Guilford Public Schools

Transcription

1 Guilford Public Schools Social Studies Curriculum K-12 Approved by the Guilford Board of Education September 12, 2016

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3 Table of Contents Introduction, Guiding Principles and Overview...4 Social Studies Curriculum Units of Study... 6 Kindergarten...10 Grade 1 22 Grade 2 34 Grade 3 46 Grade 4 60 Grade 5 70 Grade 6 82 Grade 7 94 Grade Modern World History I Civics and Government Modern World History II United States History 1877-Present..154 Additional Resources A complete copy can be found on the Guilford Public Schools web site 2

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5 Introduction In January 2016, a committee of K-12 social studies teachers convened to review and revise the social studies curriculum. The committee used the Connecticut Elementary and Secondary Social Studies Frameworks, the Connecticut Core Standards, and the College, Career, & Civic Life (C3) for Social Studies State Standards as its guides. Social studies is about making and supporting arguments and using sources thoughtfully, and students need a range of outlets and opportunities to try out and revise their conclusions. In order to meet this expectation, students need the opportunity to be engaged in an inquiry-based model. The dimensions of inquiry include developing questions, applying disciplinary concepts, and evaluating sources that lead students to communicate conclusions and take informed action. The document supports teachers in understanding the content and pedagogy of social studies instruction and reflects the guiding principles for Social Studies established by the committee to align with the mission and vision of Guilford Public Schools. The National Council for the Social Studies defines social studies as the integrated study of the social sciences and humanities to promote civic competence. Within the school program, social studies provides coordinated, systematic study drawing upon such disciplines as anthropology, archaeology, economics, geography, history, law, philosophy, political science, psychology, religion, and sociology, as well as appropriate content from the humanities, mathematics, and natural sciences. The primary purpose of social studies is to help young people develop the ability to make informed and reasoned decisions for the public good as citizens of a culturally diverse, democratic society in an interdependent world. Guiding Principles The following guiding principles should be considered to engage all students in a rigorous, authentic, student centered learning environment that fosters social understanding and civic efficacy in multicultural, national, and global societies: Effective social studies instruction empowers students to comprehend, appreciate, and participate in a diverse, complex, global society. Student-centered classrooms prepare students for the world of work by fostering independence and cooperative problem solving that deepens cognitive and interpersonal development. As students internalize the habits of mind from social studies dimensions, they will transfer these skills across content areas. Students develop historical habits of mind through which they question, acquire, categorize evidence, develop hypotheses, formulate conclusions, and take informed action. Students as social scientists strive to be fair and impartial as they analyze and evaluate primary and secondary documents from multiple and multicultural perspectives. Through inquiry, students extend their knowledge of civic responsibility, promote responsible active citizenship and evaluate different perspectives through open expressions of ideas. Students will use effective communication skills to structure and articulate their opinions and defend their claims. Social studies should be meaningful to learners and relevant to their live 4

6 Overview The curriculum guide is divided into three sections. Section One consists of a K-12 grade-by-grade chart delineating the topics and content focus for each grade. The content focus of each grade was guided by the Connecticut Social Studies Framework document, the College, Career, and Civic Life (C3) Framework, and the Connecticut Core Standards (CCS). Section Two contains the grades K-8 and high school courses (Civics, World History, and United States History) curricula. On each page will be a theme which is the focus for a particular grade level or the descriptive narrative of a high school course syllabus. The primary discipline are the four disciplines within the social studies (History, Geography, Government and Economics). The category explains the different aspects of content within the primary discipline. The essential questions help guide the teaching and learning on the big ideas, or concepts of the grade level or course. Content elaborations are statements that help clarify the category and essential question to help make them more easily understood and taught. Expectations for learning are statements that specify what students should know and be able to do; these can provide guidance for how students may be assessed. Instructional approaches are various approaches that can be used to effectively deliver instruction. Section Three is a list of possible resources to support the curriculum. Resources may include reference to websites providing primary sources, sample lesson plans, or other teacher materials. The guide reflects a specific, conscious decision not to produce fully developed and comprehensive lessons or units. However, teachers will find direction within each grade level document around the key components of instructional design the theme, content elaborations, expectations for learning and instructional approaches for social studies. Teachers will use these components to add and/or modify tasks to existing inquiries based on their particular students needs. Civic engagement is one of the most essential tasks of social studies education. The committee believes that the key components are part of an ongoing process of learning and applying a diverse set of skills needed to help students understand the present and develop civic responsibility. The expectation is that students will participate in foundational and inquiry literacies as well as disciplinary literacies. These disciplinary literacies are the specific literacy skills students need to understand, create, and communicate their knowledge. The Guilford Public Schools teachers who were members of the curriculum review committee are: Christine Cody, Kindergarten Teacher, Melissa Jones Elementary School Erin Tuttle, Grade 3 Teacher, Calvin Leete Elementary School John Montanaro, Grade 5 Social Studies Teacher, Baldwin Middle School Melissa Elliott, Grade 7 Social Studies Teacher, Adams Middle School Rita Cote, Library/Media Specialist, Adams Middle School Ralph Russo, Social Studies Department Chairperson, Guilford High School Jim Powers, Social Studies Teacher, Guilford High School Stacy Ewings, Ed.D., Literacy Coach, Guilford Public Schools Anne Keene, Ed.D., Associate Superintendent, Guilford Public Schools 5

7 Guilford Public Schools Social Studies Curriculum Units of Study K 4 K Topic A Child s Place in Time and Space Families Now and Long Ago, Near and Far People Working Together Connecticut in the United States Communities: Past and Present, Near and Far Content Concepts of the world beyond classrooms and communities Culture, heritage and democratic principles, built upon the foundation of the classroom experience Roles and responsibilities for actions and decision making Family traditions, customs, and celebrations Family background and personal artifacts How families lived long ago how they live in other cultures Spatial organization of the world Principles of government and students roles as citizens Jobs today and long ago Texts and artifacts as clues to the past Diverse cultures and individuals roles as citizens Early development of Connecticut and the United States History, geography, government and economy of the state and nation Indigenous Connecticut cultures, early American life, the concept of democracy, and the development and growth of Connecticut and the United States How ideas and events from the past have shaped Connecticut and the United States today Change of communities over time Comparisons of communities in other places Local history comes alive through the use of artifacts and documents How communities are governed Organization of the local economy 6

8 Guilford Public Schools Social Studies Curriculum Units of Study Topic Content Early U.S Studies The earliest settlements in North America, Colonial United States History, and the American Revolution Overview of U.S. Constitution and the foundational concept of early government Exploration as it relates to the development of the colonies Regions and People of the Western Hemisphere The Americas Geographic features, selected points of history, cultural development and economic change Early inhabitants of the Americas, European exploration, and the impact of colonization Contemporary regional characteristics of the Americas, the movement of people, products and ideas, and cultural diversity Relationship between markets and available resources Regions and People of the Eastern Hemisphere Africa, Asia, and Europe Geographic features, selected points of history, cultural development and economic change Development of river civilizations in Africa and Asia, including their governments, cultures and economic systems Contemporary regional characteristics of the Eastern Hemisphere, the movement of people, products and ideas, and cultural diversity Role of consumers and the interaction of markets, resources and competition U.S. Studies from the Constitutional Era through Reconstruction Impact of Westward expansion including the role of women and minorities Long term and short term reasons for the Civil War Economic growth in Connecticut in the 19th century and ways that Connecticut contributed to the growth and expansion of the nation Reconstruction Era: Success or Failure? Settlement patterns of people who immigrated to the U.S. or migrated within the country Analysis of the U.S. Constitution 7

9 Content Modern World History I Revolutions in Thought Industrial Revolution Revolutions of the Americas Russian Revolution Global Imperialism National Modernization (e.g., Japan, Ottoman Empire, Egypt) Global Conflicts World War I Totalitarianism World War II The Holocaust Guilford Public Schools Social Studies Curriculum Units of Study 9 12 Civics and Government Structure and Function of Local, State, National, and International Governments Law-Making Process The Media and Public Interest Groups Elections, Voting, Voter Behaviors Political Parties International Relations Modern World History II The Cold War Communist China Decolonization, Democratization, and the Legacy of Imperialism End of the Cold War Conflicts in the Middle East Struggle for human rights, equality, social justice, and the impact of Global terrorism Globalization The Information Age United States History (1877-Present) Westward Expansion Industrialization and Progressivism The Guilded Age The Rise of Labor Suffrage and Civil Rights Movements Imperialism and U.S. Foreign Policy The Roaring 20 s and the Great Depression Global Wars The Cold War Contemporary Domestic and Global Issues and Challenges (1970 s Present) 8

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11 Kindergarten A Child s Place in Time and Space History Civics Economics Geography Change, Continuity, and Context Civics and Political Institutions Economic Decision- Making Geographic Representations: Spatial Views of the World Perspectives Participation and Deliberation: Applying Civic Virtues and Democratic Principles Human-Enviroment Interaction: Place, Regions, and Culture Historical Sources and Evidence Process, Rules, and Laws Causation and Argumentation 10

12 Theme A Child s Place In Time and Space Kindergarten History Change, Continuity, and Context Chronological reasoning requires understanding processes of change and continuity over time, which means assessing similarities and differences between historical periods and between the past and present. It also involves coming to understand how a change in one area of life relates to a change in other areas, thus bringing together political, economic, intellectual, social, cultural, and other factors. Understanding the interrelation of patterns of change requires evaluating the context within which events unfolded in order not to view events in isolation, and to be able to assess the significance of specific individuals, groups, and developments. How can we understand time chronologically? Children use chronological vocabulary to distinguish broad categories of time such as long ago, yesterday, today and tomorrow. These early skills are foundational to an understanding of chronological order and timeline. As children begin developing a sense of time, they can practice talking about their own personal life history (e.g., birth, toddler and preschool). At this level, children begin to share their personal histories by talking and through other representations and play. When examining artifacts and/or photographs, model correct use of chronological vocabulary. Students create a timeline of at least 3 personal events (day born, first birthday, first day of school, t-ball, etc.) Use calendars to show the passage of days of the week and months and to schedule and plan for events, keep track of important dates, and create a classroom history. Study characters in literature who are growing and learning (Peter s Chair, by Ezra Jack Keats, Owen, by Kevin Henkes and Geraldine s Blanket, by Holly Keller) by producing a book containing pictures and writing. Children make a book about themselves at different ages using photos, drawings and writing samples. Students should embed the language of time in their books (e.g., yesterday, before, soon). Use chronological vocabulary correctly. Communicate personal history through stories and pictures. 11

13 Theme A Child s Place in Time and Space Kindergarten History Perspectives History is interpretive. Even if they are eyewitnesses, people construct different accounts of the same event, which are shaped by their perspectives their ideas, attitudes, and beliefs. Historical understanding requires recognizing this multiplicity of points of view in the past, which makes it important to seek out a range of sources on any historical question rather than simply use those that are easiest to find. It also requires recognizing that perspectives change over time, so that historical understanding requires developing a sense of empathy with people in the past whose perspectives might be very different from those of today. How are families unique? Heritage includes the ideas and events from the past that have shaped the world as it is today. Evidence of heritage is revealed through the arts, customs, traditions, family celebrations and language of a group of people. Children have opportunities to share family customs, traditions and celebrations to develop cultural awareness. Explore the art, music and dance of other cultures represented in the classroom (collaborate with the special area teachers). Create a visual about their family traditions and share with the class. Heritage dolls-create a paper doll representing their heritage and in small groups share what they have learned about their heritage. Children can talk about the significance of family celebrations and talk about why they are important. Discuss art, customs, traditions, family celebrations and language that reflect cultural heritage. 12

14 Theme A Child s Place in Time and Space Kindergarten History Historical Sources and Evidence Historical inquiry is based on materials left from the past that can be studied and analyzed. Such materials, referred to as historical sources or primary sources, include written documents, but also objects, artistic works, oral accounts, landscapes that humans have modified. These sources become evidence once they are selected to answer a historical question, a process that involves taking into account features of the source itself, such as its maker or date. The selection process also requires paying attention to the wider historical context in order to choose sources that are relevant and credible. Examining sources often leads to further questions as well as answers in a spiraling process of inquiry. How is your family unique? Heritage includes the ideas and events from the past that have shaped the world as it is today. Evidence of heritage is revealed through the arts, customs, traditions, family celebrations and language of a group of people. Children have opportunities to share family customs, traditions and celebrations to develop cultural awareness. Have partners compare ways that their families are similar and different from each other. Through drawing, writing, and dictation students can give examples of customs, traditions, or celebrations and explain why they are important. Have students bring in an object that represents something special they do with their family. Children can talk about the significance of family celebrations and talk about why they are important. Discuss art, customs, traditions, family celebrations and language that reflect cultural heritage. 13

15 Theme A Child s Place in Time and Space Kindergarten History Causation and Argumentation Historical thinking involves using evidence and reasoning to draw conclusions about probable causes and effects, recognizing that these are multiple and complex. It requires understanding that the outcome of any historical event may not be what those who engaged in it intended or predicted, so that chains of cause and effect in the past are unexpected and contingent, not pre-determined. Along with claims about causes and effects, historical arguments can also address issues of change over time, the relevance of sources, the perspectives of those involved, and many other topics, but must be based on evidence that is used in a critical, coherent, and logical manner. How can we show respectful citizenship? The student can recognize the American flag as a symbol of the United States and saying the Pledge of Allegiance and singing the National Anthem as practices of the United States. Kindergarten children learn what it means to be a citizen of the United States and how a citizen shows respect for the nation. Children begin to recognize the symbols of the United States and understand that nations are represented by symbols and practices. The American flag is the most commonly recognized symbol. Children also begin to learn about traditional practices of citizenship, like reciting the Pledge of Allegiance and singing the National Anthem. The student can explain what a symbol is, what it means to be a citizen and how to show respect for the nation. A caller, the teacher or a student, calls out a U.S. symbol. Students pick out the correct answer from cards with various symbols on them that have been passed out. All players may have all of the symbols or this strategy can be more like bingo where players have a subset of cards. The I have.who has.game can be used to practice symbols of the United States. Choose a list of symbols and fill them out on blank cards. The last card filled out must have the first word used for the who has? Hand out a card to each student. The first student reads their card aloud: I have who has? the student with that card answers the question. Every card is connected to a card before and a card after it. Music Connections: Students sing and explain lyrics of a patriotic song. 14

16 Theme A Child s Place in Time and Space Kindergarten Civics Civics and Political Institutions Civic participation embraces the ideal that an individual actively engages in his or her community, state or nation for the common good. Students need to practice effective communication skills including negotiation, compromise and collaboration. Skills in accessing and analyzing information are essential for citizens in a democracy. How can we be a good citizen? Each person in the home, school and community has responsibilities. When individuals share these responsibilities, group goals are more easily accomplished. For example, children can share responsibilities to take care of classroom gardens, libraries, or other features of the classroom. Initiate a group learning project and establish individual and shared responsibilities to accomplish a common goal. Model record keeping for classroom chores including types and frequency. Optional: Have students create record for home chores. Read aloud Houses and Homes by Ann Morris and discuss how each type of home would require different responsibilities. Identify responsibilities at home and in the school and community and describe how individuals share those responsibilities to achieve common goals. 15

17 Theme A Child s Place in Time and Space Kindergarten Civics Participation and Deliberation: Applying Civic Virtues and Democratic Principles Civics teaches the principles such as adherence to the social contract, consent of the governed, limited government, legitimate authority, federalism, and separation of powers that are meant to guide official institutions such as legislatures, courts, and government agencies. It also teaches the virtues such as honesty, mutual respect, cooperation, and attentiveness to multiple perspectives that citizens should use when they interact with each other on public matters. Principles such as equality, freedom, liberty, respect for individual rights, and deliberation apply to both official institutions and informal interactions among citizens. Learning these virtues and principles requires obtaining factual knowledge of written provisions found in important texts such as the founding documents of the United States. It also means coming to understand the diverse arguments that have been made about these documents and their meanings. Finally, students understand virtues and principles by applying and reflecting on them through actual civic engagement their own and that of other people from the past and present. How can we be good citizens? The student can identify responsibilities at home and in the school and community and describe how individuals share those responsibilities to achieve common goals. Each person in the home, school and community has responsibilities. When individuals share these responsibilities, group goals are more easily accomplished. Identify responsibilities at home, at school, and in the community. Initiate a learning project and establish individual and shared responsibilities to accomplish a common goal. Organize the classroom to represent the larger community with various career-based learning centers (e.g., reading center: communications; toy animals: animal care; kitchen: agriculture or hospitality; dress-up: textiles or retail; toy cars: automotive). Students will role play, recognizing their responsibilities within each center as those of the respective career fields. Lead a discussion with students in which they will identify the careers they experienced. Show pictures of different responsibilities; have students chart the pictures into the correct column on the t-chart (home or school). 16

18 Theme A Child s Place in Time and Space Kindergarten Civics Process, Rules, and Laws Rules play an important role in guiding behavior and establishing order in families, classrooms and organizations. Laws are enacted by governments to perform similar functions. Why are rules important? Authority figures such as parents, principals, teachers and police officers use rules for particular settings. Rules are established to provide order, security and safety. The class comes up with classroom norms/rules as a group and discusses the purposes of each one and why it is important. Discuss how the classroom would operate without any norms/rules. Make posters about norms/rules and hang in the school. Explain the purpose for rules at home and in the school and community. Have a police officer come to classroom and explain the importance of rules and laws. Read aloud books, such as Officer Buckle & Gloria by Peggy Rathmann, that demonstrate the positives of following rules and what can happen when rules aren t followed. In small groups, create a game with at least 3 rules. Students teach the game to their classmates, being sure to follow the rules. (could be adapted for PE or recess) 17

19 Theme A Child s Place in Time and Space Kindergarten Economics Economic Decision-Making People make decisions about how to use scarce resources to maximize the well-being of individuals and society. Economic decision making involves setting goals and identifying the resources available to achieve those goals. Alternative ways to use the resources are investigated in terms of their advantages and disadvantages. Since most choices involve a little more of one thing and a little less of something else, economic decision making includes weighing the additional benefit of an action against the additional cost. Investigating the incentives that motivate people is an essential part of analyzing economic decision making. Why is it important to make good choices? People make decisions every day to satisfy their wants. Others are influenced in some way by every decision that is made. Explain how a decision about an individual want can impact others. Use classroom projects and experiences as opportunities to engage children in decision making about satisfying wants and how those decisions impact others. For example, if one student playing in the block corner decides to use all of the triangles, no one else can use them. Create shopping experience (grocery store, clothing store, tag sale) using tickets as currency. Students are given a set amount of tickets and will make decisions about what to purchase. Students will explain why they made the decisions they did. 18

20 Theme A Child s Place in Time and Space Kindergarten Geography Geographic Representations: Spatial Views of the World Spatial thinking examines the relationships among people, places and environments by mapping and graphing geographic data. Geographic data are compiled, organized, stored and made visible using traditional and geospatial technologies. Children need to be able to access, read, interpret and create maps and other geographic representations as tools of analysis. How can understanding physical features help you describe your surroundings? A foundational concept for spatial thinking is relative location (the location of a place relative to other places). Children can describe the relative location of familiar places such as where their home is relative to the location of the school, playground, hospital, grocery store, etc. Terms related to direction and distance include up/down, over/under, here/there, front/back, behind/in front of. Children also should be able to use symbols such as letters, numbers, logos, street signs and addresses as well as landmarks like hospitals, schools, fire departments, etc., to talk about relative location. Building on the concept of relative location, children begin to understand that familiar places can be described using models and maps. Instructional Strategies Take students on a walk and incorporate directional vocabulary. Using a pictorial map or drawing of the community, play I Spy. Provide children with directional clues to find an item or building on the map. (e.g., I spy a building behind the post office.) Children can practice making models and maps of places like the classroom, the school, the playground, their home, their room or another familiar place. Use a variety of materials to engage children in creating models or maps of their classroom, playground or other significant place of interest. Encourage children to describe the place and its significance to them. Explore a pictorial view of a neighborhood and a simple map of the same neighborhood. Have children locate a particular building or feature on the pictorial map and find its corresponding location on the other map. Use unit blocks to construct a model that represents places within the community. Describe the relative location of a familiar place using appropriate terms. 19

21 Theme Families Now and Long Ago, Near and Far Kindergarten Geography Human-Environment Interaction: Places, Regions, and Cultures Human-environment interactions are essential aspects of human life in all societies and they occur at local-to-global scales. Culture influences the locations and the types of interactions that occur. Earth s human systems and physical systems are in constant interaction and have reciprocal influences flowing among them. These interactions result in a variety of spatial patterns that require careful observation, investigation, analysis, and explanation. How can your basic needs be met? Food, clothing and shelter are basic needs for humans. The physical environment provides resources to meet those needs. Humans impact the physical environment when they use those resources. Individuals have unique characteristics (e.g., hair and eye color, stature, language, skin color). These same characteristics can be used to establish groups of people that share a particular characteristic. Instructional Strategies Engage children in intentional conversations to identify and define natural resources and their importance in children s daily lives. Have children identify natural resources such as water, trees (lumber used to build our homes), soil and sunlight. Children stand in a circle facing each other. Call out various characteristics that are unchanging (e.g., everyone with blue eyes) and some that change (e.g., everyone wearing sandals). Help the children notice that they have membership in multiple groups. Individuals can be members of more than one group (e.g., brown eyes, short stature, language spoken and skin color groups). Identify natural resources that are used in the children s daily lives. Identify ways that individuals in the family, school and community are unique and ways that they are the same. 20

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23 First Grade Families Long Ago, Near and Far History Civics Economics Geography Change, Continuity, and Context Civics and Political Institutions Economic Decision- Making Geographic Representations: Spatial Views of the World Perspectives Participation and Deliberation: Applying Civic Virtues and Democratic Principles Exchange and Markets Human-Enviroment Interaction: Place, Regions, and Culture Historical Sources and Evidence Process, Rules, and Laws Causation and Argumentation 22

24 Theme Families Now and Long Ago, Near and Far Grade 1 History Change, Continuity, and Context Chronological reasoning requires understanding processes of change and continuity over time, which means assessing similarities and differences between historical periods and between the past and present. It also involves coming to understand how a change in one area of life relates to a change in other areas, thus bringing together political, economic, intellectual, social, cultural, and other factors. Understanding the interrelation of patterns of change requires evaluating the context within which events unfolded in order not to view events in isolation, and to be able to assess the significance of specific individuals, groups, and developments. How have I grown and changed over time? Children build conceptually toward an understanding of chronological order, which is introduced in grade two. Children distinguish between the past, present and future as they talk about events from their own daily lives. Children begin to use vocabulary that supports their understanding of the divisions of time such as months of the year, past, present and future. Create a classroom calendar where children can record basic weather observations. Refer to the calendar while comparing the weather of different months and seasons and integrate vocabulary from the content statement during discussions. Draw and illustrate a personal timeline representing each year of his/her life. Students show through pictures and words the future illustrating things they hope to do. Use vocabulary correctly to distinguish categories of time. 23

25 Theme Families Now and Long Ago, Near and Far Grade 1 History Perspectives History is interpretive. Even if they are eyewitnesses, people construct different accounts of the same event, which are shaped by their perspectives their ideas, attitudes, and beliefs. Historical understanding requires recognizing this multiplicity of points of view in the past, which makes it important to seek out a range of sources on any historical question rather than simply use those that are easiest to find. It also requires recognizing that perspectives change over time, so that historical understanding requires developing a sense of empathy with people in the past whose perspectives might be very different from those of today. How have our lives changed over time? Photographs, letters, artifacts and books provide children a first opportunity to interpret primary sources. sources are records of events as they are first described, usually by witnesses or by people who were involved in the event. At this level, children begin to talk about family photographs, letters, artifacts and books to learn about their past, if these resources are available. Share artifacts such as baby books, photographs, letters and newspaper clippings with the class. The teacher guides student examination of the artifacts by asking questions such as: What do we understand about the past from this photograph? Focus on topics such as clothing, architecture, modes of transportation, etc. Provide children with various pictures of food, clothing and shelter from the past and present. Ask students to sort the pictures into then and now groups. Once students have had a chance to compare the then and now examples, ask them to describe how the basic need for food, clothing and shelter have changed over time. Use photographs, letters, artifacts and books to communicate information and draw conclusions about the past. 24

26 Theme Families Now and Long Ago, Near and Far Grade 1 History Historical Sources and Evidence Historical inquiry is based on materials left from the past that can be studied and analyzed. Such materials, referred to as historical sources or primary sources, include written documents, but also objects, artistic works, oral accounts, landscapes that humans have modified. These sources become evidence once they are selected to answer a historical question, a process that involves taking into account features of the source itself, such as its maker or date. The selection process also requires paying attention to the wider historical context in order to choose sources that are relevant and credible. Examining sources often leads to further questions as well as answers in a spiraling process of inquiry. Why is it important to ask questions about the past? Historical thinkers ask questions to guide investigations of people, places, and events in the past. Individuals identify historical information in stories, photographs, buildings, and documents in their immediate surroundings such as movies, books, poems, paintings and other forms of art. The asking of questions about the past helps to understand the present and plan for the future. For example, newspaper reporters investigate the history of a topic in order to write a well-rounded piece. Students will be able to ask questions about the past. s to include but not limited to: What did? Where? When did? Which did? Who did? Why did? How did? Students can identify information from narrative stories that answer questions about the past and add to our collective memory and history. Discuss how student s families remember important events. Discuss where they would go to find out important information in the community and what types of information they could get from these places (e.g., photos, letters, newspapers) Ask questions such as: Why do you think that? Is that true for all cases? I wonder why.how do you know? Interview a parent or a grandparent recording some responses to questions about their lives in the past and now in the present. Literature connection: Who was, What was series books (Penguin Books). Read and compare ideas in text as a whole group. 25

27 Theme Families Now and Long Ago, Near and Far Grade 1 History Causation and Argumentation Historical thinking involves using evidence and reasoning to draw conclusions about probable causes and effects, recognizing that these are multiple and complex. It requires understanding that the outcome of any historical event may not be what those who engaged in it intended or predicted, so that chains of cause and effect in the past are unexpected and contingent, not pre-determined. Along with claims about causes and effects, historical arguments can also address issues of change over time, the relevance of sources, the perspectives of those involved, and many other topics, but must be based on evidence that is used in a critical, coherent, and logical manner. How are our basic needs met? Humans need food, clothing and shelter to survive. While the basic needs have not changed over time, the way humans meet those needs has changed. For example, in the past, people worked to provide their family with food, clothing and shelter; they worked to survive. Family members today work at jobs where they earn money to purchase basic needs. Display pictures of places where families may trade for things to meet their basic needs. Have students describe in writing how that place can provide their need. Read a book like Sarah Morton s Day by Kate Waters and have students compare how needs were met in the past versus how they are met today. Compare the way families met basic needs in the past with the way they are met today. 26

28 Theme Families Now and Long Ago, Near and Far Grade 1 Civics Civics and Political Institutions Civic participation embraces the ideal that an individual actively engages in his or her community, state or nation for the common good. Students need to practice effective communication skills including negotiation, compromise and collaboration. Skills in accessing and analyzing information are essential for citizens in a democracy. How do our actions affect others? Children learn that individuals accept personal responsibility for their actions. Demonstrate accountability for personal actions. Explore books and identify a character who has a consequence as a result of an action. Role-play scenarios of children doing something and then accepting consequences. Read Alice and Greta by Steven J. Simmons or other books with similar themes. Have students make a T-chart of the good and bad choices and consequences in the story. Have students explain their decisions. Give children scenarios of different choices. Ask them if the choice is good or bad and what the consequence of the choice could be. 27

29 Theme Families Now and Long Ago, Near and Far Grade 1 Civics Participation and Deliberation: Applying Civic Virtues and Democratic Principles Civics teaches the principles such as adherence to the social contract, consent of the governed, limited government, legitimate authority, federalism, and separation of powers that are meant to guide official institutions such as legislatures, courts, and government agencies. It also teaches the virtues such as honesty, mutual respect, cooperation, and attentiveness to multiple perspectives that citizens should use when they interact with each other on public matters. Principles such as equality, freedom, liberty, respect for individual rights, and deliberation apply to both official institutions and informal interactions among citizens. Learning these virtues and principles requires obtaining factual knowledge of written provisions found in important texts such as the founding documents of the United States. It also means coming to understand the diverse arguments that have been made about these documents and their meanings. Finally, students understand virtues and principles by applying and reflecting on them through actual civic engagement their own and that of other people from the past and present. Why is it important to be a good citizen? As children work and play collaboratively, they understand the importance of fair play, good sportsmanship, respect for the rights and opinions of others, and the idea of treating others the way they want to be treated. This builds to an understanding of perspective and concern for the common good in later grades. Collaborate in a way that demonstrates respect for the rights and opinions of others. Brainstorm behaviors that show respect for others. Give multiple examples of personal responsibility in the classroom and at home? Identify examples and non-examples of personal responsibility. Complete a three-column chart labeled: Classroom Responsibilities, School Responsibilities, and Playground Responsibilities. Read aloud books that capture a concern for the common good (i.e., Rachel Carson and Her Book that Changed the World by Laurie Lawler). 28

30 Theme Families Now and Long Ago, Near and Far Grade 1 Civics Process, Rules, and Laws Civics is the discipline of the social studies most directly concerned with the processes and rules by which groups of people make decisions, govern themselves, and address public problems. People address problems at all scales, from a classroom to the agreements among nations. Public policies are among the tools that governments use to address public problems. Students must learn how various rules, processes, laws, and policies actually work, which requires factual understanding of political systems and is the focus of this section. Why are rules important? In kindergarten, children learned the purpose for rules in the home, school and community. In grade one, children build on that concept to understand that there are different rules in different settings. Children understand that rules need to be fair (justice for all parties and concern for the fair allocation of resources among diverse members of a community). There are consequences for breaking rules. Explain why there are different rules for different settings. Children compare playground, cafeteria, gym and classroom rules, noting differences and similarities. Then, children design and role-play various scenarios related to the rules in each setting. Bucket filling lessons- List ways to be a good citizen. Draw and write a sentence about one of those ways. Share ideas with another class or grade. Compare rules at home and at school in a Venn diagram using pictures and words. Explain why rules need to be guided by the principle of fairness and why rules include consequences for those who break them. 29

31 Theme Families Now and Long Ago, Near and Far Grade 1 Economics Economic Decision-Making People make decisions about how to use scarce resources to maximize the well-being of individuals and society. Economic decision making involves setting goals and identifying the resources available to achieve those goals. Alternative ways to use the resources are investigated in terms of their advantages and disadvantages. Since most choices involve a little more of one thing and a little less of something else, economic decision making includes weighing the additional benefit of an action against the additional cost. Investigating the incentives that motivate people is an essential part of analyzing economic decision making. How can we make appropriate economic choices? Wants are unlimited and resources are limited (scarce), thereby forcing individuals to make choices. For example, Johnny can buy a new bicycle or a new computer game, but does not have money for both. Explain how and why people must make economic choices. Role play wants and needs situations. Create a list of wants in the class. Discuss why you can t always have everything you want? As a whole group, read aloud Alexander, Who Used to Be Rich Last Sunday by Judith Viorst. Discuss his spending decisions, learning about opportunity cost, needs of today versus wants. Have students give some examples of the poor decisions Alexander made that kept him from saving his money. 30

32 Theme Families Now and Long Ago, Near and Far Grade 1 Economics Exchange and Markets People voluntarily exchange goods and services when both parties expect to gain as a result of the trade. Markets exist to facilitate the exchange of goods and services. When buyers and sellers interact in well-functioning, competitive markets, prices are determined that reflect the relative scarcity of the goods and services in the market. The principles of markets apply to markets for goods and services, labor, credit, foreign exchange, and others. Comparison of benefits and costs helps identify the circumstances under which government action in markets is in the best interest of society and when it is not. How can goods and services help to meet people s needs? Goods are objects that are capable of satisfying people s wants (e.g., homes, cars, furniture, food, and clothing). Children describe and then illustrate ways in which their family trades to get the goods and services they want. Services are actions that are capable of satisfying people s wants (e.g., medical care, restaurants, hotels, lawn mowing, babysitting). Children bring in an object (good) from home or offer a service to trade with classmates. Each child introduces his or her good or service, then the teacher allows time for students to trade. Guide children to discuss the reasons for the trades they make. Individuals are incapable of producing every good or service they want, so they trade to obtain goods and services in their community. Collect pictures that show goods and ones that show services. Sort the pictures into two columns: goods and services. Explain how the columns are different. Explain why people trade. 31

33 Theme Families Now and Long Ago, Near and Far Grade 1 Geography Geographic Representations: Spatial Views of the World Spatial thinking examines the relationships among people, places and environments by mapping and graphing geographic data. Geographic data are compiled, organized, stored and made visible using traditional and geospatial technologies. Children need to be able to access, read, interpret and create maps and other geographic representations as tools of analysis. Why is understanding how to read maps important? Maps are representations of areas on the earth s surface. Children can use simple maps and models to locate familiar places in the classroom, school or neighborhood. Children also can be introduced to maps of the local community, Connecticut, and the United States. Use maps to locate and identify familiar places in the classroom, school, or neighborhood. Students create a map of their bedroom. Use simple maps and models to locate familiar places in the classroom, school or neighborhood. Use a variety of kinds of maps as well as maps of a variety of different places (e.g., zoo, park, city) and have children practice locating and identifying places. Create a map of the school to complete a scavenger hunt to a mystery location. 32

34 Theme Families Now and Long Ago, Near and Far Grade 1 Geography Human-Environment Interaction: Places, Regions, and Cultures Human-environment interactions are essential aspects of human life in all societies and they occur at local-to-global scales. Culture influences the locations and the types of interactions that occur. Earth s human systems and physical systems are in constant interaction and have reciprocal influences flowing among them. These interactions result in a variety of spatial patterns that require careful observation, investigation, analysis, and explanation. Why is understanding the physical environment important? Places are locations having distinctive characteristics, which give them meaning and character and distinguish them from other locations. For grade one students, physical features can include lakes, rivers, hills, mountains and forests. Human characteristics can refer to places in the local community including towns, cities, farms, parks, playgrounds, houses and traffic signs/signals. People depend on the physical environment for food, clothing, shelter, transportation and recreation. Families interact differently with the physical environment based upon times (past and present) and places (different physical environments). Explore the physical and human characteristics of a variety of places, modeling and encouraging the use of descriptive language to make comparisons. Investigate weather reports for cities in different regions of the United States either in the newspaper or online. Ask students how they would dress if they were visiting that city. Explore the physical and human characteristics of a variety of places, modeling and encouraging the use of descriptive language to make comparisons. Use a variety of formats for exploration, including photographs, field trips, outdoor walks and technology. Compare and contrast the description of two different places (i.e., park and school, town and country, etc.). How do physical surroundings affect the way people live? Create My Community book that includes climate, human and physical features, shelter, transportation, recreation, etc. Compare physical and human characteristics of different places in the local community. Compare the way families interacted with the physical environment in the past with the way they interact today. 33

35 Second Grade People Working Together History Civics Economics Geography Change, Continuity, and Context Civics and Political Institutions Economic Decision- Making Geographic Representations: Spatial Views of the World Perspectives Participation and Deliberation: Applying Civic Virtues and Democratic Principles Exchange and Markets Human-Enviroment Interaction: Place, Regions, and Culture Historical Sources and Evidence Process, Rules, and Laws Causation and Argumentation 34

36 Theme People Working Together Grade 2 History Change, Continuity, and Context Chronological reasoning requires understanding processes of change and continuity over time, which means assessing similarities and differences between historical periods and between the past and present. It also involves coming to understand how a change in one area of life relates to a change in other areas, thus bringing together political, economic, intellectual, social, cultural, and other factors. Understanding the interrelation of patterns of change requires evaluating the context within which events unfolded in order not to view events in isolation, and to be able to assess the significance of specific individuals, groups, and developments. Why is it important to understand chronological time? From Pre-Kindergarten through grade one, students practice using the language of time to order events from daily life. In grade two, students use a calendar to determine the day, week, month and year. Students need to be able to list the days of the week and months of the year in order. Use dates and events from biographies students are reading and have students place them in chronological order on a timeline. As students learn about specific people or events in history, they can place them in chronological order on a timeline. Focus on a current event and have students place related events on a timeline. Students also should be able to place a series of events in chronological order on a timeline. Measure calendar time by days, weeks, months and years. Place a series of related events in chronological order on a time line. 35

37 Theme People Working Together Grade 2 History Perspectives History is interpretive. Even if they are eyewitnesses, people construct different accounts of the same event, which are shaped by their perspectives their ideas, attitudes, and beliefs. Historical understanding requires recognizing this multiplicity of points of view in the past, which makes it important to seek out a range of sources on any historical question rather than simply use those that are easiest to find. It also requires recognizing that perspectives change over time, so that historical understanding requires developing a sense of empathy with people in the past whose perspectives might be very different from those of today. How has life changed over time? In kindergarten and grade one, students learned that photographs, letters, artifacts and books reveal much about daily life in the past. Organize scrapbooks of photos related to activities in daily life and representing past and present time periods in different places. Assist students in making inferences about the ways in which daily life has changed from past to present. Students also should be able to place a series of events in chronological order on a timeline. Create a classroom museum of artifacts that reflect change over time regarding a certain topic. Examples could focus on transportation (e.g., from the Model T car to present- day hybrids), technology (e.g., typewriters to computers) or clothing. Use artifacts, maps and photographs to describe how daily life has changed over time. 36

38 Theme People Working Together Grade 2 History Historical Sources and Evidence Ideas and events from the past have shaped the world as it is today. The actions of individuals and groups have made a difference in the lives of others. How has technology changed our lives over time? Advances in science and technology have changed and continue to change the way people have communicated and traveled. Advances in communications include, but are not limited to: mail, cell phones, , texting, and social networking. Interview parents and grandparents about how technology and communication has changed over their lives. Have students read a book like A Street Through Time by Dr. Anne Millard and Steve Noon or A City Through Time by Steve Noon and discuss how change can take place and affect a community. Advances in transportation include, but are not limited to: public transportation, GPS, hands-free cars, high-speed train, and space adventures. Describe how science and technology have changed daily life. 37

39 Theme People Working Together Grade 2 History Causation and Argumentation Historical thinking involves using evidence and reasoning to draw conclusions about probable causes and effects, recognizing that these are multiple and complex. It requires understanding that the outcome of any historical event may not be what those who engaged in it intended or predicted, so that chains of cause and effect in the past are unexpected and contingent, not pre-determined. Along with claims about causes and effects, historical arguments can also address issues of change over time, the relevance of sources, the perspectives of those involved, and many other topics, but must be based on evidence that is used in a critical, coherent, and logical manner. How have actions of individuals impacted our world? Second grade students need to understand that actions of individuals make a difference in the world, which builds conceptually to individuals working for the common good in grade three. Relate stories of people from diverse backgrounds who have contributed to our world. Students should read articles or short biographies of leaders, explorers, inventors, or scientists. Students role play important individuals they have studied. Have the class interview this person, asking questions about the individual s significant contributions. Read a biography of someone and create a baseball card about him/her and have students include a picture and stats. [Biography Break Read aloud text while students are generating questions on sticky notes to research further. Some titles may include How Ben Franklin Solved a Mystery that Baffled All of France by Mara Cockliff or Odd Boy Out: Young Albert Einstein by Don Brown. Use information from texts to describe how the actions of individuals have impacted the world today. 38

40 Theme People Working Together Grade 2 Civics Civics and Political Institutions Civic participation embraces the ideal that an individual actively engages in his or her community, state or nation for the common good. Students need to practice effective communication skills including negotiation, compromise and collaboration. Skills in accessing and analyzing information are essential for citizens in a democracy. How do our personal actions affect others? Grade-one students learned that individuals are accountable for their actions. Second-grade students understand that personal accountability includes making responsible choices, taking responsibility for personal actions, demonstrating self-direction in tasks within the school or classroom, engaging in the community (e.g., classroom, cafeteria, playground), and respecting others. Demonstrate personal accountability, including making responsible choices, taking responsibility for personal actions and respecting others. Small groups design and role-play public service announcements that demonstrate respect for others and personal responsibility. Announcements might address issues like bullying, cheating, lying, stealing, disrespect, etc. Students can present the announcements to others. The teacher can offer various scenarios for class discussion, such as, What would you do if you found a dollar on the floor? Talk about how an individual s choice often impacts others. Read aloud the book Wilfrid Gordon McDonald Partridge by Mem Fox. Have students bring in something that makes them laugh, cry, etc. Students can share their items and why they are special with their classmates and then use those items as a starting point for a piece of writing. 39

41 Theme People Working Together Grade 2 Civics Participation and Deliberation: Applying Civic Virtues and Democratic Principles Civics teaches the principles such as adherence to the social contract, consent of the governed, limited government, legitimate authority, federalism, and separation of powers that are meant to guide official institutions such as legislatures, courts, and government agencies. It also teaches the virtues such as honesty, mutual respect, cooperation, and attentiveness to multiple perspectives that citizens should use when they interact with each other on public matters. Principles such as equality, freedom, liberty, respect for individual rights, and deliberation apply to both official institutions and informal interactions among citizens. Learning these virtues and principles requires obtaining factual knowledge of written provisions found in important texts such as the founding documents of the United States. It also means coming to understand the diverse arguments that have been made about these documents and their meanings. Finally, students understand virtues and principles by applying and reflecting on them through actual civic engagement their own and that of other people from the past and present. Why does it take many individuals working together to create a successful community? As students work in groups to solve a problem or complete a task, they understand that the group is accountable for choices made and actions taken. Students work collaboratively in groups to determine goals, assign tasks for individuals, complete assigned responsibilities, and determine if goals are reached. Cooperation in group settings requires personal skills as follows: Managing conflict peacefully; Displaying courtesy to others in the group; and Respecting others. These personal skills build toward development of the social and emotional skills that students need to negotiate interactions and conflict resolutions with others. Develop monthly class goals and have students evaluate class progress each month. Read a version of the Cinderella tale to the class. Discuss What if questions, such as What if the stepsisters had been kind to Cinderella? What if the stepmother treated all the daughters equally? Have students write about a conflict they had with a parent, friend, or sibling. They should include how the conflict was resolved and what they learned from the conflict. Students should share their writing in a small group, and the group can brainstorm other ways that the conflict could be resolved. Read aloud Miss Rumphius by Barbara Cooney or/and The Lorax by Dr. Seuss. Create a list of ways to take responsibility to make your community better. Describe ways to make your classroom, school, or community a better place. How could you create a community service plan for one of your ideas? Work effectively in a group to complete a task or solve a problem for which the group is held accountable. 40

42 Theme People Working Together Grade 2 Civics Process, Rules, and Laws Civics is the discipline of the social studies most directly concerned with the processes and rules by which groups of people make decisions, govern themselves, and address public problems. People address problems at all scales, from a classroom to the agreements among nations. Public policies are among the tools that governments use to address public problems. Students must learn how various rules, processes, laws, and policies actually work, which requires factual understanding of political systems and is the focus of this section. How and why do rules change in specific settings? First-grade students learned that rules exist in different settings. In grade two, students explore the idea that there are different rules that apply to behavior in different settings. In the classroom On the playground or athletic field At home In the community On the highway In personal interaction with peers and adults On an electronic device Have students share some rules that they have to follow. Read the book Rules and Laws by Ann-Marie Kishel then have students brainstorm rules that they need to follow at home. Chart their thinking and discuss how school rules and home rules are similar and different. Have students research community rules/laws and discuss why there are different rules for different places. Read Henry s Freedom Box by Ellen Levine. Discuss problem solving skills that Henry used to help him with the situation he was faced with. Brainstorm other things he could have done. [Could also be used as a Biography Break] Create a book about the different roles children play as students, friends, family members, and members of the community. Discuss how these roles are different. Demonstrate an understanding of the different rules in different settings. 41

43 Theme People Working Together Grade 2 Economics Economic Decision-Making Effective economic decision making requires students to be able to reason logically about key economic issues that affect their lives as consumers, producers, savers, investors and citizens. Economic decision making and skills engage students in the practice of analyzing costs and benefits, collecting and organizing economic evidence, and proposing alternatives to economic problems. Why are resources important to the economy? A bar graph is a visual display used to compare the amounts or frequency of occurrence of different characteristics of data. Bar graphs are useful in comparing quantities. Create human bar graphs and compare lengths of lines. For example, ask students to line up on the right if they are a cat lover and to line up on the left if they are a dog lover. Other topics could include favorite colors or favorite books. For example, if students want to monitor the number of books read by the class during the school year, display the information on a bar graph. Show months of the year on one axis and the number of books read each month on the other. Use colored bars to distinguish the number of books read each month. The student can define and give examples of resources. The student can explain how resources are scarce. The student can demonstrate how resources can be used for more than one purpose. Second graders understand that people earn income (money) by working at jobs. People spend the money they earn purchasing the things they need and want. Create bar graphs based on the questions and responses in a student-designed survey. Illustrate multiple ways a specific resource can be used. Give students a list of resources and have them research multiple uses for each resource (e.g., trees, used for houses, fuel, paper, pencils or furniture). Allow for student choice of resources. Individually, create a web graphic organizer for a resource. In the center circle, write the name of the resource. In the outside circles, draw or write about all the different ways this resource can be used. Provide lessons for financial saving such as Money Planning at Resources can be used in a variety of ways. For example, in addition to being consumed as food, a bushel of corn can be fed to cows, used to make sweetener or converted to fuel. Construct a bar graph to compare quantities. Understand that people can save a portion of their income for the purchase of future goods and services. 42

44 Theme People Working Together Grade 2 Economics Exchange and Markets People voluntarily exchange goods and services when both parties expect to gain as a result of the trade. Markets exist to facilitate the exchange of goods and services. When buyers and sellers interact in well-functioning, competitive markets, prices are determined that reflect the relative scarcity of the goods and services in the market. The principles of markets apply to markets for goods and services, labor, credit, foreign exchange, and others. Comparison of benefits and costs helps identify the circumstances under which government action in markets is in the best interest of society and when it is not. How are people both consumers and producers? Money is the generally accepted medium of exchange for goods and services. Different countries use different forms of money. Explain how people buy and sell goods and services using money. Role play situations where students use play money to purchase goods and services they want. Students make something and have a fair trade day where they can exchange their goods with other classmates. 43

45 Theme People Working Together Grade 2 Geography Geographic Representations: Spatial Views of the World Spatial thinking examines the relationships among people, places and environments by mapping and graphing geographic data. Geographic data are compiled, organized, stored and made visible using traditional and geospatial technologies. Students need to be able to access, read, interpret and create maps and other geographic representations as tools of analysis. Why is having an understanding of maps and globes important? In second grade, students begin to interpret the information found on maps. At this level, students understand that maps can answer the following questions: Where is something located? What is the place like? Students create a map of their own island, including a key. Students can write questions for other students to answer using the map and its symbols. Students use a treasure map of the classroom, school or playground and its symbols to find a prize. Create maps of student neighborhoods with a title, key, landforms, etc. The names of places on the map indicate location relative to other places on the map. Map symbols explain the physical characteristics of places on the map. Grade-appropriate landforms include plateaus, islands, hills, mountains and valleys. Bodies of water include creeks, ponds, lakes and oceans. The map key explains what each symbol means. Describe the information provided on print and electronic maps using a map and its symbols. Construct a map that includes a map title and key. 44

46 Theme People Working Together Grade 2 Geography Human-Environment Interaction: Place, Regions, and Culture Human-environment interactions are essential aspects of human life in all societies and they occur at local-to-global scales. Culture influences the locations and the types of interactions that occur. Earth s human systems and physical systems are in constant interaction and have reciprocal influences flowing among them. These interactions result in a variety of spatial patterns that require careful observation, investigation, analysis, and explanation. How do we change our environment to fit our needs? People depend upon the physical environment to survive, and modify the physical environment to suit their needs. Adaptations have both positive and negative consequences. Examples of physical environment modifications include: Investigate current environmental issues, such as an oil spill or air/water pollution, and have students describe the positive and negative effects of these activities. Read stories like the great like the Great Kapok Tree by Lynne Cherry, and discuss how the changes to this environment affects the lives of others. Dams help control flooding and provide areas for recreation, but also destroy animal habitats. A new highway improves transportation, but valuable farmland may be destroyed. Describe positive and negative results of human changes to the physical environment. 45

47 Third Grade Connecticut in the United States History Civics Economics Geography Change, Continutity, and Context Civics and Political Institutions Economic Decision- Making Geographic Representations: Spatial Views of the World Perspectives Participateion and Deliberation: Applying Civic Virtues and Democratic Principles Exchange and Markets Human-Enviroment Interaction: Place, Regions, and Culture Historical Sources and Evidence Process, Rules, and Laws The National Economy Human Populations: Spatial Patterns and Movement Causation and Argumentation 46

48 Theme Connecticut in the United States Grade 3 History Change, Continuity, and Context Chronological reasoning requires understanding processes of change and continuity over time, which means assessing similarities and differences between historical periods and between the past and present. It also involves coming to understand how a change in one area of life relates to a change in other areas, thus bringing together political, economic, intellectual, social, cultural, and other factors. Understanding the interrelation of patterns of change requires evaluating the context within which events unfolded in order not to view events in isolation, and to be able to assess the significance of specific individuals, groups, and developments. How has Connecticut changed over time? Students place key events of the historical era they are studying in a chronological sequence, they interpret timelines. Students can describe the physical and human geography and use maps, tables, graphs, photographs, and charts to organize information about people, places, and environments in a spatial context. Students can compare life in specific historical time periods to life today. As individuals or small groups, explore and provide examples of the following In what ways has our town and Connecticut changed and/or stayed the same over time? How was life in colonial Connecticut similar/different to life now? What types of events change the essential characteristics of a town or a state? Teacher posts a timeline that can remain in the classroom all year long. As people and events are studied, students add information, such as images, primary sources, annotations and other resources to the timeline. Use partially completed timelines to practice chronological order with students. Students can practice by constructing their own timelines ordering significant events in Connecticut and United States history. The timelines could be based on themes like transportation, industrialization, etc. 47

49 Theme Connecticut in the United States Grade 3 History Perspectives History is interpretive. Even if they are eyewitnesses, people construct different accounts of the same event, which are shaped by their perspectives their ideas, attitudes, and beliefs. Historical understanding requires recognizing this multiplicity of points of view in the past, which makes it important to seek out a range of sources on any historical question rather than simply use those that are easiest to find. It also requires recognizing that perspectives change over time, so that historical understanding requires developing a sense of empathy with people in the past whose perspectives might be very different from those of today. Why do cultures change over time? Historical narratives recount human events. Students locate, evaluate and organize a variety of sources to reconstruct an historical event. By having students examine various primary and secondary sources related to an event, they begin to understand historical perspective. Students also gain early experience identifying supporting details, distinguishing fact from opinion, and speculating about cause and effect relationships. Historical narratives are constructed based upon primary and secondary sources. These sources are used to provide background information and support for the accounts of historical events and the perspectives of the writer. Students write their own personal history. Students research, organize and evaluate personal photos, documents and other primary and secondary sources to tell their story. Students can use various media to share their stories (e.g., graphic software, poster display, word processor, presentation tools). This same process can be applied to reconstruct historical narratives of events in Connecticut and the U.S. Choose a significant event research to locate at least three primary sources and three secondary sources on the event. How did the information gained from your research add to your understanding of this event? Using a set of primary sources, compare and contrast and discuss how cultures have changed over time. Using a set of sources create a historical narrative of an important event. Organize and evaluate information from primary and secondary sources to create a historical narrative. Explain how interactions among prehistoric peoples and historic Native Americans and European settlers resulted in both cooperation and conflict. 48

50 Theme Connecticut in the United States Grade 3 History Historical Sources and Evidence Historical inquiry is based on materials left from the past that can be studied and analyzed. Such materials, referred to as historical sources or primary sources, include written documents, but also objects, artistic works, oral accounts, landscapes that humans have modified. These sources become evidence once they are selected to answer a historical question, a process that involves taking into account features of the source itself, such as its maker or date. The selection process also requires paying attention to the wider historical context in order to choose sources that are relevant and credible. Examining sources often leads to further questions as well as answers in a spiraling process of inquiry. How has Connecticut changed over time? As students examine primary sources from a variety of time periods, they begin to understand how characteristics of the state have changed over time. Students interview grandparents or older residents of the local community to learn about how life has changed over time. If resources are available, students can video or audiotape their interviews and present to the class. Characteristics for analysis include architecture, business, physical features, employment, education, transportation, technology, religion and recreation. Research, analyze, organize and present historical information about a characteristic of Connecticut that has changed over time. Use a set of sources to create I wonder questions about a Connecticut event. Divide the class into groups representing indigenous tribes, migrating settlers and immigrants. Have each group determine how they will use available resources (e.g., land, timber, water). Guide students to evaluate the impact of each decision on the other groups. Display historical painting of one or more Connecticut communities. Identify questions for research about the subject and or the artist. What does this painting make you think about? What does this painting make you wonder? (example: see ) 49

51 Theme Connecticut in the United States Grade 3 History Causation and Argumentation Historical thinking involves using evidence and reasoning to draw conclusions about probable causes and effects, recognizing that these are multiple and complex. It requires understanding that the outcome of any historical event may not be what those who engaged in it intended or predicted, so that chains of cause and effect in the past are unexpected and contingent, not pre-determined. Along with claims about causes and effects, historical arguments can also address issues of change over time, the relevance of sources, the perspectives of those involved, and many other topics, but must be based on evidence that is used in a critical, coherent, and logical manner. How has our local community contributed to Connecticut s story, past and present? Using dates from historical events in the local community, students can demonstrate an understanding of units of time (years, decades, centuries) and chronological order (in order of time of occurrence) by placing these events in sequential order on a timeline. Students can explain probable causes and effects of events and developments. Students can place events accurately on a timeline organized by years, decades and centuries. Instructional Strategies Create a timeline from establishment of the local community to present. Allow space for specific events in each decade. Students can describe and illustrate each event on the timeline. Insert an event or date from local history into proper position on an interactive whiteboard timeline. Explore and discuss how science, technology, and innovation has affected the development of towns and cities in Connecticut (aerospace, insurance, manufacturing, etc.). Doing History: Investigating with Children in Elementary and Middle Schools by Linda S. Levstik & Keith C. Barton. This book includes information on the sociocultural context of teaching history and building communities of historical inquiry. 50

52 Theme Connecticut in the United States Grade 3 Civics Civics and Political Institutions Civic participation embraces the ideal that an individual actively engages in his or her community, state or nation for the common good. Students need to practice effective communication skills including negotiation, compromise and collaboration. Skills in accessing and analyzing information are essential for citizens in a democracy. Why is it important to be socially and politically responsible? Social and political responsibilities include respecting the rights of others, being informed about local issues, paying taxes, voting and obeying laws. An understanding of the social and political responsibilities of citizenship is very important to the concept of the common good (the interest or well-being of the whole community). Explain the social and political responsibilities of local community members. To model the voting process for students, create a classroom community where issues are decided by vote. As a class, students use print or electronic resources to identify a state/national concern or issue and investigate the ways in which citizens can participate in and influence their government. Some things they can do now (letter writing, volunteering, communicating with officials) and some will come later (voting). Through visual or performing arts (e.g., collages, posters, songs, skits) have students demonstrate an understanding of the individual rights and responsibilities of citizens in a democratic government. Read the First Amendment as a class. Have students write the First Amendment in their own words and draw graphic representation of the meaning of the First Amendment. 51

53 Theme Connecticut in the United States Grade 3 Civics Participation and Deliberation: Applying Civic Virtues and Democratic Principles Civics teaches the principles such as adherence to the social contract, consent of the governed, limited government, legitimate authority, federalism, and separation of powers that are meant to guide official institutions such as legislatures, courts, and government agencies. It also teaches the virtues such as honesty, mutual respect, cooperation, and attentiveness to multiple perspectives that citizens should use when they interact with each other on public matters. Principles such as equality, freedom, liberty, respect for individual rights, and deliberation apply to both official institutions and informal interactions among citizens. Learning these virtues and principles requires obtaining factual knowledge of written provisions found in important texts such as the founding documents of the United States. It also means coming to understand the diverse arguments that have been made about these documents and their meanings. Finally, students understand virtues and principles by applying and reflecting on them through actual civic engagement their own and that of other people from the past and present. How does community service enrich your life? There are a variety of ways individuals help solve problems to make the community a better place for everyone including: Working to preserve the environment; Helping the homeless; Planning community events; Understanding differences. Individuals participate effectively in the community when they exhibit citizenship traits such as: Civility; Respect for the rights and dignity of each person; Volunteerism; Compromise; Compassion; Persistence in achieving goals; and Civic-mindedness. Considering advantages and disadvantages of options; and choosing and implementing a solution. Have students model promoting the common good by helping other students in their class or in the lower grades (e.g., tutoring, reading aloud). Students research a problem or issue in the school. Ask students to design and implement a program or strategy to remedy the problem. Have students look into an issue that is on the ballot for their home area in the fall or spring elections. Then, have them create a chart showing reasons people are opposed to or in favor of the issue. Students can use the information to take a personal position and defend it. Write a letter to an elected official explaining feelings about an issue and recommended action the government should take. Use a variety of graphs and polls to interpret and analyze data (for accuracy and/or bias) related to a public issue. Describe the ways citizens participate in and influence their state and national government. 52

54 Theme Connecticut in the United States Grade 3 Civics Process, Rules, and Laws Rules play an important role in guiding behavior and establishing order in families, classrooms and organizations. Laws are enacted by governments to perform similar functions. Why are rules and laws important? Laws in a democratic society establish rule and order. Laws are established by governments to protect rights such as religion, speech, press, petition and assembly. At this level, students understand a few of the benefits provided to citizens by laws such as providing order in daily life (e.g., traffic laws), protecting property (e.g., outlawing theft), providing public education (e.g., school laws), and protecting rights (e.g., freedom of speech). Students compare information from the small groups and explore the ways in which the Constitution limits governmental power and protects citizens rights. Divide students into groups to research each of the rights addressed in the First Amendment. Each group create and perform a skit demonstrating those rights. Write a list three rules for the class. What should the penalty be for breaking each of these rules? Why do you think each rule is important to the class? Laws also assign responsibilities (obligations) to citizens like paying taxes, serving on juries and obtaining licenses. Explain important benefits of laws; describe the laws and the rights they protect. U.S. Constitution provides a framework for government. It was created and provided a government with limited powers and protections for the rights of citizens. It also protects the basic right of citizens, e.g., First Amendment guarantees the freedoms of religion, speech, press, petition, and assembly. The people are the source of the government s authority and that citizens choose representatives and decide issues through the process of voting. Describe ways in which laws protect rights, provide benefits and assign responsibilities to citizens. Explain how the U.S. Constitution limits the power of government and protects the rights of citizens. 53

55 Theme Connecticut in the United States Grade 3 Economics Economic Decision-Making People make decisions about how to use scarce resources to maximize the well-being of individuals and society. Economic decision making involves setting goals and identifying the resources available to achieve those goals. Alternative ways to use the resources are investigated in terms of their advantages and disadvantages. Since most choices involve a little more of one thing and a little less of something else, economic decision making includes weighing the additional benefit of an action against the additional cost. Investigating the incentives that motivate people is an essential part of analyzing economic decision making. Why is it important to use economics for decision making? The organization of information in tables and charts can help us understand and present information about our lives as consumers, producers, savers, investors, and citizens. The student can describe the opportunity cost of an individual economic decision. The student can explain scarcity in specific economic decision situations. The student can give examples of opportunity costs. The student can evaluate the costs and benefits of an individual economic decision. The student can explain the costs of a specific economic decision. Instructional Strategies Lesson Plan: Toys for Me This lesson plan from the Council for Economic Education introduces the concept of scarcity by illustrating how time is finite and how life involves a series of choices. Specifically, this lesson teaches students about scarcity and choice. Give students scenarios and have them determine which scenarios are examples of scarcity. Lesson Plan: Off to Interactive Island This lesson plan from the Council for Economics Education, written for grades K-2, provides an activity to explore the concept of economic decision making that could be adapted for older students. In the lesson, students are given a limited number of tokens and asked to exchange those tokens for goods in preparation for pioneering in a new land. They decide what to leave behind and give reasons for their choices. Finally, they identify the costs and benefits of their choices. Sort details of an economic decision into either the Cost column or Benefit column from a children s story. (e.g., Johnny s Decisions by Jeff Felardo) The student can explain the benefits of a specific economic decision. 54

56 Theme Connecticut in the United States Grade 3 Economics Exchange and Markets People voluntarily exchange goods and services when both parties expect to gain as a result of the trade. Markets exist to facilitate the exchange of goods and services. When buyers and sellers interact in well-functioning, competitive markets, prices are determined that reflect the relative scarcity of the goods and services in the market. The principles of markets apply to markets for goods and services, labor, credit, foreign exchange, and others. Comparison of benefits and costs helps identify the circumstances under which government action in markets is in the best interest of society and when it is not. How can entrepreneurship affect our economy? Productive resources (i.e., natural resources, human resources and capital goods) are the resources used to make goods and services. An entrepreneur is an individual who organizes the use of productive resources to produce goods or services. Entrepreneurs are willing to take risks to identify and develop new products or start a new business. Entrepreneurs recognize opportunities to use productive resources to make a profit and accept the challenges involved in competing with other producers in the marketplace. Instructional Strategies To introduce productive resources, have students create a list of everything that is needed to make a good (e.g., chocolate chip cookies, a birdhouse). Talk with students about where these resources come from and the risks involved in making this product (e.g., What if the price of sugar or chocolate chips rises dramatically? What if you get hurt during the production process?). Research various young entrepreneurs and have students research the risks and benefits they have experienced. In small groups, choose a story from Beyond the Lemonade Stand by Bill Brancic and describe the benefits and risks and how young entrepreneurs organized for success. Explain characteristics of entrepreneurship, including the risks and benefits. 55

57 Theme Connecticut in the United States Grade 3 Economics Topic The National Economy Changes in the amounts and qualities of human capital, physical capital, and natural resources influence current and future economic conditions and standards of living. All markets working together influence economic growth and fluctuations in well-being. Monetary and fiscal policies are often designed and used in attempts to moderate fluctuations and encourage growth under a wide variety of circumstances. Policies changing the growth in the money supply and overall levels of spending in the economy are aimed at reducing inflationary or deflationary pressures; increasing employment or decreasing unemployment levels; and increasing economic growth over time. Policies designed to achieve alternative goals often have unintended effects on levels of inflation, employment, and growth. How does our government pay for goods and services? Consumers are people who use goods and services to satisfy their personal needs and not for resale or in the production of other goods and services. Producers are people and businesses that use resources to make goods and services. Goods are objects that are capable of satisfying people s wants. Services are actions that are capable of satisfying people s wants. Student can explain the ways in which the government pays for the goods and services it provides. Students can identify consumers and producers in the local community. Have two or three different classes create and make a product (e.g., food, bookmarks). Classes might sell these items during lunch. Each student has the opportunity to be a producer, making their product, and a consumer of a product, through buying items. What are taxes? What are the laws concerning taxes in Connecticut and in your community? How are financial decisions made in our families, communities, state, and country? What goods and services do local, state, and federal governments pay for? Junior Achievement lessons on producers and consumers 56

58 Theme Connecticut in the United States Grade 3 Geography Geographic Representations: Spatial Views of the World Spatial thinking examines the relationships among people, places and environments by mapping and graphing geographic data. Geographic data are compiled, organized, stored and made visible using traditional and geospatial technologies. Children need to be able to access, read, interpret and create maps and other geographic representations as tools of analysis. How can maps help us analyze our environment? Relative location is the location of a place relative to other places (e.g., northwest or downstream). Students describe the relative location of the physical and human characteristics of Connecticut and the United States using a map scale and cardinal and immediate directions. A map scale shows the relationship between a unit of length on a map and the corresponding length on the Earth s surface. Students can describe relative location by using the three main points of the compass (north, south, east, and west). Intermediate directions are the points of a compass that fall between north and east, north and west, south and east and south and west, i.e. NE, NW, SE, SW. Cardinal and intermediate directions also can be used to describe relative location. Using Connecticut and U.S. maps, students challenge each other by identifying a city as a starting point and directions for another student to reach a destination. The student reading the map should end up at the correct destination by using the map scale and the cardinal and intermediate directions provided. Students also can describe the relative location of the end point to the starting point. Create a map that analyzes key physical and cultural elements of an area in Connecticut. Use a map scale and cardinal and intermediate directions to describe the relative location of physical and human characteristics of Connecticut and the United States. 57

59 Theme Connecticut in the United States Grade 3 Geography Human-Environment Interaction: Places, Regions, and Cultures Human-environment interactions are essential aspects of human life in all societies and they occur at local-to-global scales. Culture influences the locations and the types of interactions that occur. Earth s human systems and physical systems are in constant interaction and have reciprocal influences flowing among them. These interactions result in a variety of spatial patterns that require careful observation, investigation, analysis, and explanation. Why do geographic features influence where and how a region develops? By the early 1800s, the borders of the United States stretched from the Atlantic Ocean to the Mississippi River. Regions developed in the United States based upon common physical environments and economies. North: Large cities, small cities and towns; Rocky and thin soil; Trade centers; Manufacturing centers (shipbuilding), logging; and Factories, ironworks, textiles, cottage industries. South: Rural, with few large cities and towns; Coastal marshes; Plantation economy; Tobacco, cotton and sugar cash crops; Long growing season; and Producers of raw materials for northern and British factories. West: Rural with growing cities and towns; Inexpensive farmland; Rich soil for farming; and Producers of raw materials for northern and British factories (timber, minerals). Describe physical and economic characteristics of the northern, southern, and western regions of the United States in the early 1800s. Students identify distinctive characteristics of each region by creating a tri-fold or poster and presenting this information during a classroom gallery walk. Have the class come back together to analyze similarities and differences within the regions. Students use electronic or print resources to research the physical and economic characteristics of the northern, southern and western regions of the United States in the early 1800s. Students search for information on manufacturing, the physical environment, economic development, etc. Students organize the information to complete a regional summary in the form of a chart or narrative for each region. Students can learn about the each of the regions by sharing presentations. 58

60 Theme Connecticut in the United States Grade 3 Geography Human Populations: Spatial Patterns and Movement The size, composition, distribution, and movement of human populations are fundamental and active features on Earth s surface. The expansion and redistribution of the human population affects patterns of settlement, environmental changes, and resource use. The spatial patterns and movements of population also relate to physical phenomena including climate variability, landforms, and locations of various natural hazards. Further, political, economic, and technological changes sometimes have dramatic effects on population size, composition, and distribution. Past, present, and future conditions on Earth s surface cannot be fully understood without asking and answering questions about the spatial patterns of human population. How did Connecticut s cultural and historical resources affect how people lived? As students go about daily activities in the community, they see numerous examples of human changes to the environment. Examples include farmland used for a new subdivision or highway, buildings torn down to make room for parking garages or parks, dams constructed along rivers, and the use of fertilizers, herbicides and pesticides. Describe examples of human modification to the environment in the local community. Instructional Strategies Explore before and after pictures that show human modifications of the local environment and have students identify and describe the changes. Students interview grandparents or older residents of the local community to learn about how life has changed over time. If resources are available, students can video or audiotape their interviews and present to the class. Students research information on a specific period in the past and assume the role of a community member during that time. This Smithsonian site provides information on changes in transportation over time. America on the Move: Where s everyone going? Biography Break: Read aloud a biographical text while student generate questions on sticky notes to further explore. (i.e., Henry Ford by Steven Roberts, The Wright Brothers by Pamela Edwards, etc.) 59

61 Fourth Grade Communities: Past and Present, Near and Far History Civics Economics Geography Perspecitves Process, Rules, and Laws Economic Decision- Making Geographic Representations: Spatial Views of the World Causation and Argumentation Exchange and Markets Human-Enviroment Interaction: Place, Regions, and Culture Human Populations: Spatial Patterns and Movement 60

62 Theme Communities: Past and Present, Near and Far Grade 4 History Perspectives History is interpretive. Even if they are eyewitnesses, people construct different accounts of the same event, which are shaped by their perspectives their ideas, attitudes, and beliefs. Historical understanding requires recognizing this multiplicity of points of view in the past, which makes it important to seek out a range of sources on any historical question rather than simply use those that are easiest to find. It also requires recognizing that perspectives change over time, so that historical understanding requires developing a sense of empathy with people in the past whose perspectives might be very different from those of today. How has our community changed over time? sources are first introduced to students in grade four. sources are records of events as they are first described, usually by witnesses or by people who were involved in the event. At this level, students learn to locate and use primary sources like artifacts, maps and photographs. An artifact is a material object of a culture such as a tool, an article of clothing or a prepared food. As students examine artifacts, maps and photographs from the local community, they begin to understand the concept of change over time. Students evaluate photos, artifacts and maps from the local community that illustrate change over time. The teacher can use/create artifact baskets or bins with pictures, articles, etc., related to particular topics (e.g., industry, pioneers, communities). Have students identify and describe the changes with regard to various characteristics of the local community listed in the content elaborations. Students use artifacts, maps and photographs to write and illustrate a Then and Now Book related to specific topics (e.g., 1800s classroom, grocery items, housing, jobs). Research, organize and evaluate information from primary and secondary sources to create an historical narrative. The student can use artifacts, maps and photographs to evaluate change in the local community. The student can compare characteristics of a community over time, using two or more primary sources. 61

63 Theme Communities: Past and Present, Near and Far Grade 4 History Causation and Argumentation Historical thinking involves using evidence and reasoning to draw conclusions about probable causes and effects, recognizing that these are multiple and complex. It requires understanding that the outcome of any historical event may not be what those who engaged in it intended or predicted, so that chains of cause and effect in the past are unexpected and contingent, not pre-determined. Along with claims about causes and effects, historical arguments can also address issues of change over time, the relevance of sources, the perspectives of those involved, and many other topics, but must be based on evidence that is used in a critical, coherent, and logical manner. How have the characteristics of any community changed over time? The student can use artifacts, maps and photographs to evaluate change in the local community. At this level, students learn to locate and use primary sources like artifacts, maps and photographs. As students examine primary sources from a variety of time periods, they begin to understand how characteristics of the local community have changed over time. Community is defined as a group of people residing in the same locality and under the same government. Characteristics for analysis include architecture, business, physical features, employment, education, transportation, technology, religion and recreation. The student can identify primary sources like artifacts, maps and photographs that might be connected with the local community. The student can describe a change using two or more primary sources. The student can research, analyze, organize and present historical information about a characteristic of the local community that has changed over time. The student can describe a change in a characteristic of the local community based on two or more primary sources. Students interview grandparents or older residents of the local community to learn about how life has changed over time. If resources are available, students can video or audiotape their interviews and present to the class. Students research information on a specific period in the past and assume the role of a community member during that time to complete a RAFT activity. For example: R=Role: 1800s farmer; A=Audience: family in Germany; F=Format: letter; T=Topic: farming in CT. Other roles from this time period might include a homemaker, local businessperson, schoolteacher, or young child. Explain the change in a Connecticut city over time, since its founding, specific to transportation (or another characteristic that you researched). Be sure to include evidence from primary sources from at least three different periods of time. Expeditionary Learning opportunities such as Early Guilford Days, Colonial Williamsburg, etc. may be experienced in real or virtual time. Take a virtual museum tour of a community. ( ; etc.) Who lived there? How did they arrive? What was life like? 62

64 Theme Communities: Past and Present, Near and Far Grade 4 Civics Process, Rules, and Laws Civics is the discipline of the social studies most directly concerned with the processes and rules by which groups of people make decisions, govern themselves, and address public problems. People address problems at all scales, from a classroom to the agreements among nations. Public policies are among the tools that governments use to address public problems. Students must learn how various rules, processes, laws, and policies actually work, which requires factual understanding of political systems and is the focus of this section. Why are laws important? Laws are rules established by the government authority to describe how people are expected to behave. Laws provide safety, security and orderliness in the daily life of a community. Laws apply to both individuals and groups. For example: Individuals each driver is responsible for abiding by the speed limit when driving. Groups a parade permit issued by the government is necessary for a group of people to hold a parade. Draft a classroom contract (school norms) to establish rules and responsibilities within the classroom. Help students make connections between the rules in the classroom and the need for laws in the local community. Determine consequences as a group for not following laws/norms. What would school/ home life be like without laws or rules? Groups write skits and role play for other groups. Invite a local elected official to speak with students, electronically or in person. Work with students before the visit to draft questions that relate to the process of making and enforcing laws in the community and why governments have that authority. Give an example of and discuss a time when it might be necessary to create a new law or change an existing one. There are consequences for not obeying the laws. Explain how laws affect the behavior of individuals and groups in a community. Explain the benefits of having laws in a local community. 63

65 Theme Communities: Past and Present, Near and Far Grade 4 Economics Economic Decision-Making People make decisions about how to use scarce resources to maximize the well-being of individuals and society. Economic decision making involves setting goals and identifying the resources available to achieve those goals. Alternative ways to use the resources are investigated in terms of their advantages and disadvantages. Since most choices involve a little more of one thing and a little less of something else, economic decision making includes weighing the additional benefit of an action against the additional cost. Investigating the incentives that motivate people is an essential part of analyzing economic decision making. Why does economic development influence communities? Use line graphs to display data that shows changes over time. Line graphs compare two variables. Each variable is plotted along an axis: an x-axis (horizontal) and a y-axis (vertical). Usually, the x-axis has numbers representing the time period and the y-axis has numbers for what is being measured. Change over time will be reflected by the peaks (ups) and valleys (downs) in the line. Since students already are working with timelines in grade 4, they can practice making line graphs with evenly spaced intervals (years, decades, centuries) and accurately plotted data (e.g., constructing a line graph showing changes in production of corn in CT from 1900 to the present). Show students a line graph that demonstrates change over time and explain the range or intervals being considered. Have students gather data on business and/or population growth within the local community over a designated period of time. Students work individually or in small groups to create a line graph that reflects the data and change over time. Each area of change could be studied as a unit. Inquiry may be planned around a unit question (e.g., How has the population in the local community changed over time? How has that growth affected the community?). Devise a line graph representing change over time. What is happening to the overall usage? Based upon the information in the line graph, what would you expect to happen in the next week? Next year? Construct line graphs showing change over time using data related to a specific category. 64

66 Theme Communities: Past and Present, Near and Far Grade 4 Economics Exchange and Markets People voluntarily exchange goods and services when both parties expect to gain as a result of the trade. Markets exist to facilitate the exchange of goods and services. When buyers and sellers interact in well-functioning, competitive markets, prices are determined that reflect the relative scarcity of the goods and services in the market. The principles of markets apply to markets for goods and services, labor, credit, foreign exchange, and others. Comparison of benefits and costs helps identify the circumstances under which government action in markets is in the best interest of society and when it is not. How do our economic choices and behaviors affect our lives? Positive economic incentives reward people financially for making certain choices and behaving in a certain way, for example: Extra money for raking leaves; Free toy with a meal; and Allowance for doing chores at home. Students visit a local marketplace and record observations. Ask questions about what the students see happening: What are buyers and sellers exchanging? Is what is being exchanged a good or a service? Students design a graphic illustration or a role-play exercise that demonstrates the exchange of goods and services they observed in the local market. Use an interactive whiteboard to display various pictures of markets. Have students talk about what is happening in each scene and identify the goods and services that are exchanged. Negative economic incentives penalize people financially for making certain choices and behaving in a certain way, for example: Late fee for a library book; Cost of receiving a speeding ticket; and Fine for littering at the park. Give examples of positive and negative incentives that affect people s choices and behaviors. 65

67 Theme Communities: Past and Present, Near and Far Grade 4 Geography Geographic Representations: Spatial Views of the World Spatial thinking examines the relationships among people, places and environments by mapping and graphing geographic data. Geographic data are compiled, organized, stored and made visible using traditional and geospatial technologies. Children need to be able to access, read, interpret and create maps and other geographic representations as tools of analysis. How can artifacts help us analyze our environment past and present? Artifacts (material objects of a culture such as a tool, an article of clothing or a prepared food) and photographs can be used to help students understand life in the local community. Students examine artifacts and photographs from the past and present, and places far and near to make inferences about the influence of agriculture, industry and natural resources on daily life. Study the history of Guilford through different lenses (agriculture, industry, etc.) and how those changes have affected people today. Evaluate the influence of agriculture, industry and natural resources on daily life. 66

68 Theme Communities: Past and Present, Near and Far Grade 4 Geography Human-Environment Interaction: Places, Regions, and Cultures Human-environment interactions are essential aspects of human life in all societies and they occur at local-to-global scales. Culture influences the locations and the types of interactions that occur. Earth s human systems and physical systems are in constant interaction and have reciprocal influences flowing among them. These interactions result in a variety of spatial patterns that require careful observation, investigation, analysis, and explanation. How do our interactions with the environment influence communities? As students go about daily activities in the community, they see numerous examples of human changes to the environment (i.e., farmland used for a new subdivision or highway, buildings torn down to make room for parking garages or parks, dams constructed along rivers, and the use of fertilizers, herbicides and pesticides). Describe examples of human modification to the environment in the local community. Use before and after pictures that show human modifications of the local environment and have students identify and describe the changes. Compare how route 1 and the Guilford green have changed over time. What observations can you make from the artifact or photograph? After looking at the advertisements, what seems to be important to people of this time? What can you tell about the industry of from the background in the photograph? Biography Break: Read aloud a text where one person takes a stand to change the environment while students generate questions for further inquiry on sticky notes. (e.g., The Tree Lady: The True Story of How One Tree-Loving Woman Changed a City Forever by H. Joseph Hopkins, Wanganri s Trees of Peace by Jeanette Winter, Seeds of Change: Planting a Path to Peace by Jen Cullerton) 67

69 Theme Communities: Past and Present, Near and Far Grade 4 Geography Human Populations: Spatial Patterns and Movement The size, composition, distribution, and movement of human populations are fundamental and active features on Earth s surface. The expansion and redistribution of the human population affects patterns of settlement, environmental changes, and resource use. The spatial patterns and movements of population also relate to physical phenomena including climate variability, landforms, and locations of various natural hazards. Further, political, economic, and technological changes sometimes have dramatic effects on population size, composition, and distribution. Past, present, and future conditions on Earth s surface cannot be fully understood without asking and answering questions about the spatial patterns of human population. How has technology transformed our community over time? Students identify and then describe the systems of transportation used to move people and products from place to place. At this level, have students focus on systems of transportation that are visible in the local community. Systems of communication also move ideas and products from place to place. At this level, have students focus on systems of communication that are visible in the local community. Describe systems of transportation used to move people and products from place to place. Investigate systems of transportation in the local community such as wagons, bicycles, canal boats, cars, airplanes, trains, etc. Compare the speed of travel and efficiency then and now. Research how traditional systems have changed over time. (mail, railways, roadways, etc.) Use before and after pictures that show human modifications of the local environment and have students identify and describe the changes. Create a digital presentation that synthesizes information gleaned from research. Biography Break: Tillie the Terrible Swede: How One Woman, a Sewing Needle, and a Bicycle Change History by Sue Stauffacher student develop inquiries and research the boom of bicycles as a form of transportation and implications for other modes of transportation. Describe systems of communication used to move ideas from place to place. 68

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71 Fifth Grade Early U.S. Studies History Civics Economics Geography Change, Continuity, and Context Civics and Political Institutions Economic Decision- Making Geographic Representations: Spatial Views of the World Perspectives Participation and Deliberation: Applying Civic Virtues and Democratic Principles Exchange and Markets Human-Enviroment Interaction: Place, Regions, and Culture Historical Sources and Evidence Process, Rules, and Laws Human Populations: Spatial Patterns and Movement Causation and Argumentation 70

72 Theme Early U.S. Studies Grade 5 History Change, Continuity, and Context Chronological reasoning requires understanding processes of change and continuity over time, which means assessing similarities and differences between historical periods and between the past and present. It also involves coming to understand how a change in one area of life relates to a change in other areas, thus bringing together political, economic, intellectual, social, cultural, and other factors. Understanding the interrelation of patterns of change requires evaluating the context within which events unfolded in order not to view events in isolation, and to be able to assess the significance of specific individuals, groups, and developments. How were the colonies settled and how did they grow? Students will study the basic characteristics of governments, cultures, technologies and agricultural practices and products of two regions in Colonial America. Students should understand that a complex economic relationship existed between the colonies and their European trade partners; especially the mother country (Triangular Trade/Navigation Acts). Compare characteristics of the southern colonial economy to that of the north (especially the variety of resources that were available to each colony/region). Explain the relationship between a colony and its mother country. Groups of students can research the natural resources that determined how each region developed. They may explore how the economy played a role in the spread of slavery and the impact that the Navigation Acts and British Taxation had on the economic and political relationship between Great Britain and the colonies. Demonstrate how the regions have changed over time (politically, economically, socially, geographically) and create a living timeline that illustrates the growth of the colonies. Compare the unique characteristics of the two major colonial regions including governments, social structures, religion, technologies, and agriculture practices and product. Identify and discuss similarities and differences between characteristics of each region. Take the role of a colonial merchant, artisan or farmer and explain the part that you play in the colonial economy and the impact that the British government has on your ability to succeed. Explore the government s role in economic success today. Explain the economic reasons for the settlement of the American colonies. Explain how the colonial views of economic opportunity clashed with those of the British. 71

73 Theme Early U.S. Studies Grade 5 History Perspectives History is interpretive. Even if they are eyewitnesses, people construct different accounts of the same event, which are shaped by their perspectives their ideas, attitudes, and beliefs. Historical understanding requires recognizing this multiplicity of points of view in the past, which makes it important to seek out a range of sources on any historical question rather than simply use those that are easiest to find. It also requires recognizing that perspectives change over time, so that historical understanding requires developing a sense of empathy with people in the past whose perspectives might be very different from those of today. How did American colonies evolve into a different society from the mother country socially, economically, and politically? Students will make observations about the different points of view that developed in the colonies. These may include the following: Native Americans v. Colonists Colonists v. Mother Country Patriot v. Loyalist Federalist v. Anti-Federalist Slave owner v. non-slave owner Northern colonies v. Southern colonies French/Native Americans v. British/Colonies Compare the varying degrees of freedom held by different groups (e.g., American Indians, landowners, women, indentured servants, and enslaved people). Write a non-fiction narrative taking the point of view of someone who lived during this time. For example, write from the perspective of a Native American who has been forced off of his/her tribal land, a slave that has been brought to the West Indies/colonies, a wealthy merchant, or an apprentice living in the colonies. Look at a major event, like the Boston Massacre, from the different points of view to determine the difference between fact and propaganda. Analyze arguments both for and against declaring independence using primary sources from Loyalist and Patriot perspectives. (Sources may include The Magna Carta, John Locke s Second Treatise on Government, Thomas Paine s Common Sense.) Choose one or two principles and apply them to a current issue. Take the role of a Patriot or Loyalist and debate the following question: Which side of the independence issue would you have been on if you had lived in the American colonies? Why? How can we apply this today as we look at political parties? Describe the various points of view that existed in Colonial America and how they drove the major events of the time. 72

74 Theme Early U.S. Studies Grade 5 History Historical Sources and Evidence Historical inquiry is based on materials left from the past that can be studied and analyzed. Such materials, referred to as historical sources or primary sources, include written documents, but also objects, artistic works, oral accounts, landscapes that humans have modified. These sources become evidence once they are selected to answer a historical question, a process that involves taking into account features of the source itself, such as its maker or date. The selection process also requires paying attention to the wider historical context in order to choose sources that are relevant and credible. Examining sources often leads to further questions as well as answers in a spiraling process of inquiry. How did the development of the colonies and the American revolution contribute to the American identity? Students will use various primary sources to further their knowledge of Early U.S. Studies and to gain new understanding of past events and to make connections to current events. sources are records of events as they are first described, usually by witnesses or by people who were involved in the event. sources may include memoirs, oral interviews or accounts that were recorded later. Visual materials (e.g., photos, official documents, original artwork) also are important primary sources. Secondary sources offer an analysis or a restatement of primary sources. They are written after the events have taken place by people who were not present at the events. They often attempt to describe or explain primary sources. Examples of secondary sources include encyclopedias, textbooks, books and articles that interpret or review research works. Analyze multiple primary source documents like the Proclamation of 1763, Common Sense by Thomas Paine, The Declaration of Independence, the Treaty of Paris, The Articles of Confederation, and the preamble to the Constitution/Bill of Rights to describe the time period. Create an advertisement advocating liberty and declaring independence. How do these principles apply today? Analyze events using primary sources to determine the point of view of the author or artist. For example, using various primary source images that were created to depict the Boston Massacre, determine the artist s point of view and the message that he or she was trying to send. Analyze political cartoons from the past and present to make meaning based upon historical context. Interpret the metaphors in political cartoons and newspaper headlines about the colonies or the Revolution that contributed to the American identity. Have students debate whether or not the American identity today is still influenced by the American Revolution? What evidence, if any from primary sources exists to support answers to these questions? : Seek information about Colonial America from diverse primary and secondary sources to get a balanced view. Form opinions and judgments about Loyalist and Patriot points of view and back them up with supporting evidence. 73

75 Theme Early U.S. Studies Grade 5 History Causation and Argumentation Historical thinking involves using evidence and reasoning to draw conclusions about probable causes and effects, recognizing that these are multiple and complex. It requires understanding that the outcome of any historical event may not be what those who engaged in it intended or predicted, so that chains of cause and effect in the past are unexpected and contingent, not pre-determined. Along with claims about causes and effects, historical arguments can also address issues of change over time, the relevance of sources, the perspectives of those involved, and many other topics, but must be based on evidence that is used in a critical, coherent, and logical manner. How do the actions of one group of people impact another? British/European imperialism/colonial growth had a dramatic impact upon North America, the West Indies, and Western Africa. Europeans began to appear in North America beginning in the 1500s with the Spanish, followed closely by the English and the French. Colonists worked together to create new settlements along the eastern seaboard. Issues surrounding the use and ownership of land caused conflict between European settlers, European nations, and native groups. The continuing struggle among European powers for control of the Ohio River Valley resulted in the French and Indian War, which further strained relationships among the European settlers and the various American Indian tribes. Instructional Strategies Divide the class into groups representing different Colonial/Native groups (American Indians, colonists and European powers). Have each group determine how they will use available resources (e.g., land, timber, water) and evaluate the impact of each decision on the other groups. For example, the impact of the actions of New England colonists on the Wampanoag in eastern Connecticut/Rhode Island. Research the consequences (both intended and unintended) of British taxation on the Colonies. Explain why individuals and groups during the same historical period differed in their perspectives and give examples. By looking at selected European colonies in North America, Students will demonstrate an understanding regarding the impact of colonialism on the following groups: Native Americans, Africans, Colonial Americans. 74

76 Theme Early U.S. Studies Grade 5 Civics Civics and Political Institutions Civic participation embraces the ideal that an individual actively engages in his or her community, state or nation for the common good. Students need to practice effective communication skills including negotiation, compromise and collaboration. Skills in accessing and analyzing information are essential for citizens in a democracy. How was the constitution created as a living document? Students will gain an understanding regarding civic participation by using a variety of sources to conduct research through the examination of events from the past and/or a current public issue. Students should determine the role of government, how it is formed; the abuse of power, the rights and responsibilities of a citizen in a democracy both in Colonial times and today. Americans formed a new national government under the Articles of Confederation. The Articles of Confederation were ineffective for running a new nation. A constitutional convention was called and delegates from 12 states chose to attend and wrote a constitution. The Constitution of the United States allowed for changes, or amendments, to be made to the Constitution. The first 10 amendments are called the Bill of Rights. This foundational content prepares students for a more in depth examination of the Constitution in grade eight. Research and present opposing points of view on an issue from the past (Patriot v. Loyalist) and/or a current public issue, using technology to present to the class and demonstrating their findings graphically. (i.e., voting laws, gender issues, religious issues, slavery, family structure.) Identify key principles of the Declaration of Independence and of the Constitution of the United States and determine which of the principles are most important today and why. Students should provide text evidence to support their conclusions. Explain how the actions of colonists in colonial America influence the development of the democratic principles that provided the foundation for our country and still influence us today. Ideas may include: Compare the role of a colonist responding to the actions of the British government to a modern day citizen taking action on an issue at the local, state or national level. Use multiple sources and appropriate communication tools to locate, investigate, organize and communicate information on an issue from the past or a public issue. 75

77 Theme Early U.S. Studies Grade 5 Civics Participation and Deliberation: Applying Civic Virtues and Democratic Principles Civics teaches the principles such as adherence to the social contract, consent of the governed, limited government, legitimate authority, federalism, and separation of powers that are meant to guide official institutions such as legislatures, courts, and government agencies. It also teaches the virtues such as honesty, mutual respect, cooperation, and attentiveness to multiple perspectives that citizens should use when they interact with each other on public matters. Principles such as equality, freedom, liberty, respect for individual rights, and deliberation apply to both official institutions and informal interactions among citizens. Learning these virtues and principles requires obtaining factual knowledge of written provisions found in important texts such as the founding documents of the United States. It also means coming to understand the diverse arguments that have been made about these documents and their meanings. Finally, students understand virtues and principles by applying and reflecting on them through actual civic engagement their own and that of other people from the past and present. How did the actions of colonists influence the development of the democratic principles that provided the foundation for our country and still influence us today? Students will work towards understanding the development of our democracy beginning with the attempts at self-government in the colonies, the struggles with England, the first attempt at self-government (The Articles of Confederation), and the creation of the U.S. Constitution. Students will also work towards understanding how the colonial experience shaped the development of the Bill of Rights. Compare the varying degrees of freedom held by different groups (e.g., American Indians, landowners, women, indentured servants, slaves). Research/explore the earliest forms of Colonial/American government, the Mayflower Compact, the Fundamental Orders of Connecticut, the Articles of Confederation, and the role they played in the writing of the U.S. Constitution. Analyze what role early documents played in the development of the U.S. Constitution and the American identity. Explore the roles that the framers of the Constitution played in developing the U.S. Constitution and our national identity (e.g., Abraham Baldwin, Roger Sherman) Assume the role(s) of colonial law makers or law making groups (House of Burgesses) to make rules to create responsibilities and protect freedoms. How did the new laws affect various groups (i.e., American Indians, landowners, women, indentured servants, slaves)? Explain how early leaders established the first colonial governments (e.g., The Fundamental Orders of Connecticut, the Mayflower Compact, Connecticut Charter, Articles of Confederation). 76

78 Theme Early U.S. Studies Grade 5 Disciplin e Civics Process, Rules, and Laws Rules play an important role in guiding behavior and establishing order in families, classrooms and organizations. Laws are enacted by governments to perform similar functions. What rights and responsibilities did different groups of people have during the Colonial period? What is the balance between rights and responsibilities? Students will understand the chronology and significance of key events leading to self-government. Students are introduced to monarchies and republics. Democracies and monarchies are two basic ways of describing the relationship that exists between those in power and citizens. Key events led to self-government in the colonies. Have students compare government structures. Students describe the relationship between those in power and citizens and provide examples of each type of government. Students explore events that happened during the colonial period and how they shaped the relationship between the citizens and their government. (i.e., How did the events of the Boston Massacre affect the way the colonists viewed the British government and troops? What role did citizens play in these events? How did the relationship between citizens and their government evolve during the colonial period?) Independence was important to the American colonies. Individuals, even outside of the elected leaders can have a profound impact on history. Explain the relationship between those in power and individual citizens in a democracy and a monarchy. 77

79 Theme Early U.S. Studies Grade 5 Economics Economic Decision-Making People make decisions about how to use scarce resources to maximize the well-being of individuals and society. Economic decision making involves setting goals and identifying the resources available to achieve those goals. Alternative ways to use the resources are investigated in terms of their advantages and disadvantages. Since most choices involve a little more of one thing and a little less of something else, economic decision making includes weighing the additional benefit of an action against the additional cost. Investigating the incentives that motivate people is an essential part of analyzing economic decision making. Why was America seen as a land of economic opportunity? In addition to gathering and organizing information, practiced in grade four, effective decision makers understand that economic choices have both present and future consequences. Discuss/debate the positive and negative outcomes of an economic decision. Investigate the economic reasons for the settlement of the American colonies. Compare the reasons to economic decisions made today. At the national level, a government may choose to build a road in an undeveloped area (present consequences would include improved transportation) but that choice also results in long-term consequences (future consequences would include maintenance costs). At the personal level, an individual may choose to spend more money a fuel-efficient automobile now (present consequence is the higher price paid) with the expectation of saving money on gasoline costs in the future (saving money in the future). Explain the present and future consequences of an economic decision. 78

80 Theme Early U.S. Studies Grade 5 Economics Exchange and Markets People voluntarily exchange goods and services when both parties expect to gain as a result of the trade. Markets exist to facilitate the exchange of goods and services. When buyers and sellers interact in well-functioning, competitive markets, prices are determined that reflect the relative scarcity of the goods and services in the market. The principles of markets apply to markets for goods and services, labor, credit, foreign exchange, and others. Comparison of benefits and costs helps identify the circumstances under which government action in markets is in the best interest of society and when it is not. What was the economic impact of specialization on the American colonies? Specialization occurs when people, regions, and countries concentrate their production on fewer kinds of goods and services than are consumed. Specialization leads to increased production, because concentrating on the production of fewer goods or services can reduce the cost of production. Provide students with data on major imports and exports of the colonial regions (New England, Middle, and Southern colonies). Have students create illustrations, either on paper or electronically, to show the flow of products from country to country (Triangle Trade) or region to region. Identify how specialization led to regional differences in the colonies. Explore the impact that specialization had on people living in that region. Greater specialization leads to increased interdependence among regions and countries because nations rely on other nations for the goods they do not produce for themselves. When regions and countries trade, a greater variety of goods are available to consumers. Describe Alexander Hamilton s vision for America. (See resources at ) Biography Break: The Corn Raid: A Story of the Jamestown Settlement by James Collier Explain how specialization and trade lead to interdependency among countries of the Western Hemisphere. 79

81 Theme Early U.S. Studies Grade 5 Geography Geographic Representations: Spatial Views of the World Spatial thinking examines the relationships among people, places and environments by mapping and graphing geographic data. Geographic data are compiled, organized, stored and made visible using traditional and geospatial technologies. Children need to be able to access, read, interpret and create maps and other geographic representations as tools of analysis. Are maps actual representations? Students need to acquire skills associated with using geographic tools (e.g., aerial photographs and digital satellite images to communicate information from a spatial perspective). Students need to understand the basic properties of maps, globes, diagrams, and aerial and other photographs and have opportunities to practice using them. Locations on earth s surface are identified using lines of latitude and longitude. Latitude and longitude can be used to make generalizations about climate (e.g., location relative to the equator, bodies of water, mountains). Students work in groups to create a set of questions for their classmates to complete using a given map or maps (i.e., physical features, population density, economic activity, political climate). s should encourage students to use different features of a map to draw conclusions about people, places and the environment. Explore how the locations of waterways and mountains influenced the growth of towns in New England. Compare and contrast how different populations (e.g., native populations, colonists, British) used the land. As students make observations about location and generalizations about climate, they learn to identify geographic points and imaginary lines on maps and globes (e.g., equator, Arctic Circle, Antarctic Circle, North Pole, South Pole, prime meridian). Use appropriate maps, globes and geographic tools to gather, process and report information about people, places and environments. Determine how the geography affected the way colonies grew and developed. 80

82 Theme Early U.S. Studies Grade 5 Geography Human-Environment Interaction: Places, Regions, and Cultures Human-environment interactions are essential aspects of human life in all societies and they occur at local-to-global scales. Culture influences the locations and the types of interactions that occur. Earth s human systems and physical systems are in constant interaction and have reciprocal influences flowing among them. These interactions result in a variety of spatial patterns that require careful observation, investigation, analysis, and explanation. How does where we live influence how we live? Students should be able to make generalizations about the way of life within and among regional areas. Teachers may select regions or select colonial settlements for use as examples to study geographic and cultural similarities of each cultural group. Human activities develop in response to physical environments. For instance, waterways provide economic opportunities for people; therefore, regions with waterways are often more populated. Certain physical environments, like the Arctic, limit human activities and are therefore less populated. Modifications to the environment have intended and unintended consequences. Many of the issues facing the world today are the result of unintended consequences of human activities, like highways disturbing natural habitats and contributing to air pollution. Create a product (e.g., illustrated books, brochures, posters, infomercials, pamphlets) explaining how the environment influenced the way of life of a cultural group. Explore how the geography of the different colonies affected the way they grew and developed over time. Compare the regional differences to current time. Identify how the colonists use of natural resources and establishment of permanent settlements affected the indigenous people of the region. Explain the impact on the movement of people as a result of King Philip s War, the French and Indian War, and the American Revolutionary War. Explain how variations among physical environments in the Western Hemisphere influence human activities. Explain how human activities have altered physical environments in the Western Hemisphere. 81

83 Sixth Grade Regions and People of the Western Hemisphere: The Americas History Civics Economics Geography Change, Continuity, and Context Civics and Political Institutions Economic Decision- Making Geographic Representations: Spatial Views of the World Process, Rules, and Laws Exchange and Markets Human-Enviroment Interaction: Place, Regions, and Culture The Global Economy Human Populations: Spatial Patterns and Movement Global Interconnections: Changing Spatial Patterns 82

84 Theme Regions and People of the Western Hemisphere: The Americas Grade 6 History Change, Continuity, and Context Chronological reasoning requires understanding processes of change and continuity over time, which means assessing similarities and differences between historical periods and between the past and present. It also involves coming to understand how a change in one area of life relates to a change in other areas, thus bringing together political, economic, intellectual, social, cultural, and other factors. Understanding the interrelation of patterns of change requires evaluating the context within which events unfolded in order not to view events in isolation, and to be able to assess the significance of specific individuals, groups, and developments. How have people, ideas, and events from the past shaped the Western Hemisphere today? Students will study the basic characteristics of governments, cultures, technologies and agricultural practices and products of four early civilizations in the Americas: Inca, Maya, Aztec and Mississippian. This content builds on student knowledge of mound builders from fourth-grade study of prehistoric and historic American Indians. Students should understand that complex civilizations, with commonalities and differences, existed in the Americas prior to European arrival. Examples for characteristics of Mayan civilization include: Government cities were religious and government centers; priests and nobles served as leaders and lived in large palaces. Social Structures people participated in outdoor games. Religions festivals honored Mayan gods. Technology Mayans developed a number system and a calendar. Agriculture farmers used a slash and burn method; maize was the most common crop. Groups of students can research one of the early Indian civilizations regarding government systems, social structures, religions, technologies, and agricultural practices and products and present their findings (e.g., a brief infomercial of that civilization, a museum exhibit of their civilization). Compare the unique characteristics of the four civilizations including governments, social structures, religion, technologies, and agriculture practices and product. Identify and discuss similarities and differences between characteristics of civilizations. Determine how imperialism/colonialism affected life in the Americas. This may include the origins of American colonization, the purpose that it served for the colonists and the motherlands, and how the Americas changed as a result of imperialism/colonization. Explore how modern society in the Americas reflects the heritage of ancient indigenous societies. Describe the lasting effects of European exploration and colonization on the cultural practices and products of the Western Hemisphere. Compare characteristics of early Indian Civilizations (i.e.,governments, social structures, religions, technologies, and agricultural products). 83

85 Theme Regions and People of the Western Hemisphere: The Americas Grade 6 Civics Civics and Political Institutions Civic participation embraces the ideal that an individual actively engages in his or her community, state or nation for the common good. Students need to practice effective communication skills including negotiation, compromise and collaboration. Skills in accessing and analyzing information are essential for citizens in a democracy. How do the roles that citizens play reflect their type of government? Students gain experience using a variety of sources to conduct research through the examination of a public issue. Students should use almanacs, maps, trade books, periodicals, newspapers, photographs and digital resources to gather information. As students interpret information from various sources, they can practice identifying and organizing main ideas and supporting details. Students can organize collected information in an appropriate format (e.g., tables, graphs, line/bar graphs, charts, or digital images). Research and present opposing points of view on a public issue, using technology to present to the class and demonstrating their findings graphically. Students can research and explore the following: 1. The role people play in different styles of government now and in the past. 2. The roles, powers and responsibilities that tribal, local and religious leaders had/have in the western hemisphere. 3. The role of the media in different western countries. Use multiple sources and appropriate communication tools to locate, investigate, organize and communicate information on a public issue. 84

86 Theme Regions and People of the Western Hemisphere: The Americas Grade 6 Civics Process, Rules, and Laws Rules play an important role in guiding behavior and establishing order in families, classrooms, and organizations. Laws are enacted by governments to perform similar functions. Do rules and laws solve problems? Students are introduced to dictatorships. Democracies, dictatorships and monarchies are three basic ways of describing the relationship that exists between those in power and citizens. Explain the relationship between those in power and individual citizens in a democracy, a dictatorship, and a monarchy. Have students compare government categories. Students should describe the relationship between those in power and citizens and provide examples of each type of government and find examples of each. In cooperative groups, compare historical and contemporary means of changing societies and promoting the common good. 85

87 Theme Regions and People of the Western Hemisphere: The Americas Grade 6 Economics Economic Decision-Making People make decisions about how to use scarce resources to maximize the well-being of individuals and society. Economic decision making involves setting goals and identifying the resources available to achieve those goals. Alternative ways to use the resources are investigated in terms of their advantages and disadvantages. Since most choices involve a little more of one thing and a little less of something else, economic decision making includes weighing the additional benefit of an action against the additional cost. Investigating the incentives that motivate people is an essential part of analyzing economic decision making. Do the choices people make have both present and future consequences? In addition to gathering and organizing information, practiced in grade four, effective decision makers understand that economic choices have both present and future consequences. Students understand consequences by having them appropriately match economic choice scenario cards with consequence cards (these can be positive and negative consequences). Then, have students match economic choice cards with cards that represent present consequences and future consequences. At the national level, a government may choose to build a road in an undeveloped area (present consequences would include improved transportation) but that choice also results in long-term consequences (future consequences would include maintenance costs). Students evaluate whether or not government planners used/use resources effectively in the Americas. Students propose and/or evaluate alternative approaches or solutions to past and current economic issues in terms of benefits and costs for different groups and society as a whole. At the personal level, an individual may choose to spend more money for a fuel-efficient automobile now (present consequence is the higher price paid) with the expectation of saving money on gasoline costs in the future (saving money in the future). Explain the present and future consequences of an economic decision. 86

88 Theme Regions and People of the Western Hemisphere: The Americas Grade 6 Economics Exchange and Markets People voluntarily exchange goods and services when both parties expect to gain as a result of the trade. Markets exist to facilitate the exchange of goods and services. When buyers and sellers interact in well-functioning, competitive markets, prices are determined that reflect the relative scarcity of the goods and services in the market. The principles of markets apply to markets for goods and services, labor, credit, foreign exchange, and others. Comparison of benefits and costs helps identify the circumstances under which government action in markets is in the best interest of society and when it is not. Who and what determine a market economy? Specialization occurs when people, regions, and countries concentrate their production on fewer kinds of goods and services than are consumed. Specialization leads to increased production, because concentrating on the production of fewer goods or services can reduce the cost of production. Provide students with data on major imports and exports of North America and South America. Data can be generalized by region or specific to the most prominent trading countries. Have students create illustrations, either on paper or electronically, to show the flow of products from country to country or region to region. Explain how changes in supply and demand cause changes in prices and quantities of goods and services, labor, credit, and foreign currencies. Greater specialization leads to increased interdependence among regions and countries because nations rely on other nations for the goods they do not produce for themselves. When regions and countries trade, a greater variety of goods are available to consumers. Analyze the role of innovation and entrepreneurship in a market economy. Describe the roles of institutions such as corporations, nonprofits, and labor unions in a market economy. Explain how specialization and trade lead to interdependency among countries of the Western Hemisphere. 87

89 Theme Regions and People of the Western Hemisphere: The Americas Grade 6 Economics The Global Economy Economic globalization occurs with cross-border movement of goods, services, technology, information, and human, physical, and financial capital. Understanding why people specialize and trade, and how that leads to increased economic interdependence, are fundamental steps in understanding how the world economy functions. While trade provides significant benefits, it is not without costs. Comparing those benefits and costs is essential in evaluating policies to influence trade among individuals and businesses in different countries. How does trade impact individuals, businesses, and societies in a global economy? Interaction of supply and demand: The availability of a good or service and the demand for that good or service interact to determine price. For instance, if demand for gasoline increases beyond the capacity of refineries to provide adequate supplies, prices for gasoline will rise. Compare the pros and cons of participating in the global economy, and explore whether or not trade agreements such as NAFTA improve the economic performance of all member nations. Influence of competition: Price is influenced by competition among producers who compete to sell their goods and services. When multiple producers compete to sell a product that is in high-demand, consumers may benefit as the producers lower their prices to increase sales and compete for customers. Quantities of outputs produced and inputs used: The interaction of supply, demand and competition influences the quantities of goods and services produced (outputs) and therefore the quantities of productive resources used (inputs). As supply, demand and competition interact to determine the price of a product, the number of products created also is affected. For example, video game manufacturers might produce more copies of a popular game in anticipation of holiday shopping. As the demand for a game increases during the holiday season, manufacturers will increase their outputs (copies of the game), as well as their use of inputs (productive resources like plastic to create discs and workers to package them). Explain how supply, demand and competition interact to determine price and influence quantities of inputs and outputs. explain how supply, demand and competition interact to influence quantities of inputs and outputs. 88

90 Theme Regions and People of the Western Hemisphere: The Americas Grade 6 Geography Geographic Representations: Spatial Views of the World Spatial thinking examines the relationships among people, places and environments by mapping and graphing geographic data. Geographic data are compiled, organized, stored and made visible using traditional and geospatial technologies. Children need to be able to access, read, interpret and create maps and other geographic representations as tools of analysis. How did geography influence the development of the Western Hemisphere? Geographic information is compiled, organized, manipulated, stored and made available in a variety of representations. Students need to acquire skills associated with using globes and other geographic tools (e.g., aerial photographs and digital satellite images) to communicate information from a spatial perspective. Students need to understand the basic properties of maps, globes, diagrams, aerial and other photographs and have opportunities to practice using them. Locations on earth s surface are identified using lines of latitude and longitude. Latitude and longitude can be used to make generalizations about climate (i.e., location relative to the equator, bodies of water, mountains). Research and compare the climates of two different cities with different latitudes. Have students draw conclusions about why climates differ at different latitudes. Discuss the relationship between distances north and south of the equator and their climates. Examine/create maps to determine/show how they reflect the history, politics, and economics of the Americas. Draw conclusions by examining/creating various maps of the Americas (population density, trade routes, political, and physical maps). Compare maps of the Western Hemisphere using a combination of modes (e.g., globes, aerial satellite, computer models). List the advantages/disadvantages of each model. As students make observations about location and generalizations about climate, they learn to identify geographic points and imaginary lines on maps and globes (e.g., equator, Arctic Circle, Antarctic Circle, North Pole, South Pole, prime meridian). Use appropriate maps, globes and geographic tools to gather, process and report information about people, places and environments. Use location to make generalizations about climate. 89

91 Theme Regions and People of the Western Hemisphere: The Americas Grade 6 Geography Human-Environment Interaction: Places, Regions, and Cultures Human-environment interactions are essential aspects of human life in all societies and they occur at local-to-global scales. Culture influences the locations and the types of interactions that occur. Earth s human systems and physical systems are in constant interaction and have reciprocal influences flowing among them. These interactions result in a variety of spatial patterns that require careful observation, investigation, analysis, and explanation. How is the geography of the Western Hemisphere unique? Human activities develop in response to physical environments. For instance, waterways provide economic opportunities for people; therefore, regions with waterways are often more populated. Certain physical environments, like the Arctic, limit human activities and are therefore less populated. When the environment does not meet human needs, people adapt or modify it to meet those needs. For example, in places where waterways are unavailable, people construct canals such as the Panama Canal. Modifications to the environment have intended and unintended consequences. Many of the issues facing the world today are the result of unintended consequences of human activities, like highways disturbing natural habitats and contributing to air pollution. Explain how variations among physical environments in the Western Hemisphere influence human activities. Create a product (e.g., illustrated books, brochures, posters, infomercials, pamphlets) explaining how the environment influenced the way of life of a cultural group. For example, determine how the physical geography affects the architecture and economy of Caribbean countries (this includes the impacts of severe storms and hurricanes) or how the physical features and availability of natural resources of South America influence population patterns and ways of making a living (e.g., Andes Mountains, Pampas region, Amazon River). Analyze the cultural and environmental characteristics that make places both similar to and different from one another in the Americas both in the past and in the present and the role that the similarities and differences play in historical and current events. Explore the connections between the physical and human characteristics of a region and the identity of individuals and cultures living there. Investigate the distribution of resources in the Americas and how it affects the relationships among the various nations and their citizens. Has the relationship evolved over time? Explain your thinking using evidence from sources. Explain how human activities have altered physical environments in the Western Hemisphere. 90

92 Theme Regions and People of the Western Hemisphere: The Americas Grade 6 Geography Human Populations: Spatial Patterns and Movement The size, composition, distribution, and movement of human populations are fundamental and active features on Earth s surface. The expansion and redistribution of the human population affects patterns of settlement, environmental changes, and resource use. The spatial patterns and movements of population also relate to physical phenomena including climate variability, landforms, and locations of various natural hazards. Further, political, economic, and technological changes sometimes have dramatic effects on population size, composition, and distribution. Past, present, and future conditions on Earth s surface cannot be fully understood without asking and answering questions about the spatial patterns of human population. Does environment influence human activities? Building on student understanding of regions from earlier grades, students in grade six will use multiple criteria to determine, classify and compare regions. For example, students might use population data to identify urban regions in North and South America. Students also can be challenged to compare regional criteria across continents and consider changes in regions over time. Regions are human constructs used to identify and organize areas of the Earth s surface based upon shared characteristics. Regions can be determined based upon various criteria: Landform refers to the shape, form or nature of physical feature of earth s surface (e.g., plains, hills, plateaus, mountains). Population includes data about the people who live in a selected area (e.g., population density, birth rates). Culture is the learned behavior of people, including belief systems and languages. Economics refers to the set of principles by which a society decides and organizes the ownership, allocation and use of resources. Economic characteristics include natural resources, agricultural products and levels of income. Analyze how relationships between humans and environments extend or contract settlement and movement. Research and create presentations to demonstrate the influences of long-term, human-induced environmental change on conflict and cooperation. Analyze maps showing numbers of emigrants and immigrants to draw conclusions about migration, including the factors that contribute to the emigration of people from Middle America and the Caribbean to the United States. Analyze the reasons for the migration of people within South America as well as from South America to the United States. Evaluate human impact on the environment from the past, present, and future. Use various criteria to describe, classify and compare regions within the Western Hemisphere. Explain how human activities have altered the physical environments of the Eastern Hemisphere. 91

93 Theme Regions and People of the Western Hemisphere: The Americas Grade 6 Geography Global Interconnections: Changing Spatial Patterns Global interconnections occur in both human and physical systems. Earth is a set of interconnected ecosystems of which humans are an influential part. Many natural phenomena have no perceptible boundaries. For example, the oceans are one dynamic system. The atmosphere covers the entire planet. Land and water forms shift over geological eons. Many life forms diffuse from place to place and bring environmental changes with them. Humans have spread across the planet, along with their cultural practices, artifacts, languages, diseases, and other attributes. All of these interconnections create complex spatial patterns at multiple scales that continue to change over time. Global-scale issues and problems cannot be resolved without extensive collaboration among the world s peoples, nations, and economic organizations. Asking and answering questions about global interconnections and spatial patterns are a necessary part of geographic reasoning. Do environmental characteristics impact the movement of people and goods? Increasingly, people around the world are engaged with more complex economic and communication networks, which foster interdependence. These networks bring access to resources which are unevenly distributed on Earth. The networks promote the use of goods, services and information by encouraging their exchange. List multiple physical environments on the board and then brainstorm how these variations in the physical environment have influenced how people live. Have students role play a human activity that might occur in a particular environment. Distribute environmental cards to student groups. Have them research the lifestyle of peoples living in that environment and select a human activity to role play or present to the class. Students should be able to explain the connection between the environment and the human activity. Students in grade six might study various topics reflecting global interconnections including the Columbian exchange, African and European influences or American cultures and health epidemics. Explain how variations among physical environments in the Eastern Hemisphere influence human activities. Explore the role of trade to determine its influence on culture in the Americas. Research the environmental and cultural factors that make North America, Central America and South America different from one another. Create maps to reflect how population distribution in the Americas affect land use and decision-making. Examine the global interconnections between South American countries and their neighbors. 92

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95 Seventh Grade Regions and the People of the Eastern Hemisphere History Civics Economics Geography Change, Continuity, and Context Civics and Political Institutions Economic Decision- Making Geographic Representations: Spatial Views of the World Process, Rules, and Laws Exchange and Markets Human-Enviroment Interaction: Place, Regions, and Culture The Global Economy Human Populations: Spatial Patterns and Movement Global Interconnections: Changing Spatial Patterns 94

96 Theme Regions and People of the Eastern Hemisphere Grade 7 History Change, Continuity, and Context Chronological reasoning requires understanding processes of change and continuity over time, which means assessing similarities and differences between historical periods and between the past and present. It also involves coming to understand how a change in one area of life relates to a change in other areas, thus bringing together political, economic, intellectual, social, cultural, and other factors. Understanding the interrelation of patterns of change requires evaluating the context within which events unfolded in order not to view events in isolation, and to be able to assess the significance of specific individuals, groups, and developments. How have people, ideas, and events from the past shaped the Eastern Hemisphere today? Students will begin to think like historians as they analyze and evaluate the impact that people and events from the past have had on today s citizens and countries in the Eastern Hemisphere. For example, students may study the communist ideas of Karl Marx and Friedrich Engels, and the impact their philosophy had on the region as it spread to East and Southeast Asia. Studies may also include the following ideas and events, as well as the key people associated with each one: Development and spread of major religions (Buddhism, Islam, Hinduism, Christianity, Judaism) Development and collapse of Soviet Union Development of river civilizations in Africa and Asia European colonization of Africa and Asia Conduct a simulation of the Scramble for Africa to illustrate the philosophy of European Imperialism, as well as the impact on African nations. Compare historical maps depicting the origins and spread of major world religions with maps showing present-day populations of these religious groups. Create a timeline illustrating the development and decline of the Soviet Union. In groups, research an assigned decade of the development of China from Mao Tse-tung to Tiananmen Square. The writing assignment compiled from each group will be put into an electronic resource for the purpose of determining how its communist past has shaped 21 st century China. Students will be able to explain how influential people, ideas, and events have shaped present-day life in the Eastern Hemisphere. 95

97 Theme Regions and People of the Eastern Hemisphere Grade 7 Civics Civics and Political Institutions Civic participation embraces the ideal that an individual actively engages in his or her community, state or nation for the common good. Students need to practice effective communication skills including negotiation, compromise and collaboration. Skills in accessing and analyzing information are essential for citizens in a democracy. How do the roles that citizens play change in regions with different types of governments? (i.e., voters, jurors, taxpayers, members of armed forces, petitioners, protestors, and officeholders) Seventh-grade students continue developing civic participation skills by using a variety of historic and contemporary sources for information. Each source reflects a specific viewpoint or perspective on a category. Students should understand the importance of examining the accuracy of a source by considering the following: Can the information be verified in other sources? What are the author s sources of information? Is the information original or reprinted/excerpted from another source? How does the source compare with others on the same category? In grade seven, students will learn about historical perspective (the idea that historians and archaeologists describe historical events and issues from the perspectives of people living at that time to avoid evaluating the past in terms of today s norms and values). Additionally, students will analyze the effect of different political systems on the roles, rights, and responsibilities of citizens in selected countries. Possible government types and countries for investigation include the following: Theocracy in Iran Absolute Monarchy in Saudi Arabia Oligarchy in China Dictatorship in North Korea Tribal governments in Sub-Saharan Africa Democracy in India Constitutional Monarchy in United Kingdom Describe the relationship between those in power and individual citizens in a democracy, dictatorship, monarchy and theocracy. Develop questions to guide an investigation of at least two of the selected countries. Examine a variety of sources to explore the characteristics of each type of government and its impact on different aspects of citizens lives. Students will then compare the contrast the two countries and present their findings on a Venn Diagram or a compare/contrast essay. Write a letter or journal entry from the perspective of a citizen in one of the countries under study. Writing should include information about the citizen s life as dictated by his or her country s political system. Compare and contrast countries with the same political systems to identify similarities and differences in how one type of government is interpreted and practiced in different places. Students could also compare and contrast a country in the Eastern Hemisphere with the United States. 96

98 Theme Regions and People of the Eastern Hemisphere-Seventh Grade Grade 7 Civics Process, Rules, and Laws Civics is the discipline of social studies most directly concerned with the processes and rules by which groups of people make decisions, govern themselves, and address public problems. People address problems at all scales, from a classroom to the agreements among nations. Public policies are among the tools that governments use to address public problems. Students must learn how various rules, processes, laws, and policies actually work, which requires factual understanding of political systems and is the focus of this section. How do rules and laws (both actual and proposed) address public problems? Students should understand the basic characteristics of each type of government listed, including how power is attained and held, and the relationship between those governing and those being governed. Present scenarios illustrating defining characteristics of various political systems. Have groups of students work cooperatively to decide which political system best fits the scenario. Have students then identify one or more countries that have that type of political system. In a democracy, the power of those in authority is limited because the people retain the supreme power. In a dictatorship, a ruler or small group with absolute power over the people (e.g., North Korea) holds power, often through force. Monarchy is a government in which authority over the people is retained through a tradition of allegiance (e.g., Saudi Arabia). Theocracy is a government in which authority over the people is held by religious leaders who represent divine power and retain authority through religious beliefs (e.g., Iran). Analyze the pros and cons of China s one-child policy. Students will present their findings in the form of a speech to the country s leaders recommending either continuation, modification, or repeal of the policy. If students think the policy should be repealed, they should suggest alternatives to the policy that would address the problem of overpopulation in the country. Research the European Union, including the process countries undertake to become a member and the rules member nations must follow. Students should explore answers to questions such as: What public problems was the European Union intended to solve? How effective has the European Union been in solving those problems? What new rules or laws have been proposed to improve the effectiveness of this union? What are the economic and social effects as a result of a member nation dissolving its relationship with the European Union? In earlier grades students studied the purpose for rules and laws. As students study the people and regions of the Eastern Hemisphere, they will apply this knowledge to learn about various rules and laws that have been established to address public problems. One possible area for investigation and evaluation might be the European Union and its effectiveness in protecting the interests of its member nations. Another policy for consideration might be China s one-child policy. Students will explain the purpose for rules and laws, as well as how they reflect the philosophies of different political systems. Students will apply their understanding of different political 97

99 Theme Regions and People of the Eastern Hemisphere Grade 7 Economics Economic Decision-Making People make decisions about how to use scarce resources to maximize the well-being of individuals and society. Economic decision making involves setting goals and identifying the resources available to achieve those goals. Alternative ways to use the resources are investigated in terms of their advantages and disadvantages. Since most choices involve a little more of one thing and a little less of something else, economic decision making includes weighing the additional benefit of an action against the additional cost. Investigating the incentives that motivate people is an essential part of analyzing economic decision making. How do economic decisions affect the well-being of individuals, businesses, and societies? This builds on foundational understanding of economic choices and their consequences begun in earlier grades. Students will understand and be able to predict the present and future consequences of personal and collective economic choices. Seventh-grade students will look at how the way people make and evaluate choices and consequences is relative and differs across individuals and societies. In this course, students may examine how the decisions of developing countries in Africa impact the quality of life for people in these nations. Seventh-grade students begin to think like economists as they practice comparing sets of data to draw conclusions. These data sets may include information related to international trade (e.g., exports and imports), availability of natural resources (e.g., oil reserves, mineral deposits), or population (e.g., birth rate, income). Students should be challenged to examine multiple sets of data and draw conclusions about relationships among them (e.g., looking at the relationship between trade patterns and the availability of natural resources). Interpret economic data graphs of Eastern Hemisphere countries. Describe the relationship of the graph to the resources, population, and geographical features of the country. Analyze the economic decisions of developing countries in Africa to answer the following questions: Why is Africa struggling economically? What actions are helping or hindering Africa s development? Students can create a poster to advertise one of the actions that is helping Africa s economic development. Have students develop their own fictional country s economy. Students will have to decide whether it will be based on capitalist, socialist, or communist economic structures. What advantages does your society have over a classmate s country? What disadvantages does it have compared to the same classmate s country? Biography Break: The Boy Who Harnessed the Wind by William Kamkwamba and Bryan Mealer. Read aloud excerpt as students develop questions for further exploration. Predict the present and future consequences of an economic decision and explain how individuals and societies may evaluate the choice differently. Compare economic data sets to identify relationships and draw conclusions. 98

100 Theme Regions and People of the Eastern Hemisphere Grade 7 Economics Exchange and Markets People voluntarily exchange goods and services when both parties expect to gain as a result of the trade. Markets exist to facilitate the exchange of goods and services. When buyers and sellers interact in well-functioning, competitive markets, prices are determined that reflect the relative scarcity of the goods and services in the market. The principles of markets apply to markets for goods and services, labor, credit, foreign exchange, and others. Comparison of benefits and costs helps identify the circumstances under which government action in markets is in the best interest of society and when it is not. How do innovation, entrepreneurs, and institutions play a role in a market economy? Economic systems are developed to satisfy the wants of their people and to allocate limited resources by answering three economic questions: What will be produced? How it will be produced? To whom will it be distributed? In the market economic system, the allocation of resources is determined by consumer spending. If consumers want a certain type of clothing, resources will be allocated to meet the demand. The characteristics of market economies are private property, freedom of enterprise, competition and consumer choice, and the limited role of government. In contrast, in the command economic system the allocation of resources is determined by a small group of planners. They decide how the key economic questions are answered. Centrally planned economies are common in communist countries. The government owns the means of production. No pure market or command economic systems exist. Generally, they are mixed-economic systems that either lean toward a market or command system. Have students investigate the present and future consequences of purchasing an item made locally or imported. Connect to students lives by allowing them to investigate an appropriate item of their choosing. Students should predict present and future consequences of the purchase and how different people may view those consequences positively and negatively. Describe a choice made to improve access to water (like the Chinese dam on the Yangtze River) discussing both present and future consequences. Students should be challenged to view the choices from multiple perspectives and think about how the evaluation of choices may differ among individuals and societies based on differing values and priorities (environmentalist views vs. those of a construction worker). Investigate the role of Nigerian women entrepreneurs in the local economy. As a culminating task, create an advertisement for one of the women s businesses or a sales pitch to a multinational corporation asking them to consider investing in the women s companies. Investigate the different perspectives on economic alliances such as the Trans-Pacific Partnership or OPEC. Have students hold a debate on the topic with each student/group of students playing the role of a different country, industry, or other stakeholder in the decision. Consider the impact a purchase of one goat could have for a family in Ethiopia. How could their lives change? What could be produced? Explain the difference between a market and command economy and identify countries that practice each. Explain the role of innovation, entrepreneurs, and institutions in a market economy. 99

101 Theme Regions and People of the Eastern Hemisphere Grade 7 Economics The Global Economy Economic globalization occurs with cross-border movement of goods, services, technology, information, and human, physical, and financial capital. Understanding why people specialize and trade, and how that leads to increased economic interdependence, are fundamental steps in understanding how the world economy functions. While trade provides significant benefits, it is not without costs. Comparing those benefits and costs is essential in evaluating policies to influence trade among individuals and businesses in different countries. How do the costs and benefits of trade impact individuals, businesses, and societies in a global economy? Comparative advantage of regions and nations exists when they can produce goods or services at a lower opportunity cost than other individuals or nations. Specializing in the production of the good or service at a lower cost increases trade with others. International trade can be affected by government actions. When imports are restricted by public policies, consumers pay higher prices while job opportunities and profits in exporting countries decrease. Explain the reasons why countries specialize and trade. Conduct inquiry to answer questions such as: Does membership in an economic alliance such as the European Union improve economic performance in member nations? What impact do free-trade agreements have with other nations? Work in groups to research the imports, exports, economic activities and natural resources of multiple countries on multiple continents. Students should identify the geographic features of the countries (e.g., location, physical features), then create a chart comparing these items. Challenge students to use the chart to make inferences using the following questions: Why do certain countries specialize in certain products? Why are certain products imported while others are exported? Do the geographic features influence the economic activities? How does the country capitalize on its natural resources? How does the country use its available resources? Is the country developed or developing? Explain the costs and benefits of trade in an interdependent, global economy. 100

102 Theme Regions and People of the Eastern Hemisphere Grade 7 Geography Geographic Representations: Spatial Views of the World Spatial thinking examines the relationships among people, places and environments by mapping and graphing geographic data. Geographic data are compiled, organized, stored and made visible using traditional and geospatial technologies. Children need to be able to access, read, interpret and create maps and other geographic representations as tools of analysis. How do social scientists use geographic tools to explain relationships between people, places, and environments? Geographic information is compiled, organized, manipulated, stored and made available in a variety of representations. Students need to acquire the skills associated with using globes and other geographic tools (e.g., aerial photographs and digital satellite images) to communicate information from a spatial perspective. Seventh-grade students need to apply their understanding of the basic properties of maps, globes, diagrams and aerial and other photographs to gather, process and report information about people, places and environments. Use various types of maps (e.g., physical, economic activity, population, climate, vegetation) to gather and process information about a place and draw conclusions about the culture of the people (how they live). Using information from the maps, create a brochure or advertisement that highlights the attributes of that place. If available, have students use media technology to create electronic, Web-based or virtual products. Examine a variety of maps of the Middle East. Ask students how these maps reflect the region s history, politics, and economics. Have students locate a newspaper article or video clip that discusses a current event related to their findings. Use and/or create appropriate maps, globes and geographic tools to gather, process and report information about people, places and environments. Students could also consider creating a digital map to post to the class website. Students should become familiar with the tools of modern cartographers, including computer-assisted mapping and geographic information systems (GIS). If available, students should gain experience using these tools. Cartographers create maps for specific purposes and represent the context in which they were created (e.g., time, place, culture). Understand that maps are created for specific purposes and represent the context in which they were created. 101

103 Theme Regions and People of the Eastern Hemisphere Grade 7 Geography Human-Environment Interaction: Places, Regions, and Cultures Human-environment interactions are essential aspects of human life in all societies and they occur at local-to-global scales. Culture influences the locations and the types of interactions that occur. Earth s human systems and physical systems are in constant interaction and have reciprocal influences flowing among them. These interactions result in a variety of spatial patterns that require careful observation, investigation, analysis, and explanation. How do cultural patterns and economic decisions influence environments and the daily lives of people? Human activities develop in response to physical environments. For instance, waterways provide economic opportunities for people; therefore, regions with waterways are often more populated. Certain physical environments, like the Arctic, limit human activities and are therefore less populated. List multiple physical environments on the board and then brainstorm how these variations in the physical environment have influenced how people live. Have students role play a human activity that might occur in a particular environment. Distribute environmental cards to student groups. Have them research the lifestyle of peoples living in that environment and select a human activity to role play or present to the class. Students should be able to explain the connection between the environment and the human activity. When the environment does not meet human needs, people adapt or modify it to meet those needs. For example, in places where waterways are unavailable, people construct canals. Modifications to the environment have intended and unintended consequences. Many of the issues facing the world today are the result of unintended consequences of human activities, like highways disturbing natural habitats and contributing to air pollution. Investigate the various groups of people living in the Sahara and Sahel regions of Africa. Gather information about their cultural traits and draw conclusions about how they have adapted to living in these extreme conditions. Have students analyze various sources relating to Mount Everest, the world s tallest mountain. These resources might include video clips, blogs, photographs, maps, newspaper articles, etc. Students should record information about how the environment impacts the natives and visitors to the region, as well as how humans have impacted the environment of the mountain. Research the Suez Canal. From their research students can surmise what the regions surrounding it would physically and economically look like if it was never built. Explain how variations among physical environments in the Eastern Hemisphere influence human activities. Explain how human activities have altered the physical environments of the Eastern Hemisphere. 102

104 Theme Regions and People of the Eastern Hemisphere Grade 7 Geography Human Populations: Spatial Patterns and Movement The size, composition, distribution, and movement of human populations are fundamental and active features on Earth s surface. The expansion and redistribution of the human population affects patterns of settlement, environmental changes, and resource use. The spatial patterns and movements of population also relate to physical phenomena including climate variability, landforms, and locations of various natural hazards. Further, political, economic, and technological changes sometimes have dramatic effects on population size, composition, and distribution. Past, present, and future conditions on Earth s surface cannot be fully understood without asking and answering questions about the spatial patterns of human population. How have changes in transportation and communication technology influenced human settlements and affected the diffusion of ideas and cultural practices of a region? Students in grade seven will use multiple criteria to determine, classify and compare regions. Students also can be challenged to compare regional criteria across continents and consider changes in regions over time. Regions are human constructs used to identify and organize areas of the Earth s surface based upon shared characteristics. Regions can be determined based upon various criteria: Landform refers to the shape, form or nature of physical feature of earth s surface (e.g., plains, hills, plateaus, mountains). Population includes data about the people who live in a selected area (e.g., population density, birth rates). Culture is the learned behavior of people, including belief systems and languages. Economics refers to the set of principles by which a society decides and organizes the ownership, allocation and use of resources. Economic characteristics include natural resources, agricultural products and levels of income. Use various criteria to describe, classify and compare regions within the Eastern Hemisphere. Use overlapping maps to compare regions with differing characteristics. Maps can show climate regions, population density, economic activity, landforms or topography. For example, compare two regional maps of Asia one with climate regions and another with cultural regions. Have students look for correlations between regional characteristics (e.g., How does climate correlate with population? What is the relationship between economic activity and landforms? What is the relationship between topography and agriculture?). Use a jigsaw approach to have students research and share information on regions in the Eastern Hemisphere including landform, climate, population, culture and economics. Analyze a series of population pyramids depicting Europe s population dilemmas relating to negative population growth. Draw conclusions from the graphs and make predictions about how these issues will affect individuals, economies, governments, and societies. Using visual multimedia, students will analyze and present changes (if any) in regional culture. Students can use fashion, transportation, language, etc. as a focus to compare and contrast traditional aspects versus global influence. An example could be a virtual fashion show that examines whether or not specific regions have been steadfast in conserving their culture or have gradually allowed the world to affect their traditions. 103

105 Theme Regions and People of the Eastern Hemisphere Grade 7 Geography Global Interconnections: Changing Spatial Patterns Global interconnections occur in both human and physical systems. Earth is a set of interconnected ecosystems of which humans are an influential part. Many natural phenomena have no perceptible boundaries. For example, the oceans are one dynamic system. The atmosphere covers the entire planet. Land and water forms shift over geological eons. Many life forms diffuse from place to place and bring environmental changes with them. Humans have spread across the planet, along with their cultural practices, artifacts, languages, diseases, and other attributes. All of these interconnections create complex spatial patterns at multiple scales that continue to change over time. Globalscale issues and problems cannot be resolved without extensive collaboration among the world s peoples, nations, and economic organizations. Asking and answering questions about global interconnections and spatial patterns are a necessary part of geographic reasoning. How does the relationship between the environmental characteristics of places and the movement of people and goods reflect global interconnections? Increasingly, people around the world are engaged with more complex economic and communication networks, which foster interdependence. These networks bring access to resources, which are unevenly distributed on Earth. The networks promote the use of goods, services and information by encouraging their exchange. Have students participate in a simulation of trans-boundary pollution. Assign students to be either wind, pollution, or an observer. Students who are simulating pollution will toss confetti in the air at a designated location. Students who are simulating wind will wave pieces of cardboard, causing the confetti to be carried to different places in the classroom. Observers will note where the confetti falls and how close it is to its original location. Facilitate a class discussion on the connections between their simulation and the global effects of different types of pollution. Globalization has been around for centuries but its effects are felt more profoundly as rapid advancements in communication, transportation, and technology speed up changes. In grade seven students will investigate a variety of topics representing global interconnections including multinational companies, outsourcing, international organizations, cultural diffusion, and response to natural disasters. Students will understand that global interconnections occur in both human and physical systems. Conduct an inquiry on the roles of various organizations within the United Nations such as the World Health Organization, the World Food Program, or UNICEF. Students should explore the purpose of these organizations as well as the areas of the world and types of issues they work to solve. Students might develop a multi-media presentation or a news broadcast style skit to share their findings. Investigate a major global issues such as deforestation, the AIDS epidemic, water scarcity, or the refugee crisis. Conduct a mock UN assembly where groups of students share their findings via multimedia presentation and make recommendations for solutions to these problems. Students will explain the purpose and function of international organizations such as the United Nations, specifically relating to their work in the Eastern Hemisphere. 104

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107 Eighth Grade U.S. Studies from the Constitutional Era through Reconstruction History Civics Economics Geography Change, Continuity, and Context Civics and Political Institutions Economic Decision- Making Geographic Representations: Spatial Views of the World Perspectives Participation and Deliberation: Applying Civic Virtues and Democratic Principles Exchange and Markets Human-Enviroment Interaction: Place, Regions, and Culture Historical Sources and Evidence Process, Rules, and Laws The National Economy Human Populations: Spatial Patterns and Movement Causation and Argumentation The Global Economy Global Interconnections: Changing Spatial Patterns 106

108 Theme U.S. Studies from the Constitutional Era through Reconstruction Grade 8 History Change, Continuity, and Context Chronological reasoning requires understanding processes of change and continuity over time, which means assessing similarities and differences between historical periods and between the past and present. It also involves coming to understand how a change in one area of life relates to a change in other areas, thus bringing together political, economic, intellectual, social, cultural, and other factors. Understanding the interrelation of patterns of change requires evaluating the context within which events unfolded in order not to view events in isolation, and to be able to assess the significance of specific individuals, groups, and developments. How do events and developments in history reflect change and/or continuity? (Possible Examples) Students will analyze and evaluate the ways in which events, over time, have led to change/or continuity. These may include the following: Examine the U.S. Constitution to find how it resolved the problems under the Articles of Confederation (i.e., maintaining national security, creating a stable economic system, paying war debts, collecting revenue, regulating trade, correcting flaws in the central government). Abolition of slavery Women s rights Temperance movement Education reform Racial discrimination Civil Liberties and National Security Compare the varying degrees of freedom held by different groups (e.g. African Americans, women, immigrants, minorities) over time. Describe the various points of view that existed in the United States during the nineteenth century and how they drove the major events of the time. Read aloud excerpts from The American Dream by Dan Rather about 30 American dreamers, their struggles, and triumphs. Students pose questions about these people on sticky notes and research answers. Describe how the roles of women and men in American society have changed over time. Explore the history of individual Connecticut cities and towns. Evaluate whether Connecticut history is representative of the larger historical context. What impact did King Phillip s war have on the development of Eastern Connecticut? How did the migratory nature of Natives (e.g., Mohegans) affect the original settlement? Create a timeline or flow chart to illustrate how the abolition of slavery indicated progress, or decline, for the life of African Americans. 107

109 Theme U.S. Studies from the Constitutional Era through Reconstruction Grade 8 History Perspectives History is interpretive. Even if they are eyewitnesses, people construct different accounts of the same event, which are shaped by their perspectives their ideas, attitudes, and beliefs. Historical understanding requires recognizing this multiplicity of points of view in the past, which makes it important to seek out a range of sources on any historical question rather than simply use those that are easiest to find. It also requires recognizing that perspectives change over time, so that historical understanding requires developing a sense of empathy with people in the past whose perspectives might be very different from those of today. How did attitudes, beliefs, and actions of various individuals and groups influence events in United States history? Throughout the study of history, historical documents, artifacts and other materials can be examined in terms of the perspective or point of view they represent. and secondary sources can be studied to understand how the same event might be portrayed from different perspectives. sources provide first-hand information about historical events. Secondary sources provide interpretations of events by people who were not present at the events they discuss. In using documents, historians determine the applicability of information and separate factual information from opinion and fiction. Historians also use evidence provided by the primary and secondary sources to construct arguments that support a stated position. This may include an examination of the following; American Revolution Institution of slavery Labor movement Immigration Analyze primary and secondary sources to describe the different perspectives on an issue relating to a historical event in U.S. history and to present and defend a position. Create a project by researching multiple perspectives on a topic of US history and then develop and defend a thesis based on their research. Analyze primary and secondary sources to develop and write a historical narrative from multiple perspectives. Students will present and defend their historical narratives. Use primary and secondary sources to investigate an event in American history. For example, students could investigate the 10-Hour Day Movement by examining the perspectives of the mill workers and the mill owners. Have them recreate the trial where students assume the roles of judge, attorneys, witnesses, and jury. The class will compare the outcome of their trial with the outcome of the original trial. Divide students into Federalists and Anti-Federalists. Have them research issues involved with each position for a debate on the adoption of the U.S. Constitution. Compare and contrast the attitudes of Southern plantation owners, poor Southern farmers, Northern industrialists, abolitionists, and free blacks toward slavery. Have students present their findings. Explore paternalism and how it affected both the Southern slaves and the Northern factory workers, namely the young girls recruited from local farms. What conditions did both face that could be called severe? How did plantation owners and mill owners create a system where the enslaved perceived that they depended on them? Students can initially focus on their own dependence on their guardians by generating a list of basic needs and where they arrive at them. 108

110 Theme U.S. Studies from the Constitutional Era through Reconstruction Grade 8 History Historical Sources and Evidence Historical inquiry is based on materials left from the past that can be studied and analyzed. Such materials, referred to as historical sources or primary sources, include written documents, but also objects, artistic works, oral accounts, landscapes that humans have modified, or even materials contained within the human body, such as DNA. These sources become evidence once they are selected to answer a historical question, a process that involves taking into account features of the source itself, such as its maker or date. The selection process also requires paying attention to the wider historical context in order to choose sources that are relevant and credible. Examining sources often leads to further questions as well as answers in a spiraling process of inquiry. How can source information of historical documents be used to determine their relevance, utility, and limitations? Students will practice thinking like historians by examining a wide range of primary sources to study American history (e.g., speeches, photographs, letters, journals, government documents, advertisements, newspaper articles). Further, historical sources contain important information to help identify the relevance and possible limitations of each one. Information such as the maker, date, place of origin, intended audience, and purpose can be used to evaluate the credibility and usefulness of the source. Use primary sources to study themes and events in American history. Create a National History Day project by researching multiple perspectives and then develop and defend a thesis based on their research. Conduct research to answer the question: How can we use evidence to understand how the Civil War affected freedom and equality for Americans? Students might examine the Civil War photos of Matthew Brady, the Emancipation Proclamation, the Thirteenth Amendment, and/or other applicable primary sources. Students can do a character study on Lyman Trumbull, principal author of the Thirteenth Civil Rights Amendment. Trumbull, from Connecticut, had a humble upbringing even though he hailed from a gigantic family. Create a documentary to showcase their research findings and publish it. Compare a video clip of a historical movie to a print version of an event. (e.g., watch a clip from the film Lincoln (2012) to examine enhancement/distortion of the historical record of President Lincoln and/or the Civil War.) Use information such as maker, date, place of origin, intended audience, and purpose to evaluate the relevance and utility of a source. 109

111 Theme U.S. Studies from the Constitutional Era through Reconstruction Grade 8 History Causation and Argumentation Historical thinking involves using evidence and reasoning to draw conclusions about probable causes and effects, recognizing that these are multiple and complex. It requires understanding that the outcome of any historical event may not be what those who engaged in it intended or predicted, so that chains of cause and effect in the past are unexpected and contingent, not pre-determined. Along with claims about causes and effects, historical arguments can also address issues of change over time, the relevance of sources, the perspectives of those involved, and many other topics, but must be based on evidence that is used in a critical, coherent, and logical manner. How can historians develop arguments based on an analysis of various causes and effects of the events? Nationally, reconstruction took place in part with the passage of the 13 th, 14 th and 15 th Amendments to the U.S. Constitution. These amendments ended slavery and attempted to protect the rights of freedmen. Reconstruction had a particular impact on the Southern states, as they were required to implement a series of actions before being readmitted to the Union. Federal authority was affirmed, as most Southern states had to complete these actions under Military Reconstruction. Reconstruction resulted in resentments and new issues. White Southerners resented the new status afforded to blacks. They responded by enacting black codes and forming organizations such as the Ku Klux Klan. Southern Democrats resented the Republican carpetbagger governments imposed on the South and restored Democrats to power as Military Reconstruction came to an end. Congress and the presidency engaged in a struggle to control Reconstruction, which threatened the balance of power between the branches. Students will analyze the theory of Manifest Destiny and its impact on American policy. Describe how the Reconstruction period resulted in changes to the U.S. Constitution, an affirmation of federal authority, and lingering social and political differences. In small groups, discuss the precedent of secession by comparing the causes of the American Revolution, as stated in the Declaration of Independence, to the causes of the Civil War. Create a product, such as debates, argumentative writing, or political cartoons, to convey an argument on a controversial historical topic. Examine questions such as, how did Westward Expansion reinforce, and contradict, the American identity of the United States as a land of opportunity? Create a multimedia presentation, photo essay, documentary, or oral presentation to present findings. Evaluate various long-term and short-term reasons for conflict between the North and the South. Conduct a debate on the most significant cause of the Civil War. Examine the advantages and disadvantages each region held over the other at the start of the conflict and how they affected the outcome. Following a lesson where students understand the general timeline of events, students will be given a series of dates (e.g., April 12, 1863; Feb. 6, 1854; Sept. 17, 1787; etc.) and will develop an argument as to which date is the most significant date that caused the Civil War. Elections are often game changers. To what affect did the election of 1860 have on the short and long term failures and success of U.S. History? Using primary sources, such as letters from founding fathers, the Articles of Confederation, etc., and write an argumentative piece that either debates for or against using July 4 th to mark the birth of a nation. 110

112 Theme U.S. Studies from the Constitutional Era through Reconstruction Grade 8 Civics Civic and Political Institutions Civic participation embraces the ideal that an individual actively engages in his or her community, state or nation for the common good. Students need to practice effective communication skills including negotiation, compromise and collaboration. Skills in accessing and analyzing information are essential for citizens in a democracy. What is a good citizen? Throughout early American history, there are examples of how participation in social and civic groups led to the attainment of individual and public goals. Social groups included the American Temperance Society, which strived to reduce the consumption of alcohol, and the National Trades Union, which sought to improve working conditions. Civic groups included the Sons of Liberty, which worked to protest British colonial policy, and the American Anti-Slavery Society, which worked to emancipate slaves. Evaluate how individuals, groups, and institutions in the United States have both promoted and hindered people s struggles for freedom, equality, and social justice. Evaluate the causes, goals, and outcomes of mid-19 th century reform movements (e.g., women s rights, temperance, education, mental health, prisons). Analyze the Second Great Awakening on 19 th century reform movements. How did it differ from the First Great Awakening in the mid-18 th century? Public opinion in American history was influenced by pamphlets, books and newspaper articles (e.g., Common Sense, Uncle Tom s Cabin, the Federalist Papers, The Liberator). Find a recent news article or clip telling how citizens are actively engaged in Guilford, Connecticut, or the United States for the common good. Students could also identify an issue or cause that they feel strongly enough about to get involved with and propose a course of action. Media and communication technology influence public opinion through a variety of means. Historically, this includes improvements in printing, mail delivery, distribution of newspapers and the telegraph, which heightened public awareness and provided information. They also exposed people to arguments, emotional appeals and propaganda. The invention of the telegraph transformed news and hastened the rise of independent, mass-circulation newspapers in the 19 th century. Explain how participation in social and civic groups can lead to the attainment of individual and public goals. 111

113 Theme U.S. Studies from the Constitutional Era through Reconstruction Grade 8 Civics Participation and Deliberations: Applying Civic Virtues and Democratic Principles Civics teaches the principles such as adherence to the social contract, consent of the governed, limited government, legitimate authority, federalism, and separation of powers that are meant to guide official institutions such as legislatures, courts, and government agencies. It also teaches the virtues such as honesty, mutual respect, cooperation, and attentiveness to multiple perspectives that citizens should use when they interact with each other on public matters. Principles such as equality, freedom, liberty, respect for individual rights, and deliberation apply to both official institutions and informal interactions among citizens. Learning these virtues and principles requires obtaining factual knowledge of written provisions found in important texts such as the founding documents of the United States. It also means coming to understand the diverse arguments that have been made about these documents and their meanings. Finally, students understand virtues and principles by applying and reflecting on them through actual civic engagement their own and that of other people from the past and present. s How do ideas and principles contained in the founding documents of the United States influence its social and political system? The democratic ideals that became the cornerstone for the development of a common national identity were freedom, equality, rights and justice. Many of these ideals were reflected in the colonial governments, formed the basis for the colonists disagreements over British policies, and were embedded into the U.S. Constitution and Bill of Rights. The sense of being an American began to form around the time of the American Revolution and gradually replaced the stronger sectional and state identities that were more prevalent before the Civil War. The creation of the public education system helped foster these ideals. Many immigrants came to the United States in pursuit of these democratic ideals with the hope of assimilating as Americans. Small groups study a feature of the U.S. Constitution: federal system, representative democracy, separation of powers, checks and balances. Using the text of the U.S. Constitution, each group produces a short presentation with visuals to explain their feature of the U.S. Constitution. Introduce the Enlightenment ideas on natural rights, limitations on the power of the government, social contract and consent of the governed. Form groups and have each examine the section of the Declaration of Independence that begins with We hold these truths and ends with for their future security. Students identify the Enlightenment ideas reflected in this section and translate these into their own words with illustrations. Analyze the ways that the U.S. Constitution reflected American beliefs concerning government and the rights of the individual during this era. The federal government established by the U.S. Constitution divides power among a central government and territorial subdivisions the national and state governments. This allows both levels of government some degree of independence. The United States is a republic or representative democracy in which elected officials representing the people make laws and public policy. The U.S. Constitution provides for a separation of powers among the three branches of government (e.g., the legislative branch has the power to impose taxes and declare war, the executive branch has the power to command the military and grant pardons, the judicial branch has power to hear cases involving maritime law and controversies between the states). The U.S. Constitution also provides for a system of checks and balances among the three branches of government. Describe and give examples of how the U.S. Constitution created a federal system, representative democracy, separation of powers, and checks and balances. 112

114 Theme U.S. Studies from the Constitutional Era through Reconstruction Grade 8 Civics Process, Rules, and Laws Civics is the discipline of the social studies most directly concerned with the processes and rules by which groups of people make decisions, govern themselves, and address public problems. People address problems at all scales, from a classroom to the agreements among nations. Public policies are among the tools that governments use to address public problems. Students must learn how various rules, processes, laws, and policies actually work, which requires factual understanding of political systems and is the focus of this section. How do policies developed to address public problems promote the common good? Beginning with the Bill of Rights, Americans have fought for and attained liberties such as freedom of speech, the right to bear arms, and the right to vote. Since the inception of the United States, there have been twenty-seven amendments added to the Constitution to address public problems and maintain the document s relevance to a changing society. Read and discuss Article V of the Constitution which explains the amendment process. Groups of students can answer questions such as What does this process reveal about how democratic government works? Does it seem fair? How does it create checks and balances within the government s legislative process? Students propose amendments that might be added to the Constitution to address public problems in today s society. Explore Supreme Court proceedings and create a simulation of the Supreme Court where students classify laws or actions as either constitutional or unconstitutional. In grade eight students will examine the development of the Constitution and its amendments as they reflected societal change to further the common good. Explain the purpose and process for amending the Constitution. Research current events that illustrate the rights and protections guaranteed by the Bill of Rights. Research the major amendments that have been added to the Constitution and analyze to what extent they have promoted the common good. Students can also research amendments that have been proposed, but not added to the Constitution. Why are certain amendments passed and others not? Consider the effects of abolishing the 10 th Amendment would have. Would the rest of the document still stand? Explain how specific amendments have been proposed and/or passed to promote the common good. 113

115 Theme U.S. Studies from the Constitutional Era through Reconstruction Grade 8 Economics Economic Decision-Making People make decisions about how to use scarce resources to maximize the well-being of individuals and society. Economic decision making involves setting goals and identifying the resources available to achieve those goals. Alternative ways to use the resources are investigated in terms of their advantages and disadvantages. Since most choices involve a little more of one thing and a little less of something else, economic decision making includes weighing the additional benefit of an action against the additional cost. Investigating the incentives that motivate people is an essential part of analyzing economic decision making. Who should pay? Who should benefit? Economic choices are made because wants are unlimited, but resources are scarce. In any economic decision, whether it is an individual, business or government, there are consequences for the present and the future. Businesses must weigh the consequences of hiring more workers, investing in research and development, and lowering or raising prices against potential profits in the short and long term. Governments must consider which public goods and services (e.g., highways, courts, military protection, education) they provide with available revenue (from taxes). They also must weigh the immediate and future impact of raising or lowering revenue through tax and tariff policy. Evaluate government policies and programs designed to restore stability to the economy, such as monetary and fiscal policies. How did the ending of slavery affect the overall economy of former Confederate States? Evaluate economic policies and reforms designed to promote fairness, security, and growth to the economy. Examine the textile industry in America and in England. In groups, students will decide whether or not to support the U.S. South in the Civil War if they were England. Would it be to England s advantage to side with the Confederate States? Why? Why not? Analyze how choices made by individuals, businesses and governments have both present and future consequences. 114

116 Theme U.S. Studies from the Constitutional Era through Reconstruction Grade 8 Economics Exchange and Markets People voluntarily exchange goods and services when both parties expect to gain as a result of the trade. Markets exist to facilitate the exchange of goods and services. When buyers and sellers interact in well-functioning, competitive markets, prices are determined that reflect the relative scarcity of the goods and services in the market. The principles of markets apply to markets for goods and services, labor, credit, foreign exchange, and others. Comparison of benefits and costs helps identify the circumstances under which government action in markets is in the best interest of society and when it is not. Should government regulate business and economy? Examples of how governments can impact markets by means of spending, regulations, taxes and trade barriers can be found in early American history. Spending by the U.S. and state governments has impacted markets by financing the building of roads and canals. The United States also purchased land for later development (e.g., the Gadsden Purchase). Evaluate how science and technology changed everyday life for Americans. Students will explore the impact simple technology had on extending the U.S. border to the Pacific Ocean. The development of John Deere s plow as well as Joseph Glidden s barbed wire helped push farms more west by making the work more efficient and allowing for more use of land. Suggested: Lesson Plan They Say We had a Revolution (Part I), Council for Economic Education, discusses the government s use of spending on transportation to influence markets. Regulations have been used by governments to control markets by limiting the production or exchange of goods (e.g., British trade policy for the colonies, including the Navigation Acts). Tariffs have been used to make American-produced goods more competitive in the domestic market by raising the price of imported goods (e.g., the Tariff of 1828). Trade barriers are used by governments to impact markets. They are the means used to prevent certain exchanges of goods (exports or imports) between nations (e.g., the Embargo Act of 1807). Explain the impact government can have on markets by spending, regulating, taxing and creating trade barriers. 115

117 Theme U.S. Studies from the Constitutional Era through Reconstruction Grade 8 Economics The National Economy Changes in the amounts and qualities of human capital, physical capital, and natural resources influence current and future economic conditions and standards of living. All markets working together influence economic growth and fluctuations in well-being. Monetary and fiscal policies are often designed and used in attempts to moderate fluctuations and encourage growth under a wide variety of circumstances. Policies changing the growth in the money supply and overall levels of spending in the economy are aimed at reducing inflationary or deflationary pressures; increasing employment or decreasing unemployment levels; and increasing economic growth over time. Policies designed to achieve alternative goals often have unintended effects on levels of inflation, employment, and growth. Why do standards of living increase as productivity improves? The country s expansion helped it develop sections with distinct economic characteristics. The sections took different positions on key political issues of the day (e.g., tariff policy, the national bank, internal improvements, sales of public lands, slavery). Northern entrepreneurs favored high tariffs to protect their businesses and avoid competition from foreign products. Many southerners, who imported manufactured products, wanted low tariffs to keep their costs low. They also feared that foreign countries would retaliate against American tariffs by not importing southern cotton and other products. Analyze reasons for economic growth in Connecticut in the 19th century and ways that Connecticut contributed to the growth and expansion of the nation. Evaluate the history of individual cities and towns in the 19th century and analyze reasons for economic and/or social change in individual towns during this period. These towns should include but not be limited to Guilford, New Haven, Norwich, New London, Hartford, Naugatuck and Colchester. Explore the relationship between Connecticut s economic successes and war by creating maps, graphs, etc. Northerners favored the operations of a national bank that could help finance new business ventures and facilitate commerce. Western farmers tended to be poor and distrusted banks. They objected to bank policies that made it difficult for them to obtain loans. Westerners favored government programs to enhance internal improvements such as roads and canals. These improvements enabled more people to travel out west and made it easier to ship agricultural products east. During the 19th century, higher productivity in the U.S. economy caused prosperity for the American people. Students will understand the effect of inflation, deflation and unemployment on different groups and why standards of living increase as productivity improves. Students can evaluate the political, economic, and social impact of key Connecticut industries on the state and national economies. 116

118 Theme U.S. Studies from the Constitutional Era through Reconstruction Grade 8 Economics The Global Economy Economic globalization occurs with cross-border movement of goods, services, technology, information, and human, physical, and financial capital. Understanding why people specialize and trade, and how that leads to increased economic interdependence, are fundamental steps in understanding how the world economy functions. While trade provides significant benefits, it is not without costs. Comparing those benefits and costs is essential in evaluating policies to influence trade among individuals and businesses in different countries. How do the benefits and costs of trade policies impact individuals, businesses, and society? The production of cash crops during the early 19 th century affected international trade. Certain regions produced cash crops and profited from their production. Students will analyze how the reliance on these cash crops. In the pre-civil War South, industrialization influenced the institution of slavery in America, and manufacturers and merchants benefited from cash crops in the United States and Europe. Analyze how changes in transportation, information, education, and communication technologies have affected U.S. trade relations with other nations and its role in the world. Research early economic relations in the US. (For example, describe how John Adams, as a diplomat assigned to Amsterdam, influenced the new economic relationships between the Netherlands and the thirteen former colonies that later formed the United States.) Students will be able to explain the benefits and costs of trade policies and how they impact individuals, businesses, and society. 117

119 Theme U.S. Studies from the Constitutional Era through Reconstruction Grade 8 Geography Geographic Representations: Spatial Views of the World Spatial thinking examines the relationships among people, places and environments by mapping and graphing geographic data. Geographic data are compiled, organized, stored and made visible using traditional and geospatial technologies. Children need to be able to access, read, interpret and create maps and other geographic representations as tools of analysis. How do historians use maps to represent and explain the spatial patterns of cultural and environmental characteristics? Modern and historical maps, as well as other geographic tools (e.g., GPS, GIS, Internet-based mapping applications, aerial and other photographs, remote sensing images) can be used to analyze how historical events have been influenced by the distribution of natural resources and geographic location. These tools can be used to understand changes over time. They may be used to help illustrate sectionalism, unification or movement. Give students a regional map and a list of historical events that took place in the region. Have students brainstorm how geography influenced the events on the list. Create a series of What if maps representing what the country would look like if a specific event did not take place. For example, What if France never sold Louisiana? Would there still be California? Students could draw these maps and identify key cities and potential, altered appearance of the states. Discuss how and which geographical tools can be used to draw conclusions about historical events. Analyze the ways in which historical events are shaped by geography using modern and historical maps and other geographic tools. 118

120 Theme U.S. Studies from the Constitutional Era through Reconstruction Grade 8 Geography Human-Environment Interaction: Places, Regions, and Cultures Human-environment interactions are essential aspects of human life in all societies and they occur at local-to-global scales. Culture influences the locations and the types of interactions that occur. Earth s human systems and physical systems are in constant interaction and have reciprocal influences flowing among them. These interactions result in a variety of spatial patterns that require careful observation, investigation, analysis, and explanation. How do cultural and environmental characteristics make places both similar to and different from other places? The expansion of the United States, both geographically and economically, was influenced by the availability of its natural resources. The expansion sometimes resulted in unintended consequences. Forest resources and the abundance of fish and fur-bearing animals stimulated the growth of industries in the Northeast. The soil and climate of Virginia was conducive for growing tobacco. Although England originally settled Virginia to discover gold and silver and to trade with Indians for fur, the cultivation of tobacco helped make the colony prosper. Likewise, rice became an important crop in South Carolina, although originally it was thought to be an area for growing sugarcane. Cotton became a primary crop in the South. Intensive cotton cultivation, however, drained southern soils of essential nutrients and helped force the westward expansion of plantation agriculture. Using maps, letters and other primary sources, build a multimedia presentation that explores US expansion during this era as it relates to geography. (For example, Connecticut s rocky soil may have made farming difficult, but its vast rivers and resourceful people transformed it into an industrial powerhouse in the 19 th century.) Include the environmental impact of the expansion. Expansion westward encouraged the building of canals and railroads, which in turn influenced further western migration. The stagnant waters of the canals often caused diseases and sparks from railroad engines sometimes caused prairie fires. The new settlers in the West affected the environment by destroying native vegetation to cultivate land for farming and by carving up the open plains with barbed-wire fences to protect cropland from animals. Analyze how the availability of natural resources contributed to the geographic and economic expansion of the United States. Explain how this sometimes resulted in unintended environmental consequences. 119

121 Theme U.S. Studies from the Constitutional Era through Reconstruction Grade 8 Geography Human Populations: Spatial Patterns and Movement The size, composition, distribution, and movement of human populations are fundamental and active features on Earth s surface. The expansion and redistribution of the human population affects patterns of settlement, environmental changes, and resource use. The spatial patterns and movements of population also relate to physical phenomena including climate variability, landforms, and locations of various natural hazards. Further, political, economic, and technological changes sometimes have dramatic effects on population size, composition, and distribution. Past, present, and future conditions on Earth s surface cannot be fully understood without asking and answering questions about the spatial patterns of human population. How have changes in transportation and communication technology influenced human settlements and affected the diffusion of ideas and cultural practices? Slavery in the northern colonies was not as prevalent as in the southern colonies and slaves generally were used in a variety of endeavors. Many more African Americans were enslaved in the South where they were mainly used to raise labor-intensive crops. These differences influenced the ideas and political perspectives regarding the institution of slavery as the colonies gained independence and developed as a country. Create a phone to illustrate what the first wired society looked like. What were the limitations? How did this device evolve into something we carry in our pockets? Prior to the telephone, how did the invention of the telegraph impact war? Investigate the history of post roads by using maps and population analysis for cities and towns along the route. How did the transition from post riders to mail cars affect growth? Which areas suffered from this transition? What predictions are likely for the future? The opening of lands west of the Appalachians for white settlers led the government to move Indians further west either through treaty negotiations or by forcible removal. Sections of North America developed new patterns of settlement and land use due to the movement of people (e.g., immigration, importation of slaves, displacement of American Indians). These new patterns of settlement and land use influenced the political and economic development of the United States Research and explain one unintended consequence of canal transportation and one unintended consequence of railroad transportation. Describe the movement of people, products and ideas that resulted in new patterns of settlement and land use and analyze its impact on the political and economic development of the United States. 120

122 Theme U.S. Studies from the Constitutional Era through Reconstruction Grade 8 Geography Global Interconnections: Changing Spatial Patterns Global interconnections occur in both human and physical systems. Earth is a set of interconnected ecosystems of which humans are an influential part. Many natural phenomena have no perceptible boundaries. For example, the oceans are one dynamic system. The atmosphere covers the entire planet. Land and water forms shift over geological eons. Many life forms diffuse from place to place and bring environmental changes with them. Humans have spread across the planet, along with their cultural practices, artifacts, languages, diseases, and other attributes. All of these interconnections create complex spatial patterns at multiple scales that continue to change over time. Global-scale issues and problems cannot be resolved without extensive collaboration among the world s peoples, nations, and economic organizations. Asking and answering questions about global interconnections and spatial patterns are a necessary part of geographic reasoning. Does prejudice define us? The United States negotiated treaties with and purchases from other countries in an effort to expand its territory and to solidify its borders. Treaties were negotiated with Spain, Great Britain and Mexico (e.g., Adams-Onís Treaty, Webster-Ashburton Treaty, Oregon Treaty, Treaty of Guadalupe Hidalgo). The U.S. expanded its territory through purchases from France, Mexico and Russia (e.g., Louisiana Purchase, Gadsden Purchase, Alaska purchase). Examine primary source documents to locate cultural biases, stereotypes and prejudices to explain the social, political and economic consequences for minority groups and the population as a whole. Find examples of prejudice or cultural bias in secondary sources such as period historical fiction or nonfiction (film, text, short stories, children s books, etc.). Create a class record of examples and the consequences of them. Cultural biases, stereotypes and prejudices contributed to American Indian removal, the enslavement of Africans, violence against Mormons, and the view of women as second-class citizens. Responses to prejudice contributed to Indian wars, slave rebellions, the Mormon migrations and efforts for women to gain equal rights. Cultural biases, stereotypes and prejudices also impacted other groups, including immigrants. The prejudices could be based on origin (e.g., Ireland, China) or religion (e.g., Judaism, Catholicism). Many immigrants were restricted from certain jobs and limited as to where they could live. Explain how cultural biases, stereotypes and prejudices had social, political and economic consequences for minority groups and the population as a whole. 121

123 High School Modern World History I History Civics Economics Geography Change, Continuity, and Context Civics and Political Institutions Economic Decision- Making Geographic Representations: Spatial Views of the World Perspectives Participation and Deliberation: Applying Civic Virtues and Democratic Principles Exchange and Markets Human-Enviroment Interaction: Place, Regions, and Culture Historical Sources and Evidence Process, Rules, and Laws The National Economy Human Populations: Spatial Patterns and Movement Causation and Argumentation The Global Economy Global Interconnections: Changing Spatial Patterns 122

124 Theme Modern World History I Students will explore global interconnections of topics that relate to one or more of the following themes: Culture, Conflict, and Change; Political and Economic Systems; Diversity, Human Rights, and Social Justice; Geographic Interconnections, Science, Technology, and Society; Power, Authority, and Governance; Nationalism and Sovereignty and Civic Ideals and Practices. Topic Revolutions in Thought What changes in thinking have had the greatest impact on society? Examining the proliferation of scientific thought through the astronomical observations of Copernicus (heliocentric universe- 1543), Brahe and Kepler (orbits of planets), and Galileo (telescope and heretical observations) to the application of the Scientific Method by Bacon (experimentation and observation) and Descartes (human reason) to human thought leads us to the exploration of the effect of these discoveries on previously existing thoughts about the universe and human thought. This revolution of thought directly challenged beliefs dating back to the ancient Greeks (Ptolemy and Aristotle) and challenged the teachings and authority of the Church. Extension of the scientific method to look for natural laws led to a revolution of thought in the Enlightenment. While the American Revolution gained momentum on Enlightenment ideas of social and political freedom and the social contract, capitalism, a revolution in economic thought, spawned the extension of freedom to the realm of the pursuit of property and self-interest (profit). The year 1776 saw not only the production of the Declaration of Independence in America but also the publication of Adam Smith s The Wealth of Nations, a treatise on how the self-interest (profit) might also serve the public interest. Capitalist thought, applied to innovation, ushered in the Industrial Revolution, which created a great wealth for many entrepreneurs and new social problems for industrial workers. Critics of capitalism, such as Karl Marx, condemned property ownership as the root cause of problems in industrial England, opposing the notion extolled by advocates of capitalism that property ownership is a natural incentive for human productivity. Evaluate how the Scientific Revolution affected religious, political, and cultural establishments in society. Examine the origins of capitalism and analyze its impact on political and economic institutions. Evaluate the extent to which Marxism addresses the economic, social, and political needs of people. Have students access a series of primary and secondary sources on the Scientific Revolution. Read and complete analysis of the primary sources using the OPVL or SOAPSTONE methods. For example, read, analyze and discuss, Dedication of the Revolutions of the Heavenly Bodies to Pope Paul III By Nicolaus Copernicus (1543). Have students use charts/graphic organizers to show cause-and-effect relationships between the ideas of the Scientific Revolution and the changing views of religious, political and cultural institutions after the Scientific Revolution. For example: Religious beliefs Political views Cultural Practices Before Scientific Revolution After Scientific Revolution Project Based: Have students create a children s e-book or paper book that describes the major contributions of the Scientific Revolution and the ideas of the time that were challenged. Accountable Talk: Have students discuss the enduring contribution of discoveries during the period of history known as the Scientific Revolution. For instance, after investigating discoveries of the Scientific Revolution, have students respond to a discussion prompt such as the quote by Newton, If I have seen further (than others) it is by standing on the shoulders of giants. Read and complete primary source analysis of selections of The Wealth of Nations (Adam Smith) and The Communist Manifesto (Karl Marx). Write a compare and contrast essay on the topic of private property ownership. Write a dialogue between Adam Smith and Karl Marx in which each discusses ideas such as the selfinterest, public interest, and private property ownership versus shared ownership of the means of production.. 123

125 Theme Topic Modern World History I Students will explore global interconnections of topics that relate to one or more of the following themes: Culture, Conflict, and Change; Political and Economic Systems; Diversity, Human Rights, and Social Justice; Geographic Interconnections, Science, Technology, and Society; Power, Authority, and Governance; Nationalism and Sovereignty and Civic Ideals and Practices. Industrial Revolution How does industrialization continue to change the world? Industrialization has been a cornerstone of the growth of Western economies since the Industrial Revolution. Globalization has ushered a shift in industrial production to developing countries while developed countries now specialize and consume the products of developing countries through free trade. The ascendance of China as an industrial power and rival to the United States as the world s largest economy is a point of interest. It is also important to understand political and legal support of property rights for innovators. Geographically, access to resources and markets is a precursor to industrial growth. Analyze the causes and effects of industrialization on economics of both industrialized and non-industrialized people and nations. Conduct shared reading of primary sources of the Industrial Revolution. For example, students read and analyze the Leeds Woolen Workers Petition, 1786, from the Modern History Source Book (Fordham University). Compare an innovation of the Industrial Revolution in agricultural production, goods production, transportation, or communication to US modern counterpart. Students create an illustrated case study of the development of industrialization in a selected country over time. Student work may be exhibited where other students may view and respond to the exhibited work. Students research and plan an economic summit where the global impact of industrialization (past and/or present) is prepared, shared, discussed. The summit might be modelled after a current format such as the G20 or G7/G8. It might also be formatted based upon developing and developed nations. 124

126 Theme Topic Modern World History I Students will explore global interconnections of topics that relate to one or more of the following themes: Culture, Conflict, and Change; Political and Economic Systems; Diversity, Human Rights, and Social Justice; Geographic Interconnections, Science, Technology, and Society; Power, Authority, and Governance; Nationalism and Sovereignty and Civic Ideals and Practices. Revolutions of the Americas Can revolution be progress? After waves of rebellion in Europe spurred by Enlightenment ideas revolutionaries in Latin America were able to mobilize populations to fight for their independence. Two examples include movements by Simon Bolivar in South America and Toussaint L Ouveture in Haiti. Ultimately, Mexico and other countries in Central America and countries in South America were also involved. Explain the influences behind the revolutions throughout Latin America (e.g., Haiti, Venezuela, and Mexico). Students complete analysis of one or more speeches by revolutionaries such as Simon Bolivar s Address to the Congress of Angostura (1819) regarding independence from Spain or Toussaint L Ouveture s Letter to the Minister of Marine, 13 April 1799 about events in Haiti s struggle for independence. Write a compare and contrast essay on two revolutions in Latin America focusing on one of the course themes: Culture, Conflict, and Change; Political and Economic Systems; Diversity, Human Rights, and Social Justice; Geographic Interconnections, Power, Authority, and Governance; Nationalism and Sovereignty; or Civic Ideals and Practices. Put a Latin America revolutionary leader on trial. Students prepare and play roles of plaintiff, defendant, witnesses, judge and jury. Students investigate and debate the merits of independence versus being a colony using examples from Latin America. 125

127 Theme Topic Modern World History I Students will explore global interconnections of topics that relate to one or more of the following themes: Culture, Conflict, and Change; Political and Economic Systems; Diversity, Human Rights, and Social Justice; Geographic Interconnections, Science, Technology, and Society; Power, Authority, and Governance; Nationalism and Sovereignty and Civic Ideals and Practices. Russian Revolution Can revolution be progress? Russia experienced two revolutions and civil war during the time of WWI. Following a March Revolution in 1914, economic strains of fighting WWI, the collapse of the monarchy (czar), Lenin s leadership of the Bolshevik Revolution (1917), and subsequent civil war, Russia embarked upon building a communist Soviet Union. Examine the role that political, social, and economic instability played in leading Russia into revolution. Complete a document analysis using OPVL or SOAPSTONE of a speech in the Russian Revolution such as Lenin s Speech Delivered at a Meeting of Soldiers of the Izmailovsky Regiment April 10 (23), 1917 or Leon Trotsky s With Blood and Iron (August 1917). Research propaganda posters or political cartoons from the period that support text analysis. Investigate the economic, social and political problems that created crisis in Russia. (examples at Create individual or small group project of a recent or ongoing conflict that could be classified revolution. Identify the differences between a revolution, an internal conflict and a civil war. 126

128 Theme Topic Modern World History I Students will explore global interconnections of topics that relate to one or more of the following themes: Culture, Conflict, and Change; Political and Economic Systems; Diversity, Human Rights, and Social Justice; Geographic Interconnections, Science, Technology, and Society; Power, Authority, and Governance; Nationalism and Sovereignty and Civic Ideals and Practices. Global Imperialism How did imperialism help/hinder people and nations? Between 1870 and 1914, western industrial nations dominated much of the world through imperialism, characterized by economic interests, political and military interests, humanitarian goals, and Social Darwinism. Aided by advantages in technology and periods of decline in many nonwestern civilizations, these industrialized nations established colonies, protectorates, and spheres of influence in much of Africa, the Middle East, India, and Asia. Have students access a series of primary and secondary sources on Imperialism. Read and complete analysis of the primary sources using the OPVL or SOAPSTONE Methods For example: Complete close read and primary source analysis of Cecil Rhodes Confession of Faith (1877) Create and present visual representations of the connection between Imperial powers and their colonies, protectorates, and spheres of influence. Analyze the causes and justification of imperialism. Evaluate the impact on both imperialist and colonized people and nations, including connections to industrialism 127

129 Theme Topic Modern World History I Students will explore global interconnections of topics that relate to one or more of the following themes: Culture, Conflict, and Change; Political and Economic Systems; Diversity, Human Rights, and Social Justice; Geographic Interconnections, Science, Technology, and Society; Power, Authority, and Governance; Nationalism and Sovereignty and Civic Ideals and Practices. National Modernization How has modernization affected nations? In the face of Imperialism and the Industrial Revolution, countries like Japan, Egypt, the Ottoman Empire opened its doors to modern influences and became a modern industrial power. Some ushered in lasting political, economic and social changes. Compare two media sources depicting national modernization. Suggestions might include film, text, art, or music (e.g., Imperial Rescript: The Great Principles of Education, 1879 [Official Document] Brian Platt, "Educational Reform in Japan (19th c.)," in Children and Youth in History, Item #125, ) Analyze the development of nations as a response to global economic and political changes (e.g., Industrial Revolution and imperialism). Evaluate the effectiveness of any nation s modernization (e.g., social, political, economic, military). 128

130 Theme Topic Modern World History I Students will explore global interconnections of topics that relate to one or more of the following themes: Culture, Conflict, and Change; Political and Economic Systems; Diversity, Human Rights, and Social Justice; Geographic Interconnections, Science, Technology, and Society; Power, Authority, and Governance; Nationalism and Sovereignty and Civic Ideals and Practices. Global Conflict: Chinese modernization Do international conflicts resolve or create issues? Like Japan, China faced economic, social, and political pressures to modernize. Dating from the Opium Wars of the early 1800 s with Great Britain, China experienced a path to modernization filled with great internal conflict. Problems with internal infrastructure, the Taiping Rebellion, foreign intervention from a modernized Japan in the Sino-Japanese War (1894), and Imperialism from the industrialized nations of the West led to the end of the Qing Dynasty. Struggle between conservatives, loyal to Confucian ideals, and reformers, open to the Western ideas of Christianity and industrialization fomented into violence in the Boxer Rebellion. Great atrocities resulted in the Boxer Rebellion and in the years that followed. Although China formed a nationalist republic in 1911 led by Sun Yixian (Yatsen) and modernized, internal conflict and foreign invasion plagued China through the 1930 s. Have students access a series of primary and secondary sources on the Boxer Rebellion and nationalism in China before Mao Zedong. Read and complete analysis of the primary sources using the OPVL or SOAPSTONE methods. For example: Have students complete primary source analysis using OPVL or SOAPSTONE for a document such as A Prisoner of the Boxer Rebellion, Analyze documents and images about the experiences of both Western and Chinese between the late eighteenth century and the beginning of the twentieth and write a short essay describing how the Western powers understood the changing relationship. What do the figures in the image represent? How are European and Chinese figures interacting in the images? Cite from both the textual documents as well as the images to support claims. Analyze the political, economic, and social causes and consequences. Analyze the roots of the conflict between nationalists and Manchu government as well as the impact of political instability in China. 129

131 Theme Topic Modern World History I Students will explore global interconnections of topics that relate to one or more of the following themes: Culture, Conflict, and Change; Political and Economic Systems; Diversity, Human Rights, and Social Justice; Geographic Interconnections, Science, Technology, and Society; Power, Authority, and Governance; Nationalism and Sovereignty and Civic Ideals and Practices. Global Conflict: World War I Do international conflicts resolve or create issues? Despite international efforts at peace represented by the first modern Olympic games (1896) and the First Universal Peace Conference (Netherlands) 1899, Europe was plunged into war when the Archduke Ferdinand of Austria was assassinated by a Serbian nationalist on June 28, Investigation into Europe at this time will reveal a continent beset with aggressive nationalism, imperialism, militarism, and a set of entangling alliances. Identify causes of World War I. Analyze the role of colonies and their resources in the global conflict. Evaluate the role of technology in World War I including Connecticut s contribution. Have students access a series of primary and secondary sources on the World War I. Read and complete analysis of the primary sources using the OPVL or SOAPSTONE methods. For example, have students read, analyze and discuss The Use of Poison Gas Will Irwin, correspondent From the New York Tribune, April 25, 26, 27, The German Army dispersed chlorine gas over Allied lines at Ypres on 22 April 1915 (technology). or Lloyd George on the Battle of the Somme (technology) or Letters between Hussein Ibn Ali and Sir William McMahon (colonies) n Have students work in small groups to read and discuss WWI leaflets or posters to identify bias and propaganda. Using Wilson s Fourteen Points, the Treaty of Versailles, political maps, and ethnographic maps, have students investigate the impact of Wilson s proposals in the redrawing of political boundaries after World War I. Research characteristics of WWI that support the claim that it was a Modern Global War. 130

132 Theme Topic Modern World History I Students will explore global interconnections of topics that relate to one or more of the following themes: Culture, Conflict, and Change; Political and Economic Systems; Diversity, Human Rights, and Social Justice; Geographic Interconnections, Science, Technology, and Society; Power, Authority, and Governance; Nationalism and Sovereignty and Civic Ideals and Practices. Global Conflict: Totalitarianism Do international conflicts resolve or create issues? In the years following WWI, cultural changes inspired by new scientific discoveries (i.e. radioactivity), theories (i.e. relativity, psychoanalysis), modern art, literature, and popular culture were magnified by economic troubles related to WWI and the Great Depression. In seeking to remedy economic problems, overcome general worries/fear, and rectify perceived wrongs at the hands of other countries and cultural groups, some societies turned to totalitarianism as a means of stimulating extreme nationalism and loyalty to charismatic leaders. The rise of Benito Mussolini and fascism in Italy and the rise of Adolf Hitler and the Nazi party in Germany parallel each other in that both leaders mobilized support through preaching the wrongs suffered to their countries at the hands of Britain and France in the Treaty of Versailles. Through charismatic speeches and aggressive actions against trumped up scapegoats, each leader galvanized extreme loyalty from their respective populations. Have students access a series of primary and secondary sources on Totalitarianism during the interwar years. Read and complete analysis of the primary sources using the OPVL or SOAPSTONE methods. For example: Complete a close read and primary source analysis of a speech by Adolph Hitler and a speech by Mussolini. Write a compare and contrasts essay for the two speeches regarding Society, Power, and Authority. Examples include Mussolini s 1933 speech before invading Ethiopia and Adolf Hitler, "Appeal to the German People" (January 31, 1933) View, analyze and discuss, Picasso s painting, Guernica. Follow the reading and analysis with reading and discussion of written accounts of the attack on Guernica such as The Bombing of Guernica, by Noel Monks Eyewitness (1955); Thomas, Hugh, The Spanish Civil War (1977) Have students investigate and report on the transformation of government laws and structure in Germany and/or Italy from the 1920 s to the height of totalitarian power at the start of WWII. Their rise to power includes the dismantling of checks on their power. Subsequently democratic forces in Germany and Italy become rendered ineffective, paving the way for Germany to reverse most of the conditions put in place by the Treaty of Versailles after WWI. Concerned by the actions of Germany and Italy, yet paralyzed by fear of another war, England and France follow a policy of appeasement up until Hitler invades Poland in Analyze the factors that led to the creation and acceptance of totalitarian governments in the interwar period. Evaluate the global response to the rise of totalitarian governments. 131

133 Theme Topic Modern World History I Students will explore global interconnections of topics that relate to one or more of the following themes: Culture, Conflict, and Change; Political and Economic Systems; Diversity, Human Rights, and Social Justice; Geographic Interconnections, Science, Technology, and Society; Power, Authority, and Governance; Nationalism and Sovereignty and Civic Ideals and Practices. Global Conflict: World War II Do international conflicts resolve or create issues? The rise of totalitarian states bent on avenging perceived wrongs from the Treaty of Versailles is a primary determinant of WWII. Military actions of Italy, Germany, and Japan ultimately plunged Europe and the United States into global conflict just 20 years following the Paris Peace Conference of Italy s aggression in Ethiopia, Japan s militarism in the Pacific region, and Germany s militarism in Europe finally exceeded the appeasing tolerance of those countries outside the Rome-Berlin-Tokyo Axis. Have students access a series of primary and secondary sources on World War II. Read and complete analysis of the primary sources using the OPVL or SOAPSTONE methods. Complete close reading and primary source analysis of the Atlantic Charter. Explore WWII or specific events of WWII from a non-american perspective. How do the accounts compare? Hitler s threat toward the Soviet Union ultimately drove the Soviets into alliance with Britain, France, and the United States. Japan s invasion of the United States Naval Base at Pearl Harbor Hawaii (December 7, 1941), brought the U.S. into the war. The United States fought the war in the Pacific theater and in Europe theater. The end of the conflict in both theaters creates opportunities to discuss/ debate the strategies used by participants and the ultimate outcomes. The odd match of the Soviet Union, a communist country, with great western capitalist democracies is difficult as Germany is defeated and management of the post war Europe is considered at Potsdam and Yalta. In Japan, the use of newly developed atomic weapons by the United States (made possible by science obtained from Germany) ends the war in the Pacific more expediently than a land invasion of Japan. However, these weapons become the focus of national security for both the United States and the Soviet Union throughout the Cold War. Accountable Talk Discussion After investigating Hitler s aggression and Britain s appeasement before 1939, discuss to what extent, WWII was the result of failed attempts to resolve earlier conflicts. After researching the circumstances regarding the division of Berlin following World War II discuss the inevitability of a divided Berlin and Germany. Research authentic WWII news articles. Students choose a region/theater of the war and write a news story about an event that represents total war in that region. Compile the stories into a WWII newspaper. Simulation: Arrange students into groups of three, have them research the position of the US, Soviet Union, or Britain before allowing them to meet and recreate the Potsdam or Yalta Conference. Evaluate the extent to which World War II was the result of failed attempts to resolve earlier conflicts. Evaluate the extent to which World War II represented total war from various perspectives. 132

134 Theme Topic Modern World History I Students will explore global interconnections of topics that relate to one or more of the following themes: Culture, Conflict, and Change; Political and Economic Systems; Diversity, Human Rights, and Social Justice; Geographic Interconnections, Science, Technology, and Society; Power, Authority, and Governance; Nationalism and Sovereignty and Civic Ideals and Practices. Global Conflict: The Holocaust How does the legacy of the Holocaust influence the way we lead our lives? Hitler s program of genocide against primarily Jews (also Slavs, Gypsies, and the mentally ill), referred to as the Holocaust, resulted in the murder of approximately six million Jews. What is particularly striking are the incidents of inhumanity brought to light by the perpetrators of this killing. Additionally, analysis of the upstanders, who tried to bring awareness and an end to the killing (openly or in secret), and the bystanders, who seemingly tolerated this inhumanity without protest will raise student awareness of the human reaction to a troubling episode of inhumanity in our global history. Analyze the social and political factors that led to genocide. Evaluate the roles played by upstanders, bystanders, as well as those who committed atrocities. Have students access a series of primary and secondary sources on the Holocaust. Read and complete analysis of the primary sources using the OPVL or SOAPSTONE methods. For example: Complete a primary source reading and analysis of testimony given at the Nuremberg Trials: Nuremberg Trial Proceedings Volume 4 TWENTY- SEVENTH DAY Friday, 4 January 1946 Morning Session. Have students investigate the erosion of people as a result of the holocaust. Write an informational essay describing the political and social means by which people were stripped of their rights as citizens. Have students create and share maps showing the distribution of labor and concentration camps throughout German occupied Europe during the Holocaust. After researching the topic students discuss Israeli attempts to capture and put on trial Nazi s who escaped Germany after WWII. Eliminationism has also occurred in other parts of the world and at other times. Some include communist acts in China, the Rwandan Massacre, the assault against Mayans in Guatemala, and atrocities in Bosnia and Croatia. No matter where on the globe, or when in time the basic findings do not change. With few exceptions, eliminationist and exterminationist programs have ended because (1) the perpetrators reached their goals, (2) there was internal change owing to a leader s death, the perpetrating regime took a new direction, or it was overthrown, or (3) the states lost wars that were waged against them not to stop mass murders and eliminations but for other reasons. 133

135 High School Civics and Government History Civics Economics Geography Perspectives Civics and Political Institutions Economic Decision- Making Human Populations: Spatial Patterns and Movement Participation and Deliberation: Applying Civic Virtues and Democratic Principles Exchange and Markets Process, Rules, and Laws 134

136 Theme Civics and Government One or more of the following themes will be aligned to each topic: Rights and Responsibilities of Citizens; Civic Virtues; Democratic Principles and Rule of Law; and Civic Engagement. Topic Structure and Function of Local, State, National, and International Governments Is rule of law essential to our political process? Our political system is based upon rule of law as opposed to rule by law. The Constitution is the standing living document that describes the laws of the land as well as the structure of government. The laws are meant to apply to all citizens; so even the President is not exempt from the law. Basic principles of the Constitution include, but are not limited to popular sovereignty, limited government, federalism, separation of powers, and checks and balances. Closely read the Mayflower Compact and the Guilford Covenant. Compare and contrast these foundational documents of early European settlement in New England. What ideas of governance are present in the documents? Which endure today? Examine the Guilford Town Budget. Discuss the appropriations that are directed for various town departments such as education, police, and public works. How does the Guilford budget compare to similar towns? How does it compare to a major urban center such as New Haven, Hartford, Bridgeport, or Waterbury? The political heritage consists of common law practices of England with classical ideas of democracy (ancient Greece) and republican government (ancient Rome). The social contract (Rousseau), separation of powers (Montesquieu), protection of individual rights, limited government, and protection for the minority after a majority decision are Enlightenment ideas adopted by the founders in creating a unique federal republic. Suspicious of concentrated power in the hands of an absolute monarch, the founders created separation of powers among executive, legislative, and judicial branches. Produce a visual showing the system of federalism and a diagram showing the checks and balances between the executive, legislative, and judicial branches. Research cases of checks and balances between the branches of government. Refer to the Constitution to support activities throughout the unit. The separation of powers is built into the structure of federal and state governments. Each has an executive branch, legislative branch, and judicial branch. The concept of federalism is applied through shared and separate powers for the federal government and state governments. An example of a shared power is the power to tax. 135

137 Local governments derive their power from state governments. The three most common forms of local government are: town meeting/selectman, mayor/council, and city manager/council. Variations of each type nuance power between a board of selectmen/council and an executive/mayor/first selectman/city manager. Guilford operates as a variation of the town meeting/selectman model. Our republican form of government can be compared with other forms of governments around the world. Basic government systems can be characterized minimally as follows: Military dictatorship, absolute monarchy, limited monarchy, oligarchy, Republic (representative democracy), Direct Democracy, Anarchy. Explain how power and responsibility are distributed, shared, and limited in a government to meet the needs of its people. Have students explore the concept of limited government by reading excerpts from the Federalist Papers, No. 44, Restrictions on the Authority of the Several States, and No. 45, The Alleged Danger from the Powers of the Union to the State Governments Considered as well as excerpts from the Anti-Federalist Papers, A Consolidated Government is Tyranny and Federalist Power Will Ultimately Subvert State Authority. Conduct smallgroup discussions followed by a large-group discussion on the relative merits of the arguments. Have students consider which side in this debate they support given presentday circumstances Have students explore means of Civic Engagement including community service opportunities, the voter registration process, and voting procedures. Students should research and report on organizations in school and in the community where students and citizens are involved in civic life. Explore examples of other forms of government to include military dictatorship, absolute monarchy, limited monarchy, oligarchy, Republic (representative democracy), Direct Democracy, and Anarchy. After randomly assigning countries or self selection of countries, research how they are classified and create class mural representing government forms. Compare and contrast the effectiveness of different systems and/or levels of government to meet the needs of its people. Explain why different forms of government exist in different parts of the world. 136

138 Theme Topic Civics and Government One or more of the following themes will be aligned to each topic: Rights and Responsibilities of Citizens; Civic Virtues; Democratic Principles and Rule of Law; and Civic Engagement. Law-Making Process How is a good law made? One of the most practical safeguards of the American democratic way of life is this legislative process with its emphasis on the protection of the minority, allowing ample opportunity to all sides to be heard and make their views known. The fact that a proposal cannot become a law without consideration and approval by both Houses of Congress is an outstanding virtue of our bicameral legislative system. The open and full discussion provided under the Constitution often results in the notable improvement of a bill by amendment before it becomes law or in the eventual defeat of an inadvisable proposal How our laws are made, a publication of Congress components of our lawmaking process are deliberation and compromise. Laws are made at the federal, state, and local levels. For example: Explore How our laws are made, a publication of Congress from Congress.gov +Learn+About+the+Legislative+Process (Congress.gov) Referring to the document, draw and share schematic diagrams that visually represent the lawmaking process. Grade-wide Model Congress (Federal Law making Process). Have students complete a Model Congress activity in which they play the role of an elected legislator, who serves on a committee in Congress. Activities include proposing bills, drafting bills, amending bills, and voting on bills to be sent from committee to the House or Senate. Examine the role of public participation in the lawmaking process. Students research a public hearing at the state legislature where the public may weigh in on a proposed piece of legislation. Explain the role that deliberation and compromise played, and continues to play, in the lawmaking process in the United States. Evaluate how laws both shape and reflect characteristics of American society. Explain how the American Political System provides for choice and opportunities for participation. 137

139 Theme Topic Civics and Government One or more of the following themes will be aligned to each topic: Rights and Responsibilities of Citizens; Civic Virtues; Democratic Principles and Rule of Law; and Civic Engagement. The Media and Public Interest Groups Whose story is it? In the spirit of the Zenger case (1733 colonial New York) and as stated in the first amendment of the Constitution, freedom of the press is a protected right. The principle of a free press is understood easily in the face of suppression. However, the role of the media today can be more nuanced in light of instantaneous digitally distributed news. The media can be seen as both mirrors and molders of public opinion. The media often measure public opinion on an issue or candidate through public opinion polls. Interest groups are private organizations. Members of public interest groups share certain views and work to shape public policy. Lobbying to influence the legislative process is predominant technique for interest groups. The media has primarily used the mediums of television, newspapers, magazines and radio to communicate information. The adoption of digital technology has enabled the media to communicate instantaneously via posts through the internet. Evaluate the role of a free press in a democracy. Investigate, report, and discuss the steps in the polling process and research some of the 200 polls of political preferences conducted in the United States. After exploring the Media and Public Interest Groups have a discussion on a topic related to the expectations for learning. For example, discuss the following statement: It is not correct that the media tell the people what to think; but it is clear that they tell the people what to think about. Investigate and report the sources of our news in the United States. How does it compare to the number of news sources in other countries? Does pervasiveness of digital information and the number of news sources make a difference in light of the statement listed above? Students construct and conduct polls regarding upcoming elections or community issues. Describe how the media and public interest groups both shape and reflect political and social interests. Explain how new technologies broaden the influence of the media and public interest groups. 138

140 Theme Topic Civics and Government One or more of the following themes will be aligned to each topic: Rights and Responsibilities of Citizens; Civic Virtues; Democratic Principles and Rule of Law; and Civic Engagement. Elections, Voting, Voter Behaviors Why vote? Elections are held each year in November for local, state, and/or national office. Have students construct schematic diagrams showing the expansion of suffrage from early America to present day. The Constitution allows states to set the registration requirements to vote. There are three universal requirements: citizenship, legal residence in the state you cast the ballot, and having attained at least the age of 18 (26 th amendment). A variety of factors can influence voter participation including electoral competitiveness, election type, voting laws, and demographics. The close presidential election of 2000 resulted in scrutiny of a number of voting practices in in regions across the country. Revising ballot types/procedures, upgrading antiquated voting machines, and assessing procedures for absentee ballots became outcomes for many state and local registrars. Describe how the American political system provides choice and opportunities for participation. Investigate amendments that address qualifications to vote. Explore the voting qualifications across states. While there are universal requirements, investigate, report, and discuss some differences in the qualifications from state to state. Use political maps to analyze voter behaviors historically by state. Why are some states considered as blue or red states? What circumstances have influenced states that have changed? Investigate and explain the different voter participation rates for different states for an election. After researching the issue, discuss the merits and drawbacks of election reform (electronic voting, elimination of the electoral college). Investigate the change in youth voters over time. Synthesize articles, trend lines, and tables to debate Should youth vote? (sample resources are available at ) Explain the factors that influence voter participation. Explain how new technologies influence elections, voting, and voter behaviors. 139

141 Theme Topic Civics and Government One or more of the following themes will be aligned to each topic: Rights and Responsibilities of Citizens; Civic Virtues; Democratic Principles and Rule of Law; and Civic Engagement. Political Parties How do the structures and functions of government interrelate? George Washington warned of problems that would beset the political process should political parties be introduced. Nonetheless, a two party system has been a regular part of our political process since Washington occupied the office of the President of the United States. Although we have had third parties influence elections, a two-party system has produced and supported the majority of candidates elected to office. Since the election of 1860, the Republican Party and the Democratic Party have been the dominant parties in our two-party system; however, the Green Party, the Libertarian Party and others have contributed to the system. For presidential campaigns, the parties hold caucuses around the country before formally nominating a candidate. The parties set a minimum number of delegate votes in order for a candidate to be eligible for the party endorsement. In small groups, brainstorm international and domestic issues. Individual students rank issues from most to least important to them. Compare and contrast the candidate endorsement process for the Democratic Party and for the Republican Party. After researching party platforms and election issues, have students work individually or in small groups to create an idealized fictional candidate. Hold a simulated party caucus where candidates are presented to the caucus. Have the caucus select and nominate a candidate. Construct an argument (detailed outline, poster, essay, etc.) that addresses the question Do any political parties represent me? using specific claims and relevant evidence from contemporary sources while acknowledging compelling views. Describe the role of political parties and factions in the U.S. political system. Explain why two political parties dominate in America while other democracies have more. Describe how political parties both shape and reflect political, economic, and social interests. 140

142 Theme Topic Civics and Government One or more of the following themes will be aligned to each topic: Rights and Responsibilities of Citizens; Civic Virtues; Democratic Principles and Rule of Law; and Civic Engagement. International Relations Is the United States a model global citizen? One role of the President of the United State is chief diplomat. He fulfills this role personally by visiting foreign heads of state and/or hosting them in the United States. A Secretary of State coordinates implementing the administration s policy. Ambassadors and diplomats from the United States visit or take residency in embassy buildings across the globe. The Congress plays a vital role regarding international relations with other countries. While the President can mobilize United States military personnel for emergency actions with a limited timeframe, Congress is the only branch of government which can declare war. Additionally, the President as chief diplomat may negotiate treaties with foreign states. However, the Senate needs to ratify treaties to make them binding. Investigate and construct charts and maps that show international trade for the United States. Investigate and develop a research question about humanitarian aid provided by the government. Look for trends in the countries/regions receiving the aid as well as in the amount of aid awarded. Research and discuss international situations that show multi-national cooperation, limited international cooperation, and unilateral action by the United States in our nation s foreign policy. For example, consider two scenarios: In 1991, the United States led a coalition of international countries endorsed by the United Nations in invading Iraq to turn back Saddam Hussein s invasion of Kuwait. In 2003, the United States unsuccessfully sought a UN endorsement to lead another coalition of nations into Iraq. Research and discuss the similarities and differences in these international situations. As a global economic leader and a leader of the free world, the United States also has an interest in promoting national interests that benefit the global community. Describe the relationship of the U.S. to other nations and to world affairs. Analyze how domestic policies and constitutional principles of the United States affect its relations in the world. Analyze the role that deliberation and compromise play in international relations. 141

143 High School Modern World History II History Civics Economics Geography Change, Continuity, and Context Civics and Political Institutions Economic Decision- Making Geographic Representations: Spatial Views of the World Perspectives Participation and Deliberation: Applying Civic Virtues and Democratic Principles Exchange and Markets Human-Enviroment Interaction: Place, Regions, and Culture Historical Sources and Evidence Process, Rules, and Laws The National Economy Human Populations: Spatial Patterns and Movement Causation and Argumentation The Global Economy Global Interconnections: Changing Spatial Patterns 142

144 Theme Topic Modern World History II Students will explore global interconnections of topics that relate to one or more of the following themes: Culture, Conflict, and Change; Political and Economic Systems; Diversity, Human Rights, and Social Justice; Geographic Interconnections; Science, Technology, and Society; Power, Authority, and Governance; Nationalism and Sovereignty; and Civic Ideals and Practices The Cold War Do international conflicts resolve or create issues? While victorious allies against Germany in WWII, the United States and Soviet Union quickly developed into superpower rivals with competing ideologies. While most of Europe and parts of Asia sustained badly damaged infrastructure, the U.S. experienced little physical damage. Moreover, economic productivity grew throughout the war and remained robust for years after. The Soviet Union having suffered millions of casualties from the German invasion, pursued a policy of expanding its territorial control by creating satellite buffer states in Eastern Europe. The United States aided a war-torn Europe with humanitarian, financial, and military aid through programs such as the Marshall Plan. The tense relations between the U.S. and the Soviet Union began immediately with the surrender of Germany and the division of Berlin. Competition between the two countries for global dominance ultimately extended beyond Europe and was driven by conflicting political and economic ideologies. The geopolitical affects included the development of a new bipolar world with competing alliance systems. Countries of Western Europe allied behind the United States through the North Atlantic Treaty Organization (NATO). The Soviet Union responded by organizing the Warsaw Pact, an official alliance of eastern European Soviet satellite states. Also characteristic of the period was the nuclear and space races and the development of the UN and the World Bank. Examine the ways that the Cold War led to both global cooperation and conflict. Evaluate the role and growth of technology in the Cold War. Analyze the impact of the Cold War on Third World countries (i.e., the Non-Aligned Movement). Complete a close read of a primary source document associated with the Berlin Crisis such as the Report on Negotiations with Soviets, ca Truman Papers, President's Secretary's Files. mentdate= &documentid=3-3&pagenumber=1 Explore specific economic dimensions of the Cold War. Compare the budget expenditures of the Soviet Union and the United States regarding spending on the military (overall), specific weapons programs, and in aiding foreign wars meant to check the spread of communism. Have students investigate the number of proxy wars such as Angola (1970 s) that were aided by The Soviet Union and the United States. Create a world map of these conflicts and discuss the geographic location and demographics of the conflicts. Create and illustrate a timeline of Cold War events including technology advances. Explore Cold War Museum virtually. 143

145 Theme Topic Modern World History II Students will explore global interconnections of topics that relate to one or more of the following themes: Culture, Conflict, and Change; Political and Economic Systems; Diversity, Human Rights, and Social Justice; Geographic Interconnections; Science, Technology, and Society; Power, Authority, and Governance; Nationalism and Sovereignty; and Civic Ideals and Practices Communist China How is the rise of Communist China an economic event, as well as social and political event? By the early 1920 s a group of Chinese communists had organized their own political party. Internal problems, including a military attempt to establish a new dynasty, and foreign imperialism, including Japanese domination of areas of China, caused great unrest and inspired The May Fourth Movement. Sun Yixian, the Chinese nationalist leader, accepted help from the newly formed Soviet Russia to wrestle control back from warlords. After his death, Jiang Jieshi, his successor, chose to campaign against the communists as well as the warlords. Mao Zedong, a communist who believed the peasant classes were the future of communism of China, survived an initial attack of Jiang Jieshi s Guomindang. Through campaigns such as the Long March, he went on to avoid defeat at the hands of the Guomindang and successfully build a base of Chinese communism in the countryside. The Japanese invasion of Manchuria in 1931 and continued aggression in World War II caused a three way power struggle in China between nationalists, communists, and the Japanese. At war with Japan, the United States supported the nationalists during WWII. The United States was unsuccessful in keeping Civil War between nationalist and the communists after WWII. By the late 1940 s the communists, led by Mao Zedong won the battle for power in China. One Nation: Two Futures. Discuss quote from Mao, everyone should eat out of the same iron rice-bowl. How does this represent communist ideas? (See One Nation:Two Futures simulation activity at ) Access a series of primary and secondary sources on Communist China. Read and complete analysis of the primary sources using the OPVL or SOAPSTONE methods. For example, read, analyze and discuss Mao s Serve the People speech of September 8,1944 Or The Foolish Old Man Who Removed the Mountains Compare and contrast Mao s campaign to unify China with the attempts by nationalist leaders to win power. Create exhibits for a gallery walk that compares and contrasts China under the leadership of Mao Zedong and Deng Xiaoping in regard to social, political, and economic policies. 144

146 : cont d While he wasn t always the Chinese premier, he was the most influential person in China until his death in Mao Zedong s policies when compared to Deng Xiaoping s (Paramount Leader ), offer a contrast in understanding the politics and economics of communism in China. Analyze the factors that gave rise to Mao Zedong and the Communist Party in China. Evaluate the political, social, and economic impact of the Communist Party and its leadership on the people of China. 145

147 Theme Topic Modern World History II Students will explore global interconnections of topics that relate to one or more of the following themes: Culture, Conflict, and Change; Political and Economic Systems; Diversity, Human Rights, and Social Justice; Geographic Interconnections; Science, Technology, and Society; Power, Authority, and Governance; Nationalism and Sovereignty; and Civic Ideals and Practices Decolonization, Democratization, and the Legacy of Imperialism How does a colony become independent? India gained independence from Britain in Independence movements followed in Pakistan (1947) and Bangladesh (1971). In Africa, nationalist movements after WWII, were successful in achieving independence in sub-saharan Africa countries such as Ghana (1957) and Kenya (1963). On the Mediterranean coast, Algeria gained independence in In gaining independence, former colonies faced tremendous political, social, and economic challenges. Under colonial rule, colonies received modernization. Could these former colonies build on the modernization started under colonial rule and become fully integrated in the global community? Or, would political, social, and economic challenges hinder further development? Furthermore, how would these countries respond to Cold War pressures to align with the Soviet or western political, social, and economic models? Read, analyze, and discuss Independence Speech by Kwame Nkrumah March 6, 1957, Accra, Ghana celebrating the independence of Ghana or Nehru s Tryst With Destiny speech celebrating the independence of India. Simulation: African National Congress. Assign students the roles of diplomats to the African Congress from different African countries. As in a Model UN simulation, have the students research their roles, craft position papers and complete committee work to draft a resolution to modern economic, political, and or social problems. Create political maps showing Africa before Imperialism, during colonial rule, and in the present. Have students make hypothesize claims about the short-term and long-term impact of Imperialism on decolonized nations. Have them brainstorm ways to check the accuracy of their claims. Finally, have them seek to verify their claims and share their results. Analyze the causes of global decolonization in Asia, Africa, and Latin America. Analyze the necessary factors for successful implementation of stable governments following decolonization. Analyze both the short-term and long term impact of imperialism on decolonized nations. 146

148 Theme Topic Modern World History II Students will explore global interconnections of topics that relate to one or more of the following themes: Culture, Conflict, and Change; Political and Economic Systems; Diversity, Human Rights, and Social Justice; Geographic Interconnections; Science, Technology, and Society; Power, Authority, and Governance; Nationalism and Sovereignty; and Civic Ideals and Practices End of the Cold War Is conflict a positive or a negative force in history? The ending of the Cold War was marked by the collapse of the Soviet Union. A new relationship between the United States and Russia and the other former Soviet republics developed and offered new challenges for the U.S. The United States moved away from its containment policy. The U.S. and Russia reached bilateral agreements on space, energy and technology, and reached agreements for restrictions on nuclear weapons. The demise of the Soviet Union also created new challenges for its former allies, the former Soviet republics, Europe and the non-aligned world as well as the U.S. Among the challenges were the creation of separate and independent governments, the control of the nuclear arsenals installed by the former Soviet Union, the rise of ethnic tensions and the transition to free-market economies. The collapse of the Russian economy in the 1990s led the U.S. to offer financial assistance and the International Monetary Fund to provide loans to Russia. Read, analyze, and discuss Winston Churchill s speech, Sinews of Peace (Iron Curtain Speech), March 5, 1946 and Mikhail Gorbachev s speech The River of Time and the Imperative May 6, Additionally, students could write a compare and contrast essay on these speeches. Sinews of Peace The River of Time and the Imperative Research and create maps showing the ethnic make-up of the peoples living in the Soviet Union. Then, have students research and create maps that show the ethnic makeup 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. The former communist allies of the Soviet Union struggled in transitioning to free-market economies and instituting democratic reforms. Germany wrestled with the challenges of reunification. The U.S. emerged as the world s sole superpower, which prompted national debates on its new role on the world stage. The Non-Aligned Movement, originally formed as a counterpoint to NATO and the Warsaw Pact, has struggled to define its purpose and establish common goals since the end of the Cold War. Examine the international causes and effects of the collapse of the Soviet Union. Evaluate the positive and negative outcomes resulting from collapse of the Soviet Union for both its people as well as the international community. 147

149 Theme Topic Modern World History II Students will explore global interconnections of topics that relate to one or more of the following themes: Culture, Conflict, and Change; Political and Economic Systems; Diversity, Human Rights, and Social Justice; Geographic Interconnections; Science, Technology, and Society; Power, Authority, and Governance; Nationalism and Sovereignty; and Civic Ideals and Practices Conflicts in the Middle East Is conflict a positive or a negative force in history? The Israeli-Palestinian conflict has been longstanding. The case for Israel in the Middle East is based upon ancient claims, increased migration by Jews in the late 1800 s and after the Holocaust/WWII, and support by other countries (Britain s Balfour Declaration of 1917, UN partition plan, and recognition by the UN in 1947). Palestinians rejected the same plan that partitioned land for Israel and for a Palestinian state. Despite immediate recognition by both the United States and the Soviet Union, Israel was immediately attacked by Arab neighbors. The Suez Crisis ( ), the Six Day War (1967), and the Yom Kippur War (1973), threatened Israel s existence. However, Israeli armed forces proved successful in each campaign. The ceasefire agreement between Israel and Egypt following the Yom Kippur War eventually opened the possibility of a more lasting peace. Through the Camp David Accords in 1979, Egypt recognized Israel s right to exist in exchange for lands in the Sinai Peninsula captured by Israel during the war. Evaluate one or more conflicts in the Middle East through the themes of Geographic Interconnections and/or Nationalism/Sovereignty. Investigate the nuclear deal with Iran. Debate the need for the nuclear deal with Iran. Create a series of maps that show the changing political borders of the Middle East from the 1900 until present. Investigate and show how the Iran Iraq War of the 1980 s shows cultural diversity in the Middle East. Conflict over Israeli occupation of the Gaza Strip and the West Bank has led to confrontations with the Palestine Liberation Organization (PLO). For almost a decade in the 1980 s Iraq and Iran fought a brutal war in which allegations of chemical weapons were aimed at Iraq. The war revealed to the West that conflict between Sunni and Shia branches of Islam was not just an ancient disagreement. Iraq s invasion of Kuwait in 1991 triggered an international military response sponsored by the United Nations and led by the U.S. A decade later, the United States led a smaller coalition of nations without the endorsement of the UN in Operation Iraqi Freedom, as part of the War on Terror, a response to 9/11 terrorist attacks in New York City. In 2015, a controversial nuclear treaty with Iran was signed to end international sanctions against Iran and allow Iran to pursue a limited nuclear program. Critics of the treaty propose that the agreement will cause instability in the region. 148

150 Identify the factors most responsible for progress and regression in achieving a peaceful resolution to the Arab-Israeli Conflict. Evaluate the role nationalism has played in Middle Eastern conflicts. Analyze how conflicts in the Middle East have been brought on by competition over resources, religious, and ethnic differences. 149

151 Theme Topic Modern World History II Students will explore global interconnections of topics that relate to one or more of the following themes: Culture, Conflict, and Change; Political and Economic Systems; Diversity, Human Rights, and Social Justice; Geographic Interconnections; Science, Technology, and Society; Power, Authority, and Governance; Nationalism and Sovereignty; and Civic Ideals and Practices Struggle for Human Rights, Equality, and Social Justice Are human rights valued in the global community? Continuity of human rights, equality, and social justice is not experienced evenly across the globe. While the developed nations of the world offer more individual rights that are supported by institutions and law, many groups and individuals living in other areas of the world face oppression and persecution. Research the role that a nongovernment organization plays in the global community in raising awareness about human rights. Findings can be presented in the form of a Ted style talk, or small group discussion. Model United Nations simulation. Initiatives to improve the condition of individuals and groups are supported by individual nations and collectively through UN programs and NGOs. A Universal Declaration of Human Rights, sponsored by the UN and promoted by Eleanor Roosevelt in her time, outlines a set of specific rights that should be universally observed. Not in Our Town activities to prevent hate crimes. NGOs such as Amnesty International monitor the treatment of political prisoners across the globe. The UN may vote to impose economic sanctions on a country that violates the rights of individuals or religious/ethnic groups. Such was the case in the 1990s when the UN imposed sanctions on Iraq under the rule of Sadam Hussein who encouraged mistreatment of Kurdish people living in Iraq. Other NGOs that support universal individual rights include Freedomwatch, Committee of Concerned Scientists, Save the Children, Anti-Slavery International. Analyze the similarities and differences within the international community in their definition of, and willingness to defend, human rights. Evaluate the role of, and success of, international organizations in defending human rights. 150

152 Theme Topic Modern World History II Students will explore global interconnections of topics that relate to one or more of the following themes: Culture, Conflict, and Change; Political and Economic Systems; Diversity, Human Rights, and Social Justice; Geographic Interconnections; Science, Technology, and Society; Power, Authority, and Governance; Nationalism and Sovereignty; and Civic Ideals and Practices Global Terrorism How is terrorism related to culture, conflict, and change? Acts of terrorism resulting from regional and ethnic conflicts in the post-cold War era include those initiated by Islamic fundamentalists and by separatist groups (e.g., Al Qaeda, Chechnyan separatists, Irish Republican Army). Regional and ethnic conflicts have led to acts of genocide and ethnic cleansing. The targeted groups have specific religious, national, racial or other cultural characteristics. Members of these groups are typically subjected to deportation, displacement or, ultimately, genocide. The rise of nationalism among ethnic groups in the republics that emerged from the former Yugoslavia led to ethnic cleansing and the murder of thousands in Bosnia. Other examples of ethnic cleansing/genocide occurred in Sudan (Darfur), Iraq and Rwanda Access a series of primary and secondary sources on Global Terrorism. Read and complete analysis of the primary sources using the OPVL or SOAPSTONE methods. For example: Read and analyze George Bush s 9/11 Speech. Have students complete an exhibit for a class gallery walk on episodes in global terrorism. Exhibits should address the theme of Culture, Conflict, and Change. 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 20 th century. Have students debate why governments (especially the U.S.) have tended to treat some genocides differently than others. Analyze the causes and effects of global terrorism. Evaluate the international response to terrorism. 151

153 Theme Topic Modern World History II Students will explore global interconnections of topics that relate to one or more of the following themes: Culture, Conflict, and Change; Political and Economic Systems; Diversity, Human Rights, and Social Justice; Geographic Interconnections; Science, Technology, and Society; Power, Authority, and Governance; Nationalism and Sovereignty; and Civic Ideals and Practices The Contemporary World: Globalization How does globalization reflect the overall health of a nation/society? Globalization is a relatively new term used to describe a very old process. It is a historical process that began with our human ancestors moving out of Africa to spread all over the globe. In the millennia that have followed, distance has been largely overcome and human-made barriers lowered or removed to facilitate the exchange of goods and ideas. Propelled by the desire to improve one's life and helped along by technology, both the interconnectedness and interdependence have grown. This increasing integration of the world or 'globalization' has enriched life but also created new problems. Access a series of primary and secondary sources on Globalization. Read and complete analysis of the primary sources using the OPVL or SOAPSTONE methods. Research and debate the pros and cons of Globalization. Synthesize articles, video clips for and against free trade. Construct an argument Is free trade worth the price? using specific claims and relevant evidence. Evolving political, economic, social and technological factors offer opportunities that are shaping modern examples of specialization and trade can be related to emerging economies and trading blocs. The rise of economies in China, India, and Brazil, and Russia as well as the creation and managing of trading blocs such as the European Union offer areas of inquiry. Analyze the causes and effects of globalization in both developed and developing nations. Evaluate the positive and negative impact of globalization. Analyze the impact of the diffusion on popular culture on traditional cultures. 152

154 Theme Topic Modern World History II Students will explore global interconnections of topics that relate to one or more of the following themes: Culture, Conflict, and Change; Political and Economic Systems; Diversity, Human Rights, and Social Justice; Geographic Interconnections; Science, Technology, and Society; Power, Authority, and Governance; Nationalism and Sovereignty; and Civic Ideals and Practices The Information Age Is the Information Age progress? Improvements in technology, such as the expanded use of satellites, personal computers, the Internet and cellular telephones, have created a more interdependent global economy. For example, the Internet and cellular phones enable the sharing of business data and facilitate commercial transactions. The personal computer and Internet have transformed the workplace, permitting employees to work virtually anywhere in the world. The Arab Spring (which means literally the Arabic Rebellion or the Arab Revolution) is a revolutionary wave of demonstrations and protests occurring in the Arab world that began on 18 December The revolt to date has removed rulers from power in Egypt, Yemen, Libya and Tunisia. Bahrain and Syria have seen civil uprising as a result and there have also been major uprisings in Algeria, Iraq, Jordan, Kuwait and Morocco as well as smaller revolts and classes in many other areas and territories. Analyze the role of science and technology in distributing information around the world. Read, analyze, and discuss articles on the use of social media and its effects on an historical event such as the Arab Spring. Create and share visual presentations that show the global growth of components of the Information Age such as cellular users, cable subscribers, areas/people with internet access. Discuss the social, economic, and political implications of this growth. Formulate an argument that responds to a question about the impact of social media. (i.e., Is it fair to hold modern Journalists to the same ethical standards that print media journalists have held for years? Or Does social media detract from issues in elections, both domestic and international? ) Social Media Impact on World Events Social Media and Elections PBS News Hour lesson-plan/ Social Media Impact on World Events Newspapers in a Digital Age Evaluate the political, economic, and social impact of the internet and social media on people, nations, and movements. 153

155 High School United States History 1877-Present History Civics Economics Geography Change, Continuity, and Context Civics and Political Institutions Economic Decision- Making Geographic Representations: Spatial Views of the World Perspectives Participation and Deliberation: Applying Civic Virtues and Democratic Principles Exchange and Markets Human-Enviroment Interaction: Place, Regions, and Culture Historical Sources and Evidence Process, Rules, and Laws The National Economy Human Populations: Spatial Patterns and Movement Causation and Argumentation The Global Economy Global Interconnections: Changing Spatial Patterns 154

156 Themes Topic : United States History Selection of One or More of the following as it relates to the Topic: Struggle for Freedom, Equality, and Social Justice; Cultural Diversity and an American National Identity; Gender Roles in Economic, Political, and Social Life; Economic Prosperity and Equity; The Impact of Science and Technology on Society; and the Impact of Geography on History. Westward Expansion How did the westward expansion transform the U.S. economically, politically, and socially? Struggle for Freedom, Equality, and Social Justice Individuals, groups, and institutions in the United States have both promoted and hindered people s struggle for freedom, equality, and social justice. The concept of the American Dream has changed and various groups have endeavored to reach this goal over time. Impact of Geography on History Analyze the movement and settlement patterns of people who immigrated to the United States or migrated within the country. Provide students with a series of primary and secondary sources associated with U.S. westward expansion. By utilizing the OPCVL (Origin, Purpose, Content, Value, Limitation) method of source evaluation students can better understand the meaning and purpose behind each. Examine different forms of, purposes for, and impact of cultural expression, including art, literature, music, film, dance and other forms of fine and performing arts. Evaluate how the role of women and men in American society changed over time. Evaluate the decisions of people to use land, other resources, and the overall environment to meet human needs. The main reasons for and responses to the westward movement during the 1800 s should be examined carefully. Analyze the clash of cultures between settlers and indigenous peoples. Analyze how westward expansion influenced the character, ideals, and values of the peoples of America. 155

157 Theme United States History This course examines United States history from 1877 to the present. The episodes of its past have shaped the nature of the country today and hopefully prepared it to face the challenges of tomorrow. Understanding how events came to pass and their meaning for today s citizens is the purpose of this course. Topic Industrialization and Progressivism ( ) Are the benefits of progress worth the costs? Industrialization in the United States in the late 19 th and early 20 th centuries was characterized by the rise of corporations and heavy industry, which transformed the American economy. It marked a shift from a predominance of agricultural workers to a predominance of factory workers. It marked a shift from rural living to urban living, with more people living in crowded and unsanitary conditions. Prepare a visual to illustrate the technological changes brought to agrarian and urban life as a consequence of industrialization in the late 19 th and early 20 th 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. Mechanized farming also transformed the American economy. Production was made more efficient as machines replaced human labor. New technologies (e.g., mechanized assembly line, electric motors) made factory production more efficient and allowed for larger industrial plants. Some of the technological innovations that transformed the American economy in the late 19 th and early 20 th centuries include the telephone, phonograph, incandescent light bulb, washing machine, skyscraper, automobile and airplane. 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. 156

158 Theme Topic United States History Selection of One or More of the following as it relates to the Topic: Struggle for Freedom, Equality, and Social Justice; Cultural Diversity and an American National Identity; Gender Roles in Economic, Political, and Social Life; The Role of Connecticut in U.S. History, Economic Prosperity and Equity; and the Impact of Geography on History. Movements of People Has America been a land of opportunity for all? The Struggle for Freedom, Equality, and Social Justice Evaluate how individuals, groups, and institutions in the United States have both promoted and hindered people s struggle for freedom, equality, and social justice. Create a journal or blog based upon primary accounts for a hypothetical immigrant/migrant describing life in a late 19 th century U.S. city. Content should be focused on changes in the immigrant s life and changes brought about by mass immigration to U.S. cities politically, economically, socially, and culturally. Analyze how the concept of the American dream has changed and how various groups have endeavored to reach this goal over time. Cultural Diversity and an American National Identity Analyze factors that contributed to cultural diversity in the United States. In small groups, develop an interactive museum exhibit about urban life and immigration in the late 19 th and early 20 th centuries. The material should be derived from primary and secondary sources that focus primarily on two socioeconomic groups. The Role of Connecticut in U.S. History Explore the history of individual Connecticut cities and towns. The Impact of Geography on History Analyze the movement and settlement patterns of people who immigrated to the United States or migrated within the country. Analyze the main reasons for immigration to the United States from different world regions, and assess the impact of immigration on society. Analyze the impact that immigrants had on Connecticut during this era. Explore how immigration to the U.S. influenced ideas about national unity and cultural diversity. Analyze why people migrated from one area of the U.S. to another. Evaluate the impact of migrations on politics, social movements, and economic conditions, including from farms to cities, from South to North, and others. 157

159 Theme Topic United States History Selection of One or More of the following as it relates to the Topic: Struggle for Freedom, Equality, and Social Justice; Gender Roles in Economic, Political, and Social Life; and Economic Prosperity and Equity. The Guilded Age Is Guilded Age the right name for this period? The Struggle for Freedom, Equality, and Social Justice Evaluate how individuals, groups, and institutions in the United States have both promoted and hindered people s struggle for freedom, equality, and social justice. Analyze how the concept of the American dream has changed and how various groups have endeavored to reach this goal over time. Following a deep reading of Andrew Carnegie s Gospel of Wealth, students will analyze the writing utilizing the OPCVL method to gain a greater understanding of the thoughts behind the acquisition of wealth in late 19 th century America. Students will then develop and write a rebuttal to the Gospel of Wealth to be analyzed by other students utilizing the OPCVL method. Cultural Diversity and an American National Identity Analyze factors that contributed to cultural diversity in the United States. Examine different forms of, purposes for and impact of cultural expression, including art, literature, music, film, dance and other forms of fine and performing arts. Economic Prosperity and Equity Evaluate economic policies and reforms designed to promote fairness, security, and growth to the economy. Analyze how economic and political forces affected the distribution of income and wealth during the period. Assess the advantages and disadvantages of laissez-faire capitalism on the production and consumption of goods. 158

160 Theme Topic United States History Selection of One or More of the following as it relates to the Topic: Struggle for Freedom, Equality, and Social Justice; Gender Roles in Economic, Political, and Social Life; Economic Prosperity and Equity; and The Impact of Science and Technology on Society. The Rise of Labor Are labor unions necessary? The Struggle for Freedom, Equality, and Social Justice Evaluate how individuals, groups, and institutions in the United States have both promoted and hindered people s struggle for freedom, equality, and social justice. Analyze how the concept of the American dream has changed and how various groups have endeavored to reach this goal over time. Following reading of a variety of primary and secondary sources and documents detailing the rise of industrialism in the U.S., students will work cooperatively in small groups to create a list of possible grievances that for a simulated labor dispute and then develop five strategies they could employ to achieve redress of their grievances. This can be expanded to include negotiations with another group representing the employers. Gender Roles in Economic, Political, and Social Life Analyze the role of women and men in key events, such as the women s suffrage and temperance movements, World War II, civil rights movement, etc. Evaluate how the role of women and men in American society changed over time. Economic Prosperity and Equity Evaluate government policies and programs designed to restore stability to the economy, such as monetary and fiscal policies. Evaluate economic policies and reforms designed to promote fairness, security, and growth to the economy. The Impact of Science and Technology on Society Evaluate how science and technology changed everyday life for Americans. Analyze how society reacted to environmental challenges over the past century. Analyze how labor movements affected working conditions, influenced the political process, and shaped the concept of the U.S. as a land of opportunity. Analyze the causes and effects of labor conflict in various industries and geographic regions. Analyze the rise and decline of organized labor from the late 19th century to today. 159

161 Themes Topic United States History Selection of One or More of the following as it relates to the Topic: Struggle for Freedom, Equality, and Social Justice; Economic Prosperity and Equity; and The Impact of Science and Technology on Society. Progressivism What is the proper role of government in relation to the economy and needs of the individual citizen? The Struggle for Freedom, Equality, and Social Justice Evaluate how individuals, groups, and institutions in the United States have both promoted and hindered people s struggle for freedom, equality, and social justice. Analyze how the concept of the American dream has changed and how various groups have endeavored to reach this goal over time. Economic Prosperity and Equity Analyze the causes and effects of downturns in the economy. Evaluate government policies and programs designed to restore stability to the economy, such as monetary and fiscal policies. Evaluate economic policies and reforms designed to promote fairness, security, and growth to the economy. The Impact of Science and Technology on Society Evaluate how science and technology changed everyday life for Americans. Analyze how society reacted to environmental challenges over the past century. Evaluate the benefits and challenges of science and technological change from the 20th century to the 21st century. Students can work in small groups to create a chart that examines Progressive Era state and federal legislation. The first column should identify perceived political, economic, and social problems or ills and the second column should identify legislative action or possible legislative action to address the problem and the third column should evaluate the success of any legislative remedy put into place. Summary class discussion should focus on the on the political, economic, and social changes associated with the Progressive Era. Analyze how economic, political, and social conditions of the late 19th and early 20th century helped or hurt different groups of people. Evaluate the successes and failures of the Progressives in achieving economic, political, and social reforms during the period. 160

162 Themes Topic United States History Selection of One or More of the following as it relates to the Topic: Struggle for Freedom, Equality, and Social Justice; Gender Roles in Economic, Political, and Social Life; and Economic Prosperity and Equity Suffrage Movements In what ways did the struggle for women s suffrage reflect economic, social, and cultural changes in the U.S.? The Struggle for Freedom, Equality, and Social Justice Evaluate how individuals, groups, and institutions in the United States have both promoted and hindered people s struggle for freedom, equality, and social justice. Analyze how the concept of the American dream has changed and how various groups have endeavored to reach this goal over time. Gender Roles in Economic, Political, and Social Life Analyze the role of women and men in key events, such as the women s suffrage and temperance movements, World War II, civil rights movement, etc. Evaluate how the role of women and men in American society changed over time. Economic Prosperity and Equity Evaluate government policies and programs. Students should investigate the changing and evolving roles and attitude towards a woman s place in America during the late 19 th and early 20 th centuries utilizing primary and secondary sources materials. Simulation: Women s Suffrage Meeting calling for Votes For Women where they develop a list of perceived issues and grievances as well as detailed proposals and strategies for bringing about change. Study of the contributions of specific women in the struggle to obtain the right to vote as well as equality during the 19 th and 20 th centuries. Analyze the methods and effectiveness of late 19th and early 20th century women s suffrage movements. Evaluate whether the failure to adopt the Equal Rights Amendment has affected the status of women in contemporary America. 161

163 Themes Topic United States History Selection of One or More of the following as it relates to the Topic: Struggle for Freedom, Equality, and Social Justice; Cultural Diversity and an American National Identity; Economic Prosperity and Equity; and The Impact of Geography on History Civil Rights Movements and Reforms (Late 1800 s to the Present) Did the Civil Rights movement expand democracy for all Americans? The Struggle for Freedom, Equality, and Social Justice Evaluate how individuals, groups, and institutions in the United States have both promoted and hindered people s struggle for freedom, equality, and social justice. Analyze how the concept of the American dream has changed and how various groups have endeavored to reach this goal over time. Cultural Diversity and an American National Identity Analyze factors that contributed to cultural diversity in the United States. Examine different forms of, purposes for, and impact of cultural expression, including art, literature, music, film, dance and other forms of fine and performing arts. Evaluate how the media has influenced cultural diversity and an American national identity. Economic Prosperity and Equity Analyze the causes and effects of downturns in the economy, such as the Panic of 1907, the Great Depression of the 1930s, and the Great Recession of Evaluate government policies and programs designed to restore stability to the economy, such as monetary and fiscal policies. Evaluate economic policies and reforms designed to promote fairness, security, and growth to the economy, such as the creation of the Federal Reserve System, implementation of New Deal reforms (Social Security, Fair Labor Standards Act, Wagner Act), and the enactment of the Civil Rights Acts of 1964 and The Impact of Geography on History Analyze the movement and settlement patterns of people who immigrated to the United States or migrated within the country. Students read excerpts from primary sources (news articles, speeches, legislation, court case opinions such as Plessy v. Ferguson) as a way of identifying the institutionalization of racism in late 19 th and early 20 th century U.S. For each source students should identify excerpts that illustrate the institutionalization of racial discrimination. Conduct a separate but equal simulation in class in which half the class is given equal materials, supplies, and time to complete an assignment (in reality all inadequate) while the other half is given a full complement of what they need. Viewing a class critique using OPCVL of Birth of a Nation. Viewing and analysis of select episodes of Civil Rights documentary Eyes on the Prize focusing on problems, strategies, and solutions to bring about freedom and equality for all Americans. Student read 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. 162

164 Analyze the role of the federal government in supporting and inhibiting various 20th century civil rights movements. Investigate the occurrence of racial and religious conflict in different regions such as the Chinese Exclusion Act, lynching in the South, discrimination against Catholics and Jews, relocation and treatment of indigenous peoples, internment of Japanese Americans during World War II. Analyze the role of women of color in the women s rights movement. Analyze the causes and the methods of the civil rights movement of the 1950s and 1960s. Evaluate the effectiveness of the civil rights movement in improving political, economic, and social conditions for African Americans in the United States. Analyze other social reform movements since the 1950s including those dealing with the rights and opportunities for women, racial and ethnic minorities, the disabled, LGBTQ community, and other underrepresented groups; and movements related to peace, the environment, and consumer rights.. 163

165 Themes Topic United States History Selection of One or More of the following as it relates to the Topic: Globalization and Economic Interdependence; The Role of the U.S. in World Affairs; and The Impact of Geography on History Imperialism and U.S. Foreign Policy Was American expansion overseas justified? Globalization and Economic Interdependence Analyze how changes in transportation and information and communication technologies have affected U.S. trade, investment, and financial dealings in the global economy. Analyze the causes and effects of global economic and financial crises. The Role of the United States in World Affairs Evaluate the role of the United States in preventing and responding to global human rights issues. Evaluate the effectiveness of America s foreign policies that have been based on military intervention, diplomacy, and/or participation in a multilateral response. The Impact of Geography on History Analyze the movement and settlement patterns of people who immigrated to the United States or migrated within the country. Evaluate the decisions of people to use land, other resources, and the overall environment to meet human needs. Analyze geographic and cultural forces that have resulted in conflict and cooperation within and among countries. Students will create a graphic organizer how industrialization led to U.S. overseas expansion and Imperialism. Reading of assorted primary source documents and political cartoons from the era that highlight the pro s and con s of U.S. imperialism. Following a close reading of A White Man s Burden students will create their own poem from the point of view of the people of the Philippines. Analysis of the causes and motivations behind the U.S. declaring war on Spain in 1898? Debate: Should the Constitution follow the Flag? Analyze the changing role of the U.S. in different world regions during the late 1800s and early 1900s. Evaluate cases in which U.S. foreign policy supported or compromised the ideals of freedom, justice, and opportunity. 164

166 Themes Topic United States History Selection of One or More of the following as it relates to the Topic: Struggle for Freedom, Equality, and Social Justice; Cultural Diversity and an American National Identity; Gender Roles in Economic, Political, and Social Life; Economic Prosperity and Equity; and The Impact of Science and Technology on Society The Roaring 20 s and the Great Depression Was the New Deal good for America? The Struggle for Freedom, Equality, and Social Justice Evaluate how individuals, groups, and institutions in the United States have both promoted and hindered people s struggle for freedom, equality, and social justice. Analyze how the concept of the American dream has changed and how various groups have endeavored to reach this goal over time. Cultural Diversity and an American National Identity Analyze factors that contributed to cultural diversity in the United States. Evaluate how the media has influenced an American national identity. Gender Roles in Economic, Political, and Social Life Analyze the role of women and men in key events, such as the women s suffrage and temperance movements, World War II, civil rights movement, etc. Evaluate how the role of women and men in American society changed over time. Economic Prosperity and Equity Analyze the causes and effects of downturns in the economy, such as the Great Depression of the 1930s, and the Great Recession of Evaluate government policies and programs designed to restore stability to the economy, such as monetary and fiscal policies. Evaluate economic policies and reforms designed to promote fairness, security, and growth to the economy, such as the creation of the Federal Reserve System. Read examples of literature from the Harlem Renaissance to interpret the thoughts and ideas of urbanized African-Americans during the 1920 s. Students discuss the rationale behind Prohibition and whether the social and cultural changes it resulted in lined up with the goals of proponents. Students can also compare it to current laws that make certain substances illegal for consumption and the rationale behind them. Analyze a series of cartoons from the New Yorker Magazine from the 1920 s for social, cultural, and economic impact of changes in American life during the 1920 s. Investigate the causes and impact of the Stock Market Crash of 1929 and its modern parallels such as the causes of the Great Recession of Investigate and create a chart that lists of the perceived problems of the Great Depression, New Deal Proposals and Legislation to address them, and the level of success as a remedy to the problem. Write a speech repudiating the New Deal from the point of view of one of its opponents. Debate: Was the New Deal good for America? 165

167 The Impact of Science and Technology on Society Analyze how society reacted to environmental challenges over the past century. Evaluate the benefits and challenges of science and technological change from the 20th century to the 21st century Analyze cultural changes that occurred during the 1920s, and responses to these changes. Compare and contrast the role of government in the lives of Americans during the 1920s and 1930s. Analyze how the Great Depression affected different groups of Americans. Evaluate the impact of the New Deal on various groups from that group s perspective, including the views of men, women, children, underrepresented groups, industrial workers, farmers, and the elderly. 166

168 Themes Topic United States History Selection of One or More of the following as it relates to the Topic: Globalization and Economic Interdependence; The Role of the U.S. in World Affairs; and The Impact of Geography on History Global Wars (World War I and World War II) Are WWI and WWII turning points for the status of women, the underrepresented, and the nation overall? Globalization and Economic Interdependence Analyze how changes in transportation and information and communication technologies have affected U.S. trade, investments, and financial dealings in the global economy. Analyze the causes and effects of global economic and financial crises. Debate: Was the U.S. justified in entering World War I following three years of neutrality? Students are divided into groups and each will be given a series of documents and treaties to analyze chronologically to determine the focus of U.S. foreign policy between 1917 and They include Wilson s 14 Points, The Treaty of Versailles, The U.S.-Germany Peace Treaty of 1921, the Four, Five, and Nine Power Treaties, and the Kellogg-Briand Pact of The Role of the United States in World Affairs Evaluate the role of the United States in preventing and responding to global human rights issues. Evaluate the effectiveness of America s foreign policies that have been based on military intervention, diplomacy, and/or participation in a multilateral response. The Impact of Geography on History Analyze geographic and cultural forces that have resulted in conflict and cooperation within and among countries. Evaluate the rise of Fascism in Italy, Nazism in Germany, Totalitarian Communism in the Soviet Union, and Militarism in Japan and present their information to the class in the form of a TED Talk. Class discussion and debate: Was U.S. involvement in WWII inevitable? Analyze and evaluate the impact of total war on the U.S. home front (politically, socially, economically, and culturally). Analyze how World War I and World War II contributed to changing roles for women and underrepresented groups in society. Analyze turning points in the global wars and the role of the United States in the conduct of these wars. Analyze how the global wars affected the American identity. Evaluate the role of the United States during the Holocaust. 167

169 Themes Topic United States History Selection of One or More of the following as it relates to the Topic: Globalization and Economic Interdependence; The Role of the U.S. in World Affairs; and The Impact of Geography on History The Cold War Did the United States win the Cold War? Globalization and Economic Interdependence Analyze how changes in transportation and information and communication technologies have affected U.S. trade, investment, and financial dealings in the global economy. Analyze the causes and effects of global economic and financial crises. The Role of the United States in World Affairs Evaluate the role of the United States in preventing and responding to global human rights issues. Evaluate the effectiveness of America s foreign policies that have been based on military intervention, diplomacy, and/or participation in a multilateral response (in conjunction with the United Nations, NATO, or other groups). Analyze various perspectives of the policy of containment by using primary sources including those found in the Digital History website under The Containment Policy. Student groups explore various international Cold War conflicts and events to research and then explain to the class ranging from the Yalta and Potsdam Conferences to Vietnam, Afghanistan, and the Salt II Treaty. Analyze the reasons for and impact of the McCarthy Hearings on the U.S. through primary source materials. The Impact of Geography on History Analyze geographic and cultural forces that have resulted in conflict and cooperation within and among countries. Compare and contrast the Cold War policies of various U.S. presidents. Analyze how the Cold War influenced public attitudes and views. Analyze the effectiveness of the U.S. policy of containment. Explain regional conflicts in the context of U.S. foreign policy (Korean War, Vietnam War) 168

170 Themes Topic United States History Selection of One or More of the following as it relates to the Topic: Struggle for Freedom, Equality, and Social Justice; Cultural Diversity and an American National Identity; Gender Roles in Economic, Political, and Social Life; Economic Prosperity and Equity; The Impact of Science and Technology on Society; and The Impact of Geography on History Contemporary Domestic Issues and Challenges (1970 s Present) How do contemporary issues and problems continue to shape the U.S. politically, economically, socially, and culturally? The Struggle for Freedom, Equality, and Social Justice Evaluate how individuals, groups, and institutions in the United States have both promoted and hindered people s struggle for freedom, equality, and social justice. Analyze how the concept of the American dream has changed and how various groups have endeavored to reach this goal over time. Cultural Diversity and an American National Identity Analyze factors that contributed to cultural diversity in the United States. Examine different forms of, purposes for, and impact of cultural expression, including art, literature, music, film, dance and other forms of fine and performing arts. Evaluate how the media has influenced cultural diversity and an American national identity. Gender Roles in Economic, Political, and Social Life Analyze the role of women and men in key events, such as the women s suffrage and temperance movements, World War II, civil rights movement, etc. Evaluate how the role of women and men in American society changed over time. Economic Prosperity and Equity Analyze the causes and effects of downturns in the economy, such as the Panic of 1907, the Great Depression of the 1930s, and the Great Recession of Evaluate government policies and programs designed to restore stability to the economy, such as monetary and fiscal policies. In small cooperative groups, students create a presentation on an aspect of cultural or social life in the 1950 s or 1960 s America. Evaluate the evolution of the modern American consumer society from the 1950 s to the present through the analysis of period advertising. Research and evaluate the changes in U.S. immigration policy since the 1950 s and what have been the political, economic, social, and cultural impacts of that evolution. Students survey their home and write down the locations from where various items were made. Survey results will lead to a better understanding of how competition and the shift to overseas manufacturing have impacted the American consumer and economy through globalization. Evaluate the continuing struggle for equal rights for all Americans. Small student groups evaluate the domestic policies of a particular president from Truman through Obama by identifying the issues or problems to be addressed, the proposed or applied solution, and whether the solution was successful. 169

171 Evaluate economic policies and reforms designed to promote fairness, security, and growth to the economy. The Impact of Science and Technology on Society Evaluate how science and technology changed everyday life for Americans. Analyze how society reacted to environmental challenges over the past century. Evaluate the benefits and challenges of science and technological change from the 20th century to the 21st century. The Impact of Geography on History Analyze the movement and settlement patterns of people who immigrated to the United States or migrated within the country. Evaluate the decisions of people to use land, other resources, and the overall environment to meet human needs. Analyze the causes and effects of domestic economic problems (energy crises such as the oil price shocks and embargo of 1973; major recessions of , , the Great Recession; persistent trade imbalances; a growing national debt; income inequality and poverty; and the changing role of government in the economy). Evaluate the causes, effects, and perceptions of political polarization (issues such as gun control, immigration and immigration reform, health care, equity in educational and economic opportunities, privacy rights, and states rights v. federalism).. 170

172 Themes Topic United States History Selection of One or More of the following as it relates to the Topic: Globalization and Economic Interdependence; The Role of the U.S, in World Affairs; and The Impact of Geography on History Globalization and Economic Interdependence Contemporary Global Issues and Challenges (1970 s Present) Has economic globalization improved the economic well-being of Americans? Analyze how changes in transportation and information and communication technologies have affected U.S. trade, investment, and financial dealings in the global economy. Analyze the causes and effects of global economic and financial crises. The Role of the United States in World Affairs Evaluate the role of the United States in preventing and responding to global human rights issues. Evaluate the effectiveness of America s foreign policies that have been based on military intervention, diplomacy, and/or participation in a multilateral response (in conjunction with the United Nations, NATO, or other group). The Impact of Geography on History Analyze the movement and settlement patterns of people who immigrated to the United States or migrated within the country. Evaluate the decisions of people to use land, other resources, and the overall environment to meet human needs. Analyze geographic and cultural forces that have resulted in conflict and cooperation within and among countries. Analyze the impact of the Cold War on America s foreign policy during the 1970s, 1980s, and early 1990s. Analyze the causes and effects of global terrorism in the post-9/11 world. Evaluate America s response to terrorism. Analyze America s involvement in regional conflicts (First Gulf War, Afghanistan, Iraq). Evaluate the effects of globalization on national sovereignty. Identify and evaluate the reasons for the end of the Cold War from a domestic U.S. and international perspective and what was the short term and long term impact of the Cold War s end in 1991? Compare how U.S. foreign policy under presidents Reagan, G.H.W. Bush, and Clinton reshaped the role of America in world affairs. Analyze the rise of International terror organizations since the 1990 s and their impact on U.S. foreign policy. Students utilize primary source materials to evaluate the reasons for and outcome of the U.S. wars in Iraq and Afghanistan as well as their impact on American society. Research how Globalization has impacted the lives of Americans today. Analyze the many political, economic, social, and cultural problems associated with Global Warming and its associated climate change. 171

173 Additional Resources Electronic Resources Inquiry Design Model Template Connecting C3 and the Common Core CT Information and Technology Literacy Frameworks: K-12 Content Standards 172

174 Electronic Resources Annenberg Classroom: Resources for Excellent Civics Education (Civics) Avalon Project: Documents in Law History and Diplomacy- Yale Law School (History, Civics, Economics, Geography) C3 Teachers Connecticut Council for Social Studies (History, Civics, Economics, Geography) Creating the Constitution of the United States CTN-States Civics Toolbox (Civics) Digital History Digital Storytelling Discovery Education Econedlink EDSITEment: National Endowment for the Humanities (History, Civics, Economics, Geography) Facing History and Ourselves Federal Reserve Education.org (Economics, Civics) 173

175 Finance in the Classroom Foundation for Teaching Economics (Economics, Civics) The Gilder Lehrman Institute of American History (History) The Guilford Free Public Library Historical Room (History, Civics, Economics, Geography) The Guilford Keeping Society (History) HippoCampus-Free videos; homework helper History Alive History Classroom (History) IDM Inquiry Design Model Internet Ancient History Source Book- Fordham University (History, Civics, Economics, Geography) Internet Modern History Source Book- Fordham University (History, Civics, Economics, Geography) Let s Find Out, My Weekly Reader- Scholastic Library of Congress-Teacher Resources Library of Congress-Federalist Papers 174

176 National Constitution Center National Council for Geographic Education (Geography) National Council for Social Studies (History, Civics, Economics, Geography) National Geographic National Humanities Council Our documents: A National Initiative on American History, Civics, and Service PBS learning Media Perry-Castañeda Library Map Collection- The University of Texas Library (History, Civics, Economics, Geography) PowerMyLearning Reading Like a Historian: Stanford History Education Group (History) Scholastic News SDE CT Information and Technology Literacy Frameworks Teaching History-National History Education Clearinghouse (History) Teaching Tolerance 175

177 Teach It CT The History Place The United Nations Association of the United States of America (UNAUSA) (History, Civics, Economics, Geography) Time for Kids-United Nations Word Generation-SoGen World History Matters: A Portal to World History Websites-George Mason University (History) Youth Leadership Initiative: Civics Resources- University of Virginia (Civics) 176

178 Inquiry Design Model (IDM) Blueprint Compelling Standards and Practices Staging the Supporting 1 Supporting 2 Supporting 3 Formative Performance Task Formative Performance Task Formative Performance Task Featured Sources Featured Sources Featured Sources Summative Performance Task Argument Extension Taking Informed Action Grant, Lee, and Swan,

179 178