by President Truman. Have students work in groups to select one course of action. Have the groups discuss the rationales behind their selected courses of action and speculate on the possible consequences and results before the actual course of action is revealed. With the characteristics of credibility in mind, have students create their own rubrics to evaluate the credibility of primary and secondary sources available on different historical topics. Provide examples of primary & secondary sources that illustrate one or more attributes related to credibility as noted in the content elaboration. Help students recognize the attributes in the examples. Include online sources in the examples. Students create a National History Day project, examining primary and secondary sources to analyze historical events to provide evidence to support a thesis. Information on Ohio History Day: Have students prepare a brief background paper for one of the grievances listed in the Declaration of Independence. EARLY Resources based on the Universal Design for Learning principles are available at Strategies for meeting the needs of all learners including gifted students, English Language Learners & students with disabilities can be found at readingquest.org Diverse-Learners-Focus- on-gifted-learners.pdf.aspx Diverse-Learners- Focus-on-Students-with-Disabilities.pdf.aspx To help students analyze primary sources: Provide a highlighted document; Create a bulleted list of important points; Have students work in heterogeneous groups; Modify the readability of the document by inserting synonyms for difficult vocabulary; Provide two versions of text, one in original language and one in modified Certain historical episodes leading to the grievances listed in the Declaration of Independence are more readily recognized by the wording of the grievances. Assign students experiencing difficulties with the content a grievance that is relatively easy to grasp (e.g., For cutting off our Trade with all parts of the world; Boston Port Act) and direct more able students to more obscure references. ESSENTIAL QUESTIONS How well does the Constitution of the United States continue to serve the needs of the United States of America? What does it mean to be a living document? VOCABULARY ASSESSMENTS ACADEMIC CONNECTIONS counterfactual, primary source, secondary source, refute, credibility, grievance ELA: RH , RH , RH , RH , RH , RH ESL FIELD EXPERIENCES 18

25 19 AMERICAN HISTORY GRADE 10 1ST QUARTER SUGGESTED PACING 20 DAYS SCOPE & SEQUENCE LATE Topic: Industrialization and Progressivism ( ) Ignited by post-civil War demand and fueled by technological advancements, large-scale industrialization began in the United States during the late 1800s. Growing industries enticed foreign immigration, fostered urbanization, gave rise to the American labor movement and developed the infrastructure that facilitated the settling of the West. A period of progressive reform emerged in response to political corruption and practices of big business. CS 10. The rise of corporations, heavy industry, mechanized farming and technological innovations transformed the American economy from an agrarian to an increasingly urban industrial society. Expectations for Learning: Analyze how the rise of corporations, heavy industry, mechanized farming and technological innovations transformed the American economy from an agrarian to an increasingly urban industrial society. CS 11. The rise of industrialization led to a rapidly expanding workforce. Labor organizations grew amidst unregulated working conditions and violence toward supporters of organized labor. Expectations for Learning: Explain the major social and economic effects of industrialization and the influence of the growth of organized labor following Reconstruction in the United States. CS 12. Immigration, internal migration and urbanization transformed American life. CS 13. Following Reconstruction, old political and social structures reemerged and racial discrimination was institutionalized. Expectations for Learning: Analyze the post-reconstruction political and social developments that led to institutionalized racism in the United States. Describe institutionalized racist practices in post-reconstruction America CS 14. The Progressive era was an effort to address the ills of American society stemming from industrial capitalism, urbanization and political corruption. Expectations for Learning: Analyze and evaluate the success of progressive reforms during the late 19th and early 20th centuries in addressing problems associated with industrial capitalism, urbanization and political corruption. PROGRESS MONITORING Frequent formative assessments (formal and informal); short-cycle summative assessments

26 AMERICAN HISTORY GRADE 10 1ST QUARTER INSTRUCTIONAL ALIGNMENT DIGITAL / PRINT TEXT PERFORMANCE TASKS DIFFERENTIATION Instructional Resources Mastering the OGT in Social Studies (pp ) Little Red Book (pp , ) American Anthem (pp , ) 1 st Quarter 10 th Grade Binder: Industrial Revolution & American Expansionism Triangle Shirtwaist Factory Fire: /html/t24.html (provides resources for using primary sources to teach about the Triangle Shirtwaist Factory Fire.) Lesson Plan: Immigration to the United States: etail.aspx?id=0907f84c80532a41 Progressive Reform and the Trusts: (primary sources relating to the Progressive era for students to interpret.) Instructional Strategies Use graphic organizers to illustrate the technological changes brought to agrarian and urban life as a consequence of industrialization in the late 19th and early 20th centuries. Analyze U.S. population data from and create pie charts or bar graphs to illustrate the country s shift from an agrarian to an urban population. In small groups, ask students to create a list of grievances for a simulated labor movement within the classroom and a list of three to five strategies they could employ to achieve redress for the grievances. Next, have the groups identify the strategy they feel would yield the best chance for long-term impact, an American labor organization that used that strategy, and the long-term impact of that labor organization. Debrief the activity by discussing the conditions in the United States that gave rise to labor unions in the late 19th and early 20th centuries. Students create a journal or blog based on primary accounts for a hypothetical immigrant/migrant describing life in an American city. Discussions should focus on both the changes in the immigrant s/migrant s life and the changes brought by immigration/migration to American cities. Divide students into groups. Each group is to develop an interactive museum exhibit about urban life, immigration and migration in the late 19th and early 20th centuries. Students will select primary and secondary documents to present the life for at least two socio-economic groups during the period. Students should organize their student groups by defining tasks, choosing leaders, assigning work, etc. Have students provide an annotated bibliography for their resources. Students read excerpts from primary sources (e.g., news articles, speeches, legislation, opinions in the Plessy v. Ferguson case) as ways of identifying the institutionalization of racial discrimination following Reconstruction. For each source, students should note excerpts that illustrate the institutionalization of racial discrimination. Conduct a separate-but-equal simulation in class in which one-half is given equal (in reality, inadequate) supplies to complete a project assigned to the entire class. Complete a debriefing activity following the experience to help students make connections to the historic past Create a chart in which students examine Progressive-era federal legislation. The first column identifies the perceived social or political ills; the second column, the legislative action that addressed each problem; and third column provides an evaluation of the success of the legislation in addressing the problem. LATE Resources based on the Universal Design for Learning principles are available at Strategies for meeting the needs of all learners including gifted students, English Language Learners & students with disabilities can be found at readingquest.org Diverse-Learners-Focus- on-gifted-learners.pdf.aspx Diverse-Learners- Focus-on-Students-with-Disabilities.pdf.aspx To help students analyze primary sources: Provide a highlighted document; Create a bulleted list of important points; Have students work in heterogeneous groups; Modify the readability of the document by inserting synonyms for difficult vocabulary; Provide two versions of text, one in original language and one in modified ESSENTIAL QUESTIONS Why do people migrate? How does where we live affect how we live? What is the relationship between labor and capital? VOCABULARY capital/capitalism, laissez-faire, migration/immigration/emigration, agrarian, urban, industry, institutionalized, racism, xenophobia, nativism ASSESSMENTS ACADEMIC CONNECTIONS ELA: RH , RH , RH , RH , RH , RH , RH , RH , RH ESL FIELD EXPERIENCES 20

27 21 AMERICAN HISTORY GRADE 10 2ND QUARTER SUGGESTED PACING 20 DAYS SCOPE & SEQUENCE Topic: Affairs from Imperialism to Post-World War I ( ) The industrial and territorial growth of the United States fostered expansion overseas. Greater involvement in the world set the stage for American participation in World War I and attempts to preserve post-war peace. EARLY CS 15. As a result of overseas expansion, the Spanish-American War and World War I, the United States emerged as a world power. Expectations for Learning: Analyze the circumstances which enabled the United States to emerge as a world power in the early 1900s. CS 16. After WWI, the United States pursued efforts to maintain peace in the world. However, as a result of the national debate over the Versailles Treaty ratification and the League of Nations, the United States moved away from the role of world peacekeeper and limited its involvement in international affairs. Expectations for Learning: Explain why and how the United States moved to a policy of isolationism following World War I. CS 17. Racial intolerance, anti-immigrant attitudes and the Red Scare contributed to social unrest after World War I. Expectations for Learning: Describe how racial intolerance, anti-immigrant attitudes and the Red Scare contributed to social unrest after World War I. PROGRESS MONITORING Frequent formative assessments (formal and informal); short-cycle summative assessments

28 AMERICAN HISTORY GRADE 10 2ND QUARTER INSTRUCTIONAL ALIGNMENT DIGITAL / PRINT TEXT PERFORMANCE TASKS DIFFERENTIATION Instructional Resources Mastering the OGT In SS (pp ) Little Red Book (pp , , ) American Anthem (pp , , ) 2 nd Q 10 th Grade Binders: WWI, the 1920s, & The Great Depression Imperialism, (Overview). & Spanish-American War (Overview). American History: Crucible of Empire: The Spanish-American War : (covers the Spanish-American War and how it led to the U.S. becoming a world power.) World War I Returning Soldiers. The American Mosaic: The African American Experience: Lesson Plan: A World Power: Teaching With Documents: The 1897 Petition Against the Annexation of Hawaii: Postwar Disillusionment and the Quest for Peace, : (overview, lessons and resources on the U.S. movement away from international affairs following World War I.) Library of Congress: (search for political cartoons reflecting racial intolerance, antiimmigrant attitudes and the Red Scare) Instructional Strategies Create a chart in which students examine Progressive-era federal legislation. The first column identifies the perceived social or political ills; the second column, the legislative action that addressed each problem; and third column provides an evaluation of the success of the legislation in addressing the problem. Divide the class into groups and assign each group a treaty listed in the content elaborations. Have them analyze the ways in which the treaty moved the United States away from the role of world peacekeeper and limited its involvement in international affairs. Students examine political cartoons, advertisements and media coverage of social unrest to understand stereotypes, racial intolerance, fear of communism and violence against immigrants. Have students demonstrate their understanding by making posters or presentations (e.g., performance, dramatic reading, newscast, media presentation). EARLY Resources based on the Universal Design for Learning principles are available at Strategies for meeting the needs of all learners including gifted students, English Language Learners & students with disabilities can be found at readingquest.org Diverse-Learners-Focus- on-gifted-learners.pdf.aspx Diverse-Learners- Focus-on-Students-with-Disabilities.pdf.aspx To help students analyze primary sources: Provide a highlighted document; Create a bulleted list of important points; Have students work in heterogeneous groups; Modify the readability of the document by inserting synonyms for difficult vocabulary; Provide two versions of text, one in original language and one in modified Have students summarize the Fourteen Points in their own words in chart form. ESSENTIAL QUESTIONS Note: The 3R S Program begins in November. Last lesson/visit is in Ma, 2015 Why do people fight? What is a nation? Who belongs and who doesn t? Who decides? VOCABULARY imperialism, colony/colonialism, isolationism, communism, militarism, nationalism, sphere of influence /hegemony, diplomacy, self-determination ASSESSMENTS ACADEMIC CONNECTIONS ELA: RH , RH , RH , RH , RH , RH , RH , RH , RH ESL FIELD EXPERIENCES 22

29 23 AMERICAN HISTORY GRADE 10 2ND QUARTER SUGGESTED PACING 20 DAYS SCOPE & SEQUENCE LATE Topic: Prosperity, Depression and the New Deal ( ) The Post-World War I period was characterized by economic, social and political turmoil. Post-war prosperity brought about changes to American popular culture. However, economic disruptions growing out the war years led to worldwide depression. The United States attempted to deal with the Great Depression through economic programs created by the federal government. CS 18. An improved standard of living for many, combined with technological innovations in communication, transportation and industry, resulted in social and cultural changes and tensions. Expectations for Learning: Describe how an improved standard of living for many combined with technological innovations in communication, transportation and industry, resulted in social and cultural changes and tensions. CS 19. Movements such as the Harlem Renaissance, African-American migration, women s suffrage and Prohibition all contributed to social change. Expectations for Learning: Describe social changes that came from the Harlem Renaissance, African-American migration, women s suffrage and Prohibition. CS 20. The Great Depression was caused, in part, by the federal government s monetary policies, stock market speculation and increasing consumer debt. The role of the federal government expanded as a result of the Great Depression. Expectations for Learning: Describe how the federal government s monetary policies, stock market speculation and increasing consumer debt led to the Great Depression. Explain how the efforts to combat the Great Depression led to an expanded role for the federal government. PROGRESS MONITORING Frequent formative assessments (formal and informal); short-cycle summative assessments

30 AMERICAN HISTORY GRADE 10 2ND QUARTER INSTRUCTIONAL ALIGNMENT LATE DIGITAL / PRINT TEXT PERFORMANCE TASKS DIFFERENTIATION Instructional Resources Mastering the OGT in SS (pp , ) Little Red Book (pp ) American Anthem (pp ) 2 nd Q 10 th Grade Binders: WWI, the 1920s, & The Great Depression ABC CLIO: The American Mosaic: The African American Experience (Overviews): Great Migration ; & Harlem Renaissance American History (Overviews): New Women, ; Farmers: Depressed Since the Twenties ; Stock Market Crash; Suffering America ; First Hundred Days ; & Dawn of the New Deal. Teaching With Documents The Volstead Act and Related Prohibition Documents: Woman Suffrage & the 19th Amendment: Life Without Technology: Henry Ford and the Model T: A Case Study in Productivity: (lessons/resources on the impact of Ford s Model T on the US) Lesson Plan: Voting Rights for Women: Pro- and Anti-Suffrage: (Content Statement 14) Lesson Plan: The Roaring 20s: Lesson Plan: Where Did All the Money Go? The Great Depression Mystery: (activities/resources on causes of the Great Depression.) Lesson Plan: Economics of the New Deal: (provides activities and resources on the economics of the Great Depression.) Lesson Plan: The Great Depression and the Federal Government : Lesson Plan: The 1930s: Drastic Times Call For Drastic Measures: American Memory: (Students can access WPA photographs and oral history projects through the Library of Congress American Memory website.) Instructional Strategies Have students read examples of the literature of the Harlem Renaissance to interpret the feelings of the urbanized African-American population of the 1920s. Have students discuss how the popularity of such works could contribute to social change. Discuss the rationale behind Prohibition. Ask students if the social changes it prompted were in line with the proponents of Prohibition. Have students compare it to current laws that make certain substances illegal for consumption. How are the rationale for illegality and the problems with enforcement the same and different? Have students look beyond the literal meaning of the 19th Amendment to the U.S. Constitution. What social changes came about in part as a result of women gaining the right to vote? Have students research local WPA or CCC projects that were built as a result of New Deal legislation and the expanded role of the federal government. Resources based on the Universal Design for Learning principles are available at Strategies for meeting the needs of all learners including gifted students, English Language Learners & students with disabilities can be found at readingquest.org on-gifted- Learners.pdf.aspx Focus-on-Students-with- Disabilities.pdf.aspx To help students analyze primary sources: Provide a highlighted document; Create a bulleted list of important points; Have students work in heterogeneous groups; Modify the readability of the document by inserting synonyms for difficult vocabulary; Provide two versions of text, one in original language and one in modified ESSENTIAL QUESTIONS What is the difference between law and morality? What is social change? VOCABULARY ASSESSMENTS suffrage, anarchism, suburb, credit, values/morals, evolution, fundamentalism, monetary and fiscal policy, distributive justice, subsidy, deficit, tariff, protectionism ESL ACADEMIC CONNECTIONS ELA: SL.1, SL.2 SL.3, SL.4, SL.5, SL.6 FIELD EXPERIENCES 24

31 25 AMERICAN HISTORY GRADE 10 3RD QUARTER SUGGESTED PACING 20 DAYS SCOPE & SEQUENCE EARLY Topic: From Isolation to World War ( ) The isolationist approach to foreign policy meant U.S. leadership in world affairs diminished after World War I. Overseas, certain nations saw the growth of tyrannical governments that reasserted their power through aggression and created conditions leading to the Second World War. After Pearl Harbor, the United States entered World War II, which changed the country s focus from isolationism to international involvement. CS 21. During the 1930s, the U.S. government attempted to distance the country from earlier interventionist policies in the Western Hemisphere as well as retain an isolationist approach to events in Europe and Asia until the beginning of WWII. Expectations for Learning: Analyze the reasons for American isolationist sentiment in the interwar period. CS 22. The United States mobilization of its economic and military resources during World War II brought significant changes to American society. Expectations for Learning: Identify and explain changes American society experienced with the mobilization of its economic and military resources during World War II. PROGRESS MONITORING Frequent formative assessments (formal and informal); short-cycle summative assessments

32 AMERICAN HISTORY GRADE 10 3RD QUARTER INSTRUCTIONAL ALIGNMENT DIGITAL / PRINT TEXT PERFORMANCE TASKS DIFFERENTIATION Instructional Resources Mastering the OGT in SS (pp ) Little Red Book (pp ) American Anthem (pp ) 3 rd Q 10 th Grade Binders: WWII, 1950s, 1960s, Cold War, Civil Rights American Enters the War. (Overview) American History: The War at Home. (Overview). American History.: The Japanese Internment (Overview). American History.: Peace at Great Cost (Overview). American History.: Teaching With Documents: Memorandum Regarding the Enlistment of Navajo Indians: Teaching With Documents: Documents and Photographs Related to Japanese Relocation During World War II: Lesson Plan: Japanese American Internment: Instructional Strategies Have students hold a debate between isolationists and those that felt the United States needed to prepare for possible conflict. Students should use primary sources to support their positions. Provide students with images of war bond posters (e.g., Rosie the Riveter). Use National Archive primary source analysis worksheets to guide discussion of the posters. Students can discuss how the government worked to mobilize the home front for the war effort and how this carried over to breaking some of the traditional societal roles of women and minorities. Have students research and write a thesis-driven research paper on one aspect of WWII, wherein they take and defend a position. EARLY Resources based on the Universal Design for Learning principles are available at Strategies for meeting the needs of all learners including gifted students, English Language Learners & students with disabilities can be found at readingquest.org Diverse-Learners-Focus- on-gifted-learners.pdf.aspx Diverse-Learners- Focus-on-Students-with-Disabilities.pdf.aspx To help students analyze primary sources: Provide a highlighted document; Create a bulleted list of important points; Have students work in heterogeneous groups; Modify the readability of the document by inserting synonyms for difficult vocabulary; Provide two versions of text, one in original language and one in modified ESSENTIAL QUESTIONS Is war inevitable? Why do some groups of people feel superior to other groups? VOCABULARY inflation (hyperinflation), fascism, dictatorship, totalitarianism, genocide, anti-semitism, holocaust, appeasement, pacifism, neutrality, quarantine, rationing, internment, occupy/occupation ASSESSMENTS ACADEMIC CONNECTIONS ELA: W (a-e) ESL FIELD EXPERIENCES 26

33 27 AMERICAN HISTORY GRADE 10 3RD QUARTER SUGGESTED PACING 20 DAYS SCOPE & SEQUENCE LATE Topic: The Cold War ( ) The United States and the Union of Soviet Socialist Republics (USSR) emerged as the two strongest powers in international affairs. Ideologically opposed, they challenged one another in a series of confrontations known as the Cold War. The costs of this prolonged contest weakened the USSR so that it collapsed due to internal upheavals as well as American pressure. The Cold War had social and political implications in the United States. CS 23. Use of atomic weapons changed the nature of war, altered the balance of power and began the nuclear age. Expectations for Learning: Summarize how atomic weapons have changed the nature of war, altered the balance of power and started the nuclear age. CS 24. The United States followed a policy of containment during the Cold War in response to the spread of communism. Expectations for Learning: Analyze the policy of containment the United States followed during the Cold War in response to the spread of communism. CS 25. The Second Red Scare and McCarthyism reflected Cold War fears in American society. Expectations for Learning: Explain how the Second Red Scare and McCarthyism reflected Cold War fears in American society. CS 26. The Cold War and conflicts in Korea and Vietnam influenced domestic and international politics. Expectations for Learning: Analyze how the Cold War and conflicts in Korea and Vietnam influenced domestic and international politics between the end of World War II and CS 27. The collapse of communist governments in Eastern Europe and the USSR brought an end to the Cold War. Expectations for Learning: Explain how the collapse of communist governments in Eastern Europe and the USSR brought an end to the Cold War era. PROGRESS MONITORING Frequent formative assessments (formal and informal); short-cycle summative assessments

34 AMERICAN HISTORY GRADE 10 3RD QUARTER INSTRUCTIONAL ALIGNMENT Instructional Resources Mastering the OGT in Social Studies (pp ) Little Red Book (pp ) American Anthem (pp , ) 3 rd Q 10 th Grade Binders: WWII, 1950s, 1960s, Cold War, Civil Rights DIGITAL / PRINT TEXT PERFORMANCE TASKS DIFFERENTIATION ABC-CLIO: American History (Overviews): Allies to Enemies: Origins of the Cold War ; War in Korea ; The Cold War at Home ; & The End of the Cold War Code-Name Downfall: The Secret Plan to Invade Japan-And Why Truman Dropped the Bomb by Thomas Allen and Norman Polmar. This book offers the possible operation that President Truman could have followed had he decided not to order the dropping of the atomic bombs. Maps in the book can initiate discussion. Containment Policy: Teaching With Documents: The United States Enters the Korean Conflict: (primary source documents and teaching activities originally published in the NCSS publication Social Education) Lesson Plan: The Rise and Fall of Joseph McCarthy: (activities, resources, guided questions, assessments and extension strategies) The Cold War Museum: (summary on how the collapse of the Soviet Union ended the Cold War) Instructional Strategies Have the students analyze perspectives of the policy of containment by using the primary sources in the Digital History website found under The Containment Policy. Have students contrast political climate (i.e., McCarthyism) in the 1950s with the current fear of terrorist attack. Are we reacting in similar ways? Why or why not? LATE Resources based on the Universal Design for Learning principles are available at Strategies for meeting the needs of all learners including gifted students, English Language Learners & students with disabilities can be found at readingquest.org Diverse-Learners-Focus- on-gifted-learners.pdf.aspx Diverse-Learners- Focus-on-Students-with-Disabilities.pdf.aspx To help students analyze primary sources: Provide a highlighted document; Create a bulleted list of important points; Have students work in heterogeneous groups; Modify the readability of the document by inserting synonyms for difficult vocabulary; Provide two versions of text, one in original language and one in modified ESSENTIAL QUESTIONS What is freedom? What is the balance between freedom and security? VOCABULARY inflation (hyperinflation), fascism, dictatorship, totalitarianism, genocide, anti-semitism, Holocaust, appeasement, pacifism, neutrality, quarantine, rationing, internment, occupy/occupation ASSESSMENTS ACADEMIC CONNECTIONS ELA: W (a-e) ESL FIELD EXPERIENCES 28

35 29 AMERICAN HISTORY GRADE 10 4TH QUARTER SUGGESTED PACING 20 DAYS SCOPE & SEQUENCE EARLY Topic: Social Transformations in the United States ( ) A period of post-war prosperity allowed the United States to undergo fundamental social change. Adding to this change was an emphasis on scientific inquiry, the shift from an industrial to a technological/service economy, the impact of mass media, the phenomenon of suburban and Sun Belt migrations, and the expansion of civil rights. CS 28. Following World War II, the United States experienced a struggle for racial and gender equality and the extension of civil rights. Expectations for Learning: Summarize the struggle for racial and gender equality and the extension of civil rights that occurred in the United States in the postwar period. CS 29. The postwar economic boom, greatly affected by advances in science, produced epic changes in American life. Expectations for Learning: Describe how American life in the postwar period was impacted by the postwar economic boom and by advances in technology. CS 30. The continuing population flow from cities to suburbs, the internal migrations from the Rust Belt to the Sun Belt and the increase in immigration resulting from passage of the 1965 Immigration Act have had social and political effects. Expectations for Learning: Analyze the social and political effects of the continuing population flow from cities to suburbs, the internal migrations from the Rust Belt to the Sun Belt, and the increase in immigration resulting from passage of the 1965 Immigration Act. CS 31. Political debates focused on the extent of the role of government in the economy, environmental protection, social welfare and national security. Expectations for Learning: Explain why the government s role in the economy, environmental protection, social welfare and national security changed. PROGRESS MONITORING Frequent formative assessments (formal and informal); short-cycle summative assessments

36 AMERICAN HISTORY GRADE 10 4TH QUARTER INSTRUCTIONAL ALIGNMENT Instructional Resources Little Red Book (pp , ) American Anthem (pp , ) 4th Q 10th grade binders: 1960s to the 21 st Century DIGITAL / PRINT TEXT PERFORMANCE TASKS DIFFERENTIATION ABC-CLIO: American History (Overviews): March on Washington for Jobs and Freedom ; Oh, Freedom Over Me! The Dream of Equality ; The Economy Booms ; The Sky is the Limit ; & Boom-Time for Babies and Houses The American Mosaic: The African American Experience (Overviews): Martin Luther King Jr. ; Education System ; Freedom Rides ; Primary Source Collection: Civil Rights Movement ; & Urban Transformations. Lesson Plan: Civil Disobedience During the Civil Rights Movement: (content statement 23) Lesson Plan: Justice and the Jim Crow Laws: (content statement 23) Lesson Plan: The March on Washington and Its Impact: (contains a lesson on how the 1963 March on Washington changed America) The Growth of the Suburbs and the Racial Wealth Gap : teachers-07.htm (Part of the PBS series Race: The Power of an Illusion examines the post-war growth of suburbs and the impact the practice of redlining mortgage applications had on segregation of American society and creating a racial wealth gap.) Earth Day 40th Anniversary Curriculum Unit: (lessons and resources on the history of the environmental movement.) Instructional Strategies Have students read or watch Dr. Martin Luther King s I Have A Dream speech and evaluate whether the ideals of the speech have been realized in modern American society. Extend the activity to consider the extent to which these ideals impacted other groups in American society (see content elaboration). Have students compare the use of advertising in the 1950s with its use in the 1920s. Provide examples of advertising and have students reflect on the methods used to induce consumer spending. Have students examine the perspectives of the conservative and liberal positions on the role of the government in the economy that are provided in the What Role Should the Government Play in the Economy? activity found on the EcEdWeb. Have them identify presidential policies that adhered to these views and evaluate their outcomes. EARLY Resources based on the Universal Design for Learning principles are available at Strategies for meeting the needs of all learners including gifted students, English Language Learners & students with disabilities can be found at readingquest.org Diverse-Learners-Focus- on-gifted-learners.pdf.aspx Diverse-Learners- Focus-on-Students-with-Disabilities.pdf.aspx To help students analyze primary sources: Provide a highlighted document; Create a bulleted list of important points; Have students work in heterogeneous groups; Modify the readability of the document by inserting synonyms for difficult vocabulary; Provide two versions of text, one in original language and one in modified ESSENTIAL QUESTIONS Can the United States ever overcome its legacy of slavery and racism? How do people create social change? VOCABULARY mandate, segregation, boycott, civil disobedience, nonviolent resistance, Jim Crow, de facto and de jure, separatism, militancy, sectionalism, suburbanization, white flight ASSESSMENTS ACADEMIC CONNECTIONS ELA: RI , RI , RI ESL FIELD EXPERIENCES 30

37 31 AMERICAN HISTORY GRADE 10 4TH QUARTER SUGGESTED PACING 20 DAYS SCOPE & SEQUENCE Topic: United States and the Post-Cold War World (1991-Present) The United States emerged from the Cold War as a dominant leader in world affairs amidst a globalized economy, political terrorism and the proliferation of nuclear weapons. LATE CS 32. Improved global communications, international trade, transnational business organizations, overseas competition and the shift from manufacturing to service industries have impacted the American economy. Expectations for Learning: Analyze how the American economy has been impacted by improved global communications, international trade, transnational business organizations, overseas competition and the shift from manufacturing to service industries. CS 33. The United States faced new political, national security and economic challenges in the post-cold War world and following the attacks on September 11, Expectations for Learning: Assess the challenges the country faced after September 11, Financial Literacy Topic: Consumerism Informed purchasing decisions are essential for responsible financial management. Limited protections against some consumer fraud exist in government regulatory agencies and laws. Ultimately, consumers must be informed and vigilant when making purchasing decisions. New Ohio Learning Standards for Financial Literacy CS 11. Consumerism choices consistent with one s financial plan including decision-making strategies on purchasing. CS 12. Consumer advocates, organizations and regulations provide important information and help protect against potential consumer fraud. CS 13. Utilizing financial services and risk management tools, and interpreting and comparing consumer lending statements, terms and conditions enable one to be an informed consumer. CS 14. Consumer protections laws help safeguard individuals from fraud and potential loss. CS 15. Planned purchasing decisions factor in direct (price) and indirect costs (e.g. sales/use tax, excise tax, shipping, handling, and delivery charges, etc.). PROGRESS MONITORING Frequent formative assessments (formal and informal); short-cycle summative assessments

38 AMERICAN HISTORY GRADE 10 4TH QUARTER INSTRUCTIONAL ALIGNMENT DIGITAL / PRINT TEXT PERFORMANCE TASKS DIFFERENTIATION Instructional Resources Little Red Book (pp , ) American Anthem(pp ) 4 th Q 10 th Grade Binders: 1960s to the 21 st Century Information, context and resources exploring the attacks of 9/11. Download standards-based lesson plans and teaching guides: Teaching September 11; World Trade Center: Rescue, Recovery, Response... Learn about the 9/11 attacks in a global context: Lesson plans and teaching resources about globalization: New York Times Learning Network: Jul 6, 2010 Lesson plans from 2001 to the present about the wars in Afghanistan and Iraq, along with selected essential questions about the wars: Foundations in Personal Finance: (curriculum for teaching high school students about money ) EconEdLink.org is brought to you by the Council for Economic Education.... source of online economic & personal finance lessons & resources for educators: Federal Reserve Education Classroom Resources: Instructional Strategies Have students interview adults about the terrorist attacks of September 11, 2001, and how those events presented new political, national security and economic challenges to the United States. Students will then present their findings to the class. Invite veterans of recent foreign wars to speak to classes about their experiences and challenges of serving in the U.S. military. Have the veterans discuss the role of the armed forces in providing for national security and advancing U.S. interests in the world. Have students look around their homes and write down the locations where items were made. Have them compare their results with the rest of the class and discuss how overseas competition and the shift from manufacturing to service industries have impacted the American economy. Have students examine the perspectives of the conservative and liberal positions on the role of the government in the economy that are provided in the What Role Should the Government Play in the Economy? Activity found on the EcEdWeb. Have them identify presidential policies that adhered to these views and evaluate their outcomes LATE Resources based on the Universal Design for Learning principles are available at Strategies for meeting the needs of all learners including gifted students, English Language Learners & students with disabilities can be found at readingquest.org Diverse-Learners-Focus- on-gifted-learners.pdf.aspx Diverse-Learners- Focus-on-Students-with-Disabilities.pdf.aspx To help students analyze primary sources: Provide a highlighted document; Create a bulleted list of important points; Have students work in heterogeneous groups; Modify the readability of the document by inserting synonyms for difficult vocabulary; Provide two versions of text, one in original language and one in modified ESSENTIAL QUESTIONS How does our past inform our future as Americans in the 21st century? What is globalization and what are its implications for America in the 21st century? VOCABULARY globalization, terrorism, competition, free trade agreements, genetic engineering/gmos, interdependence, pandemic, outsourcing, privatization, sustainability ASSESSMENTS ACADEMIC CONNECTIONS ELA: SL.1, SL.2 SL.3, SL.4, SL.5, SL.6 ESL FIELD EXPERIENCES 32

39 TEACHER WORKSHEET ADDITIONAL NOTES ADDITIONAL RESOURCES / FIELD EXPERIENCES ADDITIONAL ASSESSMENTS / ACADEMIC CONNECTIONS

40 AMERICAN GOVERNMENT TABLE OF CONTENTS Quarter 1 Pages Quarter 2 Pages Quarter 3 Pages Quarter 4 Pages 39-40

41 33 AMERICAN GOVERNMENT GRADE 11 1ST QUARTER SCOPE & SEQUENCE SUGGESTED PACING 40 DAYS Topic: Basic Principles of Government Principles related to representative democracy are reflected in the articles and amendments of the U.S. Constitution and provide structure for the government of the United States CS 5. As the supreme law of the land, the U.S. Constitution incorporates basic principles that help define the government of the United States as a federal republic including its structure, powers and relationship with the governed. Expectations for Learning: Explain in context one of the basic principles which help define the government of the United States. CS 6. The Federalist Papers and the Anti-Federalist Papers framed the national debate over the basic principles of government encompassed by the Constitution of the United States. Expectations for Learning:.Cite arguments from the Federalist Papers and/or the Anti-Federalist Papers that supported their position on the issue of how well the Constitution upheld the principle of limited government. CS 7. Constitutional government in the United States has changed over time as a result of amendments to the U.S. Constitution, Supreme Court decisions, legislation and informal practices. Expectations for Learning: Select an example of how constitutional government in the United States has changed the meaning and application of any one of the basic principles which help define the government of the United States and summarize the nature of the change CS 8. The Bill of Rights was drafted in response to the national debate over the ratification of the Constitution of the United States. Expectations for Learning: Relate one of the arguments over the need for a bill of rights to the wording of one of the first 10 Amendments to the Constitution of the United States. Topic: Role of the People The government of the United States protects the freedoms of its people and provides opportunities for citizens to participate in the political process. CS 16. In the United States, people have rights that protect them from undue governmental interference. Rights carry responsibilities that help define how people use their rights and that require respect for the rights of others. Expectations for Learning: In the United States, people have rights that protect them from undue governmental interference. Rights carry responsibilities that help define how people use their rights and that require respect for the rights of others. PROGRESS MONITORING

42 AMERICAN GOVERNMENT GRADE 11 1ST QUARTER INSTRUCTIONAL ALIGNMENT DIGITAL / PRINT TEXT PERFORMANCE TASKS DIFFERENTIATION Holt McDougal United States Government Chapter 1: Foundations of Government (pp. 4-29) Chapter 2: Origins of American Government (pp ) Chapter 3: The Constitution (pp ) Chapter 4: Federalism (pp ) MaGruder s American Government Chapter 1: Principles of Government (pp. 2-14) Chapter 2: Origins of Government (pp ) Chapter 3: The Constitution (pp ) Chapter 4: Federalism (pp ) ABC-CLIO: American Government (Overviews): Vile, John R. "Why Government?" Vile, John R. "Types of Government" Vile, John R. "What Is Democracy?" Vile, John R. "Majority Rule, Minority Rights" ABC-CLIO: American Government (Activities): Why Government? Types of Government What is Democracy? Majority Rule, Minority Rights Articles of Confederation U.S. Constitution Ratifying the Constitution Bill of Rights Amending the Constitution Checks and Balances Three Branch Research regions around the world in which political movements sought independence for their territories. Examine the war in Syria; Compare the government under the Articles of Confederation with one of the contemporary confederations of nations, e.g. the United Nations, the European Union, Organizations of American States or the Organization of African States. Look at the current conflict in Egypt. Strategies for meeting the needs of all learners including gifted students, English Language Learners (ELL) and students with disabilities can be found at VOCABULARY government, power, policy, state, sovereignty, politics, legitimacy, divine right of kings, social contract theory, oligarchy, direct democracy, republic, unitary system, federal system residential system, parliamentary system, idea, liberty, Majority rule, bicameral, Northwest Ordinance, Great Compromise, Three-Fifths Compromise ASSESSMENTS ACADEMIC CONNECTIONS FIELD EXPERIENCES SEL: Self Awareness: recognizing strengths; social awareness; empathy; appreciating diversity; Self Management: organizational skills; relationship skills Distance Learning Cleveland Museum of Art America Emerging. 1700shttp:// s ESL 34

43 35 AMERICAN GOVERNMENT GRADE 11 2ND QUARTER SCOPE & SEQUENCE SUGGESTED PACING 40 DAYS Topic: Civic Involvement Students can engage in societal problems and participate in opportunities to contribute to the common good through governmental and nongovernmental channels CS 1. Opportunities for civic engagement with the structures of government are made possible through political and public policy processes. Expectations for Learning: Devise and implement a plan to address a societal problem by engaging either the political process or the public policy process. CS 2. Political parties, interest groups and the media provide opportunities for civic involvement through various means. Expectations for Learning: Select a political party or interest group to address a civic issue, identify a type of media as a means of communication, then defend the viability of the choices made in an effort to achieve a successful result in resolving the civic issue. Topic: Civic Participation and Skills Democratic government is enhanced when individuals exercise the skills to participate effectively in civic affairs. CS 3. Issues can be analyzed through the critical use of information from public records, surveys, research data and policy positions of advocacy groups Expectations for Learning: Prepare a collection of documents pertaining to a civic issue that contains examples from at least two distinct information types (e.g., public records, surveys, research data, policy positions of advocacy groups), explain how each source is relevant, describe the perspective or position of each source and evaluate the credibility of each source. CS 4. The processes of persuasion, compromise, consensus building and negotiation contribute to the resolution of conflicts and differences. Expectations for Learning: Identify a civic issue and explain how persuasion, compromising, and consensus building and/or negotiation were used to resolve the opposing positions on the issue. Topic: Basic Principles of the Constitution Principles related to representative democracy are reflected in the articles and amendments of the U.S. Constitution and provide structure for the government of the United States CS 9. The Reconstruction Era prompted Amendments 13 through 15 to address the aftermath of slavery and the Civil War. Expectations for Learning: Summarize how the 13 th through the 15 th amendments addressed the aftermath of slavery and the Civil War. CS 10. Amendments responded to calls for reform during the Progressive Era. Expectations for Learning: Summarize how the 16th through the 19th Amendments addressed the calls for reform during the Progressive Era. CS 11. Four amendments have provided for extensions of suffrage to disenfranchised groups. Expectations for Learning: Cite evidence to show that the Constitution of the United States has been repeatedly amended to extend suffrage to disenfranchised groups. CS 12. Five amendments have altered provisions for presidential election, terms and succession to address changing historical circumstances. Expectations for Learning: Five amendments have altered provisions for presidential election, terms and succession to address changing historical circumstances. CS 13. Amendments 11, 21, and 27 have addressed unique historical circumstances. Expectations for Learning: Describe the unique circumstances surrounding the adoption of Amendments 11, 21, and 27. CS 17. Historically, the United States has struggled with majority rule and the extension of minority rights. As a result of this struggle, the government has increasingly extended civil rights to marginalized groups and broadened opportunities for participation. Expectations for Learning: Identify and issue related to the denial of civil rights to a particular minority group and explain how at least one branch of the federal government helped civil rights or opportunities for participation to that group of people. PROGRESS MONITORING

44 AMERICAN GOVERNMENT GRADE 11 2ND QUARTER INSTRUCTIONAL ALIGNMENT DIGITAL / PRINT TEXT PERFORMANCE TASKS DIFFERENTIATION Holt McDougal United States Government Chapter 9: The Political Process (pp ) Chapter 11: Civil Rights (pp ) Chapter 12: Understanding Elections (pp ) Chapter 15: Comparative political Systems (pp ) MaGruder s American Government Chapter 5: Political Parties, Chapter 8: Mass Media and Public Opinion (pp ) Chapter 22: Comparative Political Systems (pp ) ABC-CLIO: American Government (Overviews): Vile. John R. Why Government? Vile, John R. Types of Government Vile. John R. What is Democracy? Reed, Ryan. Two-Party System Reed, Ryan. Third Parties Hammond, Scott J. Conservative Political Philosophy Hammond, Scott J. Liberal Political Philosophy Hammond, Scott J. Media Bias Hinchey, Patricia H. Politics and Media Influence VOCABULARY ASSESSMENTS ACADEMIC CONNECTIONS FIELD EXPERIENCES ESL Civic engagement provides opportunities to apply information literacy, problem-solving skills and communication skills in seeking resolutions for societal problems. Activities related to this instruction can be conducted over the length of the coursework so that students can integrate knowledge gained during the study of other topics. Have students view political advertisements (print or other media) from groups with different perspectives along the political spectrum and compare the advertisements on the basis of media techniques employed (e.g., card stacking, plain folk, testimonial) and the type of message (e.g., logical argument, ad hominem attack, positive image). Have students check for credibility of sources and alert them to instances of limited perspective or bias or when using information from advocacy groups. Direct students to collect selections of information and opinion from various sources pertaining to a current issue. Have students work in small groups to determine the relevance each selection has to the issue and evaluate the credibility of each selection using a rubric (based on the list from content elaborations). Allow each group to select one member to report the group s finding to the entire class. Obtain a recent Gallup Poll and its results on a current issue. Have students take the survey and then compare classroom results to national results. Conduct a debriefing exercise to offer explanations for similarities and disparities in the results. 22. By examining the role individuals and organizations play in helping to determine public policy, opportunities are opened for students to engage in activities related to civic involvement identified earlier in the coursework. This could serve as a senior project. Have students work collaboratively to identify a public policy issue, identify the appropriate level of government to address the issue, the appropriate agencies involved, and identify appropriate local, state and/or federal officials to contact about the issue. Career Connection: As students select a public policy issue to analyze, they will reflect on how the policy impacts them and their community (e.g., access to services or benefits, safety and security, rights or responsibilities). Students will describe how their future career might be impacted by the policy (e.g., social and civic responsibility, lobbying, regulations, taxes). Then, they will navigate the agency s website to identify employment opportunities and required minimum qualifications. Strategies for meeting the needs of all learners including gifted students, English Language Learners (ELL) and students with disabilities can be found at Extension Activity: Assign each student to collect selections of information and opinion from various sources pertaining to a current issue. Have students determine the relevance each selection has to the issue and evaluate the credibility of each selection using a rubric (based on the list from content elaborations). Have each student prepare a report summarizing his or her work. public opinion, public policy, political socialization, mass media, propaganda. Poll, sample, bias, objectivity, endorse, lobbying, grass roots, political party, plurality, platform, focus group, demographic, party-building activities, PAC s, poll workers, poll watchers, redistricting, gerrymander SEL: responsible decision making (all), relationship skills (all), social awareness (all), self-awareness- recognizing strengths. 36

45 37 AMERICAN GOVERNMENT GRADE 11 3RD QUARTER SCOPE & SEQUENCE SUGGESTED PACING 40 DAYS Topic: Government Institutions/Structure and Functions of the Federal Government Three branches compose the basic structure of the federal government. Public policy is created through the making of laws, the execution of the laws and the adjudication of disputes under the laws. CS 14. Law and public policy are created and implemented by three branches of government; each functions with its own set of powers and responsibilities. Expectations for Learning: Compare the powers and responsibilities of each branch of government as they pertain to law and public policy. CS 15. The political process creates a dynamic interaction among the three branches of government in addressing current issues. Expectations for Learning: Use historical or contemporary examples of interactions among two or three branches of the federal government to analyze the political dynamics involved. CS 21. A variety of entities within the three branches of government, at all levels, address public policy issues that arise in domestic and international affairs. Expectations for Learning: Analyze a public policy issue in terms of collaboration or conflict among the levels of government involved and the branches of government involved. CS 22. Individuals and organizations play a role within federal, state and local governments in helping to determine public (domestic and foreign) policy. Expectations for Learning: Take different positions on public policy issues and determine an approach for providing effective input to the appropriate level and branch (agency) of the government. CS 23. The federal government uses spending and tax policy to maintain economic stability and foster economic growth. Regulatory actions carry economic costs and benefits. Expectations for Learning: Explain how the federal government uses spending and tax (fiscal) policy to effect changes in the nation s economic conditions. Examine applications of government regulation and determine a cost and benefit of each application. CS 24. The Federal Reserve System uses monetary tools to regulate the nation s money supply and moderate the effects of expansion and contraction in the economy. Expectations for Learning: Explain how the Federal Reserve System uses monetary tools to regulate the nation s money supply and moderate the effects of expansion and contraction in the economy. PROGRESS MONITORING

46 AMERICAN GOVERNMENT GRADE 11 3RD QUARTER INSTRUCTIONAL ALIGNMENT DIGITAL / PRINT TEXT PERFORMANCE TASKS DIFFERENTIATION Holt McDougal, United States Government Chapter 5: Congress: The Legislative Branch (pp ) Chapter 6: The Presidency (pp ) Chapter 7: The Executive Branch At Work (pp ) Chapter 8: The Federal Courts and the Judicial Branch (pp ) Economic Handbook Section 5, R 21 Section 6, R25 Magruder s American Government Chapter 10: Congress (pp ) Chapter 11: Powers of Congress (pp ) Chapter 12: Congress in Action (pp ) Chapter 13: The Presidency (pp ) Chapter 18: The Federal Court System (pp ) ABC-CLIO: American Government: Bureaucracy Bkaschke, Anne. Filibuster. Gershaman, Gary P. Powers Denied Congress. Ville, John R. Powers of the Presidency. Workshop # 14. Have students recognize each of the three branches as they are discussed in the media under various guises (e.g., executive branch presidency, the administration, executive agencies, the White House; legislative branch Congress, House of Representatives, Senate, legislature; judicial branch Supreme Court, federal courts, the judiciary, and appellate courts). Have students prepare a graphic organizer (e.g., chart, diagram, photo display) to represent the powers and responsibilities of the three branches of government. 15. Have students research an impeachment proceeding, a presidential veto or a law that has been overturned by the Supreme Court. Have students describe how each of these actions helped maintain a balance of power in the U.S. government. Have students research the political processes which are addressing a current issue and choose a method to illustrate the interaction between at least two branches of government (e.g., the president delivering a stump speech to raise public demands for congressional action). 21. Developments related to public policy issues can be followed via various news media. 23. Have students research historical examples of government spending or tax policy, such as the Works Progress Administration (WPA), the GI Bill and the George W. Bush administration s tax cuts. A follow-up report should describe how effective each example was in supporting and stimulating the economy. Examples include the WPA and how well it enhanced infrastructure; the GI Bill and how well it educated groups of young people and enabled new homeowners; and the Bush tax cuts and how well they increased consumer spending. 24. Select one of the tools used by the Federal Reserve and then discuss the reasoning behind the use of the tool in a given set of economic conditions, how the particular use of the tool impacts the actions of banks, and the intended result for the particular use of the tool. Strategies for meeting the needs of all learners including gifted students, English Language Learners (ELL) and students with disabilities can be found at Student study buddies will select a supreme case and draw a cartoon strip that illustrates the Supreme Court case chosen. VOCABULARY political party, electorate, precinct, ward, multiparty, chief executive, foreign policy, diplomacy, succession, jurisdiction, plaintiff, precedent, judicial activism ASSESSMENTS ACADEMIC CONNECTIONS SEL: Responsible Decision Making: problem identification; situation analysis; problem-solving; evaluation; reflection; ethical responsibilities FIELD EXPERIENCES ESL 38

47 39 AMERICAN GOVERNMENT GRADE 11 4TH QUARTER SCOPE & SEQUENCE SUGGESTED PACING 40 DAYS Topic: Ohio s State & Local Governments The State of Ohio acts within the framework of the U.S. Constitution and extends powers and functions to local governments CS 18. The Ohio Constitution was drafted in 1851 to address difficulties in governing the state of Ohio. Expectations for Learning: Provide examples of how the 1851 Ohio Constitution addressed difficulties in governing Ohio at that time. CS 19. As a framework for the state, the Ohio Constitution complements the federal structure of government in the United States. Expectations for Learning: Determine how the Ohio Constitution complements the federal structure of government in the United States and compare the structures, powers and relationships between both levels of government as defined in the Constitution of Ohio and the Constitution of the United States. CS 20. Individuals in Ohio have a responsibility to assist state and local governments as they address relevant and often controversial problems that directly affect their communities. Expectations for Learning: Identify and explain roles that Ohio s citizens can play in helping state and local government address problems facing their communities. Financial Literacy Topics Financial Responsibility/Decision Making Income and Careers Planning and Money Management Consumerism Investing Credit/Debt Risk Management and Insurance PROGRESS MONITORING

48 AMERICAN GOVERNMENT GRADE 11 4TH QUARTER INSTRUCTIONAL ALIGNMENT DIGITAL / PRINT TEXT PERFORMANCE TASKS DIFFERENTIATION Holt McDougal, United States Government Chapter 4: Federalism (pp ) Chapter 16: State and Local Government (pp ) Magruder, American Government Chapter 15: Government at Work: The Bureaucracy (pp ) Financial Literacy Programs Note: Teachers will identify and use standards-based curriculum of various financial literacy programs e.g., EverFi Junior Achievement Program Content. The Ohio Center for Law-Related is valuable for its programming. Project Citizen will be invaluable for teaching the new American Government learning standards. Speakers from the Better Business Bureau will visit all American Government Classes. Have students search through recent newspapers or news magazines for articles about their state s governor. Have students write a campaign speech for the governor s re-election campaign. Strategies for meeting the needs of all learners including gifted students, English Language Learners (ELL) and students with disabilities can be found at Assign students who are struggling readers to work as a group to create their own issue.. VOCABULARY Federalism, expressed powers, implied powers, inherent powers, reserved powers, concurrent powers, full faith and credit clause, doctrine of nullification, devolution, fiscal federalism, grants, mandates ASSESSMENTS ACADEMIC CONNECTIONS SEL: Responsible Decision Making: problem identification; situation analysis; problem-solving; evaluation; reflection; ethical responsibility FIELD EXPERIENCES ESL 40

49 TEACHER WORKSHEET ADDITIONAL NOTES ADDITIONAL RESOURCES / FIELD EXPERIENCES ADDITIONAL ASSESSMENTS / ACADEMIC CONNECTIONS

50 STREET LAW TABLE OF CONTENTS Quarter 1 Page 41 Quarter 2 Page 42 Quarter 3 Page 43 Quarter 4 Page 44

51 41 STREET LAW GRADE 11/12 1ST QUARTER SCOPE & SEQUENCE SUGGESTED PACING 40 DAYS HISTORY A: Explains patterns of historical continuity and change by challenging arguments of historical inevitability. B: Use historical interpretations to explain current issues. CITIZENSHIP, RIGHTS& RESPONSIBILITIES A. Evaluate various means for citizens to take action on a particular issue. GOVERNMENT A: Evaluate, take and defend positions about issues concerning the alignment of the characteristics of American democracy with realities in the United States today. B: Explain how the U.S. Constitution has evolved including its philosophical foundations, amendments and court interpretations. C: Analyze how citizens participate in the election process in the United States. PROGRESS MONITORING INSTRUCTIONAL ALIGNMENT DIFFERENTIATION VOCABULARY ASSESSMENTS ACADEMIC CONNECTIONS FIELD EXPERIENCES ADDITIONAL RESOURCES ESL

52 STREET LAW GRADE 11/12 2ND QUARTER SCOPE & SEQUENCE SUGGESTED PACING 40 DAYS HISTORY A: Explains patterns of historical continuity and change by challenging arguments of historical inevitability. B: Use historical interpretations to explain current issues. CITIZENSHIP RIGHTS & RESPONSIBILITIES A: Evaluate various means for citizens to take action on a particular issue. B: Explain how the exercise of a citizen's rights and responsibilities helps to strengthen a democracy. PROGRESS MONITORING PEOPLE IN SOCIETIES B: Identify the causes of political, economic and social oppression and analyze ways individuals, organizations and countries respond to resulting conflicts and planning for the future. GOVERNMENT A: Evaluate, take and defend positions about issues concerning the alignment of the characteristics of American democracy with realities in the United States today. B: Explain how the U.S. Constitution has evolved including its philosophical foundations, amendments and court interpretations. C: Analyze how citizens participate in the election process in the United States. INSTRUCTIONAL ALIGNMENT DIFFERENTIATION VOCABULARY ASSESSMENTS ACADEMIC CONNECTIONS FIELD EXPERIENCES ADDITIONAL RESOURCES ESL 42

53 43 STREET LAW GRADE 11/12 3RD QUARTER SCOPE & SEQUENCE SUGGESTED PACING 40 DAYS HISTORY A: Explains patterns of historical continuity and change by challenging arguments of historical inevitability. B: Use historical interpretations to explain current issues. CITIZENSHIP, RIGHTS& RESPONSIBILITIES A. Evaluate various means for citizens to take action on a particular issue. B: Explain how the exercise of a citizen's rights and responsibilities helps to strengthen a democracy. GOVERNMENT A: Evaluate, take and defend positions about issues concerning the alignment of the characteristics of American democracy with realities in the United States today. B: Explain how the U.S. Constitution has evolved including its philosophical foundations, amendments and court interpretations. C: Analyze how citizens participate in the election process in the United States. PROGRESS MONITORING INSTRUCTIONAL ALIGNMENT DIFFERENTIATION VOCABULARY ASSESSMENTS ACADEMIC CONNECTIONS FIELD EXPERIENCES ADDITIONAL RESOURCES ESL

54 STREET LAW GRADE 11/12 4TH QUARTER SCOPE & SEQUENCE SUGGESTED PACING 40 DAYS HISTORY A: Explains patterns of historical continuity & change by challenging arguments of historical inevitability. B: Use historical interpretations to explain current issues. PEOPLE IN SOCIETIES B: Identify the causes of political, economic and social oppression and analyze ways individuals, organizations and countries respond to resulting conflicts. GOVERNMENT A: Evaluate, take and defend positions about issues concerning the alignment of the characteristics of American democracy with realities in the United States today. B: Explain how the U.S. Constitution has evolved including its philosophical foundations, amendments and court interpretations. C: Analyze how citizens participate in the election process in the United States. PROGRESS MONITORING ECONOMICS A: Analyze how scarcity of productive resources affects supply, demand, inflation and economic choices. B: Identify factors which inhibit or spur economic growth and cause expansions or recessions. C: Explain how voluntary worldwide trade, specialization and interdependence among countries affect standards of living and economic growth. D: Analyze the role of fiscal and regulatory policies in a mixed economy. E: Explain the use of a budget in making personal economic decisions and planning for the future. CITIZENSHIP RIGHTS & RESPONSIBILITIES B: Explain how the exercise of a citizen s rights and responsibilities helps to strengthen a democracy. INSTRUCTIONAL ALIGNMENT DIFFERENTIATION VOCABULARY ASSESSMENTS ACADEMIC CONNECTIONS FIELD EXPERIENCES ADDITIONAL RESOURCES ESL 44

55 TEACHER WORKSHEET ADDITIONAL NOTES ADDITIONAL RESOURCES / FIELD EXPERIENCES ADDITIONAL ASSESSMENTS / ACADEMIC CONNECTIONS

56 PSYCHOLOGY TABLE OF CONTENTS Quarters 1 & 3 Page 45 Quarters 2 & 4 Page 46

57 45 PSYCHOLOGY GRADES 11/12 1ST & 3RD QUARTERS SCOPE & SEQUENCE SUGGESTED PACING 40 DAYS (per quarter) PEOPLE IN SOCIETIES A: Analyze how issues may be viewed differently by various cultural groups. B: Identify the causes of political, economic and social oppression and analyze ways individuals, organizations and countries respond to resulting conflicts. Social Studies Skills and Methods: Obtain and evaluate information from public records and other resources related to a public policy issue; Critique data and information to determine the adequacy of support for conclusions; Develop a research project that identifies the various perspectives on an issue and explain a resolution of that issue; Work in groups to analyze an issue and make decisions. PROGRESS MONITORING INSTRUCTIONAL ALIGNMENT DIFFERENTIATION VOCABULARY ASSESSMENTS ACADEMIC CONNECTIONS FIELD EXPERIENCES ADDITIONAL RESOURCES ESL TEACHER NOTES

58 PSYCHOLOGY GRADES 11/12 2ND & 4TH QUARTERS SCOPE & SEQUENCE SUGGESTED PACING 40 DAYS (per quarter) PEOPLE IN SOCIETIES A: Analyze how issues may be viewed differently by various cultural groups. B: Identify the causes of political, economic and social oppression and analyze ways individuals, organizations and countries respond to resulting conflicts. C: Explain the role of diverse cultural institutions in shaping American society. Social Studies Skills and Methods: Obtain and evaluate information from public records and other resources related to a public policy issue; Critique data and information to determine the adequacy of support for conclusions; Develop a research project that identifies the various perspectives on an issue and explain a resolution of that issue; Work in groups to analyze an issue and make decisions. PROGRESS MONITORING INSTRUCTIONAL ALIGNMENT DIFFERENTIATION VOCABULARY ASSESSMENTS ACADEMIC CONNECTIONS FIELD EXPERIENCES ADDITIONAL RESOURCES ESL 46

59 TEACHER WORKSHEET ADDITIONAL NOTES ADDITIONAL RESOURCES / FIELD EXPERIENCES ADDITIONAL ASSESSMENTS / ACADEMIC CONNECTIONS

60 SOCIOLOGY TABLE OF CONTENTS Quarters 1 or 3 Page 47 Quarters 2 or 4 Page 48

61 47 SOCIOLOGY GRADES 11/12 1ST OR 3RD QUARTERS SCOPE & SEQUENCE SUGGESTED PACING 40 DAYS (per quarter) PEOPLE IN SOCIETIES A: Analyze how issues may be viewed differently by various cultural groups. B: Identify the causes of political, economic and social oppression and analyze ways individuals, organizations and countries respond to resulting conflicts. C: Explain the role of diverse cultural institutions in shaping American society. Social Studies Skills and Methods: Obtain and evaluate information from public records and other resources related to a public policy issue; Critique data and information to determine the adequacy of support for conclusions; Develop a research project that identifies the various perspectives on an issue and explain a resolution of that issue; Work in groups to analyze an issue and make decisions. PROGRESS MONITORING INSTRUCTIONAL ALIGNMENT DIFFERENTIATION VOCABULARY ASSESSMENTS ACADEMIC CONNECTIONS FIELD EXPERIENCES ADDITIONAL RESOURCES ESL

62 SOCIOLOGY GRADES 11/12 2ND OR 4TH QUARTERS SCOPE & SEQUENCE SUGGESTED PACING 40 DAYS (per quarter) PEOPLE IN SOCIETIES A: Analyze how issues may be viewed differently by various cultural groups. B: Identify the causes of political, economic and social oppression and analyze ways individuals, organizations and countries respond to resulting conflicts. GOVERNMENT A. Evaluate, take and defend positions about issues concerning the alignment of the characteristics of American democracy with realities in the United States today. PROGRESS MONITORING ECONOMICS A. Analyze how scarcity of productive resources affects supply, demand, inflation and economic choices. B. Identify factors which inhibit or spur economic growth and cause expansions or recessions. C. Explain how voluntary worldwide trade, specialization, and interdependence among countries effect standard of living and economic growth. INSTRUCTIONAL ALIGNMENT DIFFERENTIATION VOCABULARY ASSESSMENTS ACADEMIC CONNECTIONS FIELD EXPERIENCES ADDITIONAL RESOURCES ESL 48

63 TEACHER WORKSHEET ADDITIONAL NOTES ADDITIONAL RESOURCES / FIELD EXPERIENCES ADDITIONAL ASSESSMENTS / ACADEMIC CONNECTIONS

64 AFRICAN AMERICAN HISTORY TABLE OF CONTENTS Quarter 1 Page 49 Quarter 2 Page 50 Quarter 3 Page 51 Quarter 4 Page 52

65 49 AFRICAN AMERICAN HISTORY GRADES 11/12 1ST QUARTER SCOPE & SEQUENCE SUGGESTED PACING 40 DAYS HISTORY A: Explains patterns of historical continuity and change by challenging arguments of historical inevitability. (early) 8.D: Describe the effects of interactions among civilizations during the 14 th through the 18 th centuries (late) 8.F: Explain the political and economic challenges faced by the United States after the Revolutionary War & the actions that resulted in the adoption of the U.S. Constitution. PEOPLE IN SOCIETIES A: Analyze how issues may be viewed differently by various cultural groups. B: Identify the causes of political, economic and social oppression and analyze ways individuals, organizations and countries respond to resulting conflicts. 8.B: Analyze examples of interactions between cultural groups and explain the factors that contribute to cooperation and conflict. (early) 8.C: Explain how contact between different cultures impacts the diffusion of belief systems, art, science, technology, language and forms of government. PROGRESS MONITORING GEOGRAPHY A: Explain how the character and meaning of a place reflect a society's economics, politics, social values, ideology and culture. B: Evaluate the consequences of geographic and environmental changes resulting from governmental policies and human modifications to the physical environment. ECONOMICS A: Analyze how scarcity of productive resources affects supply, demand, inflation and economic choices. B: Identify factors which inhibit or spur economic growth and cause expansions or recessions. C: Explain how voluntary worldwide trade, specialization and interdependence among countries affect standards of living and economic growth. CITIZENSHIP RIGHTS & RESPONSIBILITIES 8.A: Show the relationship between civic participation and attainment of civic and public goals. INSTRUCTIONAL ALIGNMENT DIFFERENTIATION VOCABULARY ASSESSMENTS ACADEMIC CONNECTIONS FIELD EXPERIENCES ADDITIONAL RESOURCES ESL

66 AFRICAN AMERICAN HISTORY GRADES 11/12 2ND QUARTER SCOPE & SEQUENCE SUGGESTED PACING 40 DAYS HISTORY A: Explains patterns of historical continuity and change by challenging arguments of historical inevitability. (late) 8.G: Analyze the causes and consequences of the American Civil War. PEOPLE IN SOCIETIES C: Explain the role of diverse cultural institutions in shaping American society. 8.A: Compare cultural practices, products and perspectives of past civilizations in order to understand commonality & diversity of cultures. 8.C: Explain how contact between different cultures impacts the diffusion of belief systems, art, science, technology, language and forms of government. ECONOMICS A: Analyze how scarcity of productive resources affects supply, demand, inflation and economic choices. B: Identify factors which inhibit or spur economic growth and cause expansions or recessions. C: Explain how voluntary worldwide trade, specialization and interdependence among countries affect standards of living and economic growth. GEOGRAPHY A: Explain how the character and meaning of a place reflect a society's economics, politics, social values, ideology and culture. B: Evaluate the consequences of geographic and environmental changes resulting from governmental policies and human modifications to the physical environment. (early) 8.C: Explain how the environment influences the way people live in different places and the consequences of modifying the environment. GOVERNMENT B: Explain how the U.S. Constitution has evolved including its philosophical foundations, amendments and court interpretations. 8.C: Explain how the environment influences the way people live in different places and the consequences of modifying the environment. CITIZENSHIP RIGHTS & RESPONSIBILITIES B: Explain how the exercise of a citizen's rights and responsibilities helps to strengthen a democracy. 8.B: Identify historical origins that influenced the rights U.S. citizens have today. PROGRESS MONITORING INSTRUCTIONAL ALIGNMENT DIFFERENTIATION VOCABULARY ASSESSMENTS ACADEMIC CONNECTIONS FIELD EXPERIENCES ADDITIONAL RESOURCES ESL 50

67 51 AFRICAN AMERICAN HISTORY GRADES 11/12 3RD QUARTER SCOPE & SEQUENCE SUGGESTED PACING 40 DAYS HISTORY (early) 8.B: Explain the social, political and economic effects of industrialization. (early) B: Use historical interpretations to explain current issues. (late) C: Explain the social, political and economic effects of industrialization. (late) F: Identify major historical patterns in the domestic affairs of the United States during the 20 th century and explain their significance. PEOPLE IN SOCIETIES B: Analyze the consequences of oppression, discrimination and conflict between cultures. C: Analyze the ways that contact between people of different cultures result in exchanges of cultural practices. GEOGRAPHY A: Explain how the character and meaning of a place reflect a society's economics, politics, social values, ideology and culture. B: Evaluate the consequences of geographic & environmental changes resulting from governmental policies & human modifications to the physical environment. PROGRESS MONITORING ECONOMICS A: Analyze how scarcity of productive resources affects supply, demand, inflation and economic choices. B: Identify factors which inhibit or spur economic growth and cause expansions or recessions. C: Explain how voluntary worldwide trade, specialization & inter-dependence among countries affect standards of living & economic growth. GOVERNMENT A: Evaluate, take & defend positions about issues concerning the alignment of the characteristics of American democracy with realities in the United States today. B: Explain how the U.S. Constitution has evolved including its philosophical foundations, amendments and court interpretations. CITIZENSHIP RIGHTS & RESPONSIBILITIES A: Evaluate various means for citizens to take action on a particular issue. B: Explain how the exercise of a citizen's rights and responsibilities helps to strengthen a democracy. INSTRUCTIONAL ALIGNMENT DIFFERENTIATION VOCABULARY ASSESSMENTS ACADEMIC CONNECTIONS FIELD EXPERIENCES ADDITIONAL RESOURCES ESL

68 AFRICAN AMERICAN HISTORY GRADES 11/12 4TH QUARTER SCOPE & SEQUENCE SUGGESTED PACING 40 DAYS HISTORY A: Explains patterns of historical continuity and change by challenging arguments of historical inevitability. B: Use historical interpretations to explain current issues. (early) F. Identify major historical patterns in the domestic affairs of the United States during the 20 th century and explain their significance. PEOPLE IN SOCIETIES (early) A. Analyze how issues may be viewed differently by various cultural groups. C: Explain role of diverse cultural institutions in shaping American society. GEOGRAPHY A: Explain how the character and meaning of a place reflect a society's economics, politics, social values, ideology and culture. B: Evaluate the consequences of geographic & environmental changes resulting from governmental policies & human modifications to the physical environment. PROGRESS MONITORING ECONOMICS A: Analyze how scarcity of productive resources affects supply, demand, inflation and economic choices. B: Identify factors which inhibit or spur economic growth and cause expansions or recessions. GOVERNMENT A: Evaluate, take & defend positions about issues concerning the alignment of the characteristics of American democracy with realities in the United States today. B: Explain how the U.S. Constitution has evolved including its philosophical foundations, amendments and court interpretations. C: Analyze how citizens participate in the election process in the United States. CITIZENSHIP RIGHTS & RESPONSIBILITIES A: Evaluate various means for citizens to take action on a particular issue. B: Explain how the exercise of a citizen's rights and responsibilities helps to strengthen a democracy. INSTRUCTIONAL ALIGNMENT DIFFERENTIATION VOCABULARY ASSESSMENTS ACADEMIC CONNECTIONS FIELD EXPERIENCES ADDITIONAL RESOURCES ESL 52

69 TEACHER WORKSHEET ADDITIONAL NOTES ADDITIONAL RESOURCES / FIELD EXPERIENCES ADDITIONAL ASSESSMENTS / ACADEMIC CONNECTIONS

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