WPS Social Studies Curriculum - Grades 9-12

WaterfordPublicSchools

SOCIAL STUDIES

Grades9-12

SocialStudiesCurriculumRevision

2023

REVISION COMMITTEE MEMEBERS

Thefollowingstaffmadesignificantcontributionstothedevelopmentof theWaterfordPublicSchoolsGrade6-12WorldLanguageCurriculum:

ChrisGamble

BrettArnold

BrianAsh

IanCheney

JayCriscuolo

CourtneyHesch

KatePrpich

DougSherman

MikeUscilla

LisaVirtue

SocialStudiesDepartmentChair

WaterfordHighSchoolSocialStudiesTeacher

WaterfordHighSchoolSocialStudiesTeacher

WaterfordHighSchoolSocialStudiesTeacher

WaterfordHighSchoolSocialStudiesTeacher

WaterfordHighSchoolSocialStudiesTeacher

WaterfordHighSchoolSocialStudiesTeacher

WaterfordHighSchoolSocialStudiesTeacher

WaterfordHighSchoolSocialStudiesTeacher

WaterfordHighSchoolSocialStudiesTeacher

WaterfordHighSchoolSocialStudiesTeacher

CourseName:Historian’sCraftUnit#1Title:Whatishistory?Est.#ofLessons:5

UnitOverview:

Inthisunit,studentswillrecognizethatthestudyofhistoryisanactiveefforttointerpretthepast,notthe passivereceptionoffactualknowledge.Reasonablepeoplemaydifferintheirinterpretationsofhistory becauseofitscomplexity.Studentswillengageinactivitiesemphasizingtheimportanceofhistorical research,perspective,andtextualcriticism.

STAGE1:DESIREDRESULTS

EstablishedGoals

● INQ9–12.14Critiquetheuseofthe reasoning,sequencing,andsupporting detailsofexplanations

● HIST9-12.1Analyzehowhistorical contextsshapedandcontinuetoshape people’sperspectives.

● HIST9–12.6Analyzethewaysinwhichthe perspectivesofthosewritinghistory shapedthehistorythattheyproduced.

● HIST9–12.7Explainhowtheperspectives ofpeopleinthepresentshape interpretationsofthepast.

● HIST9–12.10Detectpossiblelimitationsin variouskindsofhistoricalevidenceand differingsecondaryinterpretations

● HIST9–12.13Critiquetheappropriateness ofthehistoricalsourcesusedina secondaryinterpretation

● HIST9–12.17Critiquethecentral argumentsinsecondaryworksofhistoryon relatedtopicsinmultiplemediaintermsof theirhistoricalaccuracy.

Understandings

● Thestudyofhistoryisanactiveeffortto interpretthepast,notthepassivereception offactualknowledge.

● Historyiscreatedandusedforavarietyof purposes

● Peoplemaydifferintheirinterpretationsof historybecauseofitscomplexityand perspectivesbasedontheirlived experience..

TransferGoals

RESEARCHANDUNDERSTAND;CRITICAL THINKING:

● Evaluatesourcesforcontent,reliability, accuracy,andbiastoensurethatthe informationisvalidandrepresentsarangeof viewpoints/perspectives

● Evaluatehowhistoricaleventsand developmentswereshapedbyunique circumstancesoftimeandplaceaswellas universalpatterns(e.g.,conflict,change, innovation,freedom).

RESPONSIBLECITIZENSHIP;CRITICALTHINKING:

● Examineevidencetobetterunderstand complexissues,identifypatterns,and/ordraw conclusions

EssentialQuestions

● Howdostoriesthatarerecordedashistory shapeidentityandaction?

● Wheredohistoriansgettheirinformation from?Howdoesitaffecttheaccuracyofthe retelling?

● Historicalsourcesvaryinthelevelofdetail, amountofbias,andscopeofperspective theypossessonahistoricalevent

Knowledge

Studentswillknowthat:

● Validityofasourceisaffectedbyauthor, audienceandpurpose.

● Corroborationallowshistorianstoconsider detailsacrossmultiplesourcesto determinepointsofagreementand disagreement.

MiddlePassagemultipleperspectives-SHEG activity(whoisthemosttrustworthyofthese?)

Investigativereportonamyth,debunking,ornot thefullstory

Skills(FramedasLearningTargets)

● (S1)Icanidentifytheauthoritybehinda sourcetoestablishitscredibility.

● (S2)Icanevaluateaparticularsourceto determinethebiasoftheauthor.

● (S3)Icananalyzeahistoricaleventusing multipleperspectives.

● (S4)Icancorroborateasourceagainstother sourcestodetermineitsvalidity.

● (S5)Icananalyzethepurposeofnarrativesin history.

Writeaparagraphexplainingthevarietyofmotives behindwritingandstudyinghistory

STAGE3:LEARNINGPLAN

FirstTopic:TheStudyofHistory/Sourcing Estimated#ofLessons:3

LearningTargets:

● (S1)Icanidentifytheauthoritybehinda sourcetoestablishitscredibility.

● (S2)Icanevaluateaparticularsourceto determinethebiasoftheauthor.

● (S3)Icananalyzeahistoricaleventusing multipleperspectives.

● (S5)Icananalyzethepurposeofnarratives inhistory.

LearningActivities:

EssentialQuestions:

● Howdostoriesthatarerecordedashistory shapeidentityandaction?

● Wheredohistoriansgettheirinformation from?Howdoesitaffecttheaccuracyofthe retelling?

● Warmup:Familystoriesaboutyouand/orhowyouwerenamed(S1)

● Whystudyhistory?Discussion(S5)

● 2viewsofpurpose:McCullough’s“WhyWeStudyHistory”&MacMillan’s“HistoryforComfort”(S1, S2,S3)

● Creationstoriesacrosscultures(Analyzepurposeofnarratives,corroboratingarchaeological sources,creationstoriesandarttodevelopaperspectiveonorigincivilizations)(S5)

STAGE2:DETERMINEACCEPTABLEEVIDENCE

● SHEGactivity-Whichsourcebestanswersthehistoricalquestion?(S2)

SecondTopic:Corroboration

LearningTargets:

● (S3)Icananalyzeahistoricaleventusing multipleperspectives

● (S4)Icancorroborateasourceagainst othersourcestodetermineitsvalidity

LearningActivities:

Estimated#ofLessons:3

EssentialQuestions:

● Howdostoriesthatarerecordedashistory shapeidentityandaction?

● Wheredohistoriansgettheirinformation from?Howdoesitaffecttheaccuracyofthe retelling?

● DrawamapofWaterfordandcomparetoeachother,whyaretheydifferentdespitesimilarlifeexp? (S3)

● SHEGactivity-LunchroomFight(S3,S4)

● SamSmileyActivity(S4)

● HistoricalEmpathy&OtherUnnaturalActsArticles(S3,S4)

● Minoans,Mycenaeans& Achaemenids (Analyzepurposeofnarratives,corroboratingarchaeological sources,creationstoriesandarttodevelopaperspectiveonorigincivilizations)(S3,S4)

UnitOverview:

Inthisunit,studentswilldotheworkofthehistorian:criticalreading,thinkingandwritingabouthistoryby thecarefulstudyofprimaryandsecondarysources.Foundationaltothesetasksistheartofclosereading, whichwewillpracticeherebyreadingdocumentsofancientGreeceandPersia.Studentswillread, question,andanalyzeavarietyofsourcematerialswhichcanspeakaswitnessestotheireraifweknow howtoquestionthemintelligently.

STAGE1:DESIREDRESULTS

EstablishedGoals

● INQ9–12.7Evaluatethecredibilityofa sourcebyexamininghowexpertsvaluethe sources.

● INQ9–12.8Identifyevidencethatdraws informationdirectlyandsubstantiallyfrom multiplesourcestodetectinconsistencies inevidenceinordertoreviseorstrengthen claims

● HIST9–12.4Analyzecomplexand interactingfactorsthatinfluencedthe perspectivesofpeopleduringdifferent historicaleras.

● HIST9–12.5Analyzehowhistorical contextsshapedandcontinuetoshape

TransferGoals

RESEARCHANDUNDERSTAND;CRITICAL THINKING:

● Evaluatesourcesforcontent,reliability, accuracy,andbiastoensurethatthe informationisvalidandrepresentsarangeof viewpoints/perspectives

● Analyzehowgovernmentrulesandlaws impactthelivesofpeople

● Evaluatehowhistoricaleventsand developmentswereshapedbyunique circumstancesoftimeandplaceaswellas universalpatterns(e.g.,conflict,change, innovation,freedom).

people’sperspectives.

● HIST9–12.8Analyzehowcurrent interpretationsofthepastarelimitedby theextenttowhichavailablehistorical sourcesrepresentperspectivesofpeopleat thetime.

● HIST9–12.10Detectpossiblelimitationsin variouskindsofhistoricalevidenceand differingsecondaryinterpretations.

● HIST9–12.11Critiquetheusefulnessof historicalsourcesforaspecifichistorical inquirybasedontheirmaker,date,placeof origin,intendedaudience,andpurpose.

● CIV9–12.2Evaluatetheeffectivenessof citizensandinstitutionsinsolvingsocial andpoliticalproblems.

● CIV9–12.4Analyzehowpublicpolicies promotechanges,intendedand unintended,insociety.

Understandings

● Groupsofpeopleareimpactedby events/developmentsinavarietyofways.

● Peoplemaydifferintheirinterpretationsof historybecauseofitscomplexityand perspectivesbasedontheirlived experience.

● Historicalsourcesvaryinthelevelofdetail, amountofbias,andscopeofperspective theypossessonahistoricalevent.

RESPONSIBLECITIZENSHIP;CRITICALTHINKING:

● Examineevidencetobetterunderstand complexissues,identifypatterns,and/ordraw conclusions

EssentialQuestions

● Howdoesaneventordevelopmentaffect differentculturesindifferentways?

● Wheredohistoriansgettheirinformation from?Howdoesitaffecttheaccuracyofthe retelling?

● Howmightthecircumstancesinwhichthe documentwascreatedaffectitscontent?

Knowledge Skills(FramedasLearningTargets)

Studentswillknowthat:

● Contextisvitaltounderstandinghuman behaviorinthepast.

● Biasisinherentinallsources.

● AncientAthenshadalimiteddemocracy withanarrowdefinitionofcitizenship.

● Greekcity-stateshaddiverseideason citizenshipandroles.

● Culturalidentitiesareinfluencedbya varietyoffactors.

● ThelegacyofPersiaisshapedbythebiasof Westernhistorians.

● (S1)Icananalyzesourcestodeterminetheir validity.

● (S2)Icandeterminethebiasofasourceby contextualizing,corroborating,closereading andsourcing.

● (S3)Icanevaluatetheaccuracyofhistorical representation.

SummativeAssessment

MovetoAtheniandemocracy(Defendingdifferent typesofgovernmentsystems(howourbiasaffects this)

PartI:AthenianDemocracySACorsocratic seminar(Fullclasssocraticseminar,Google Classroomforumorsilentdebate)

PartII:Writtenanalysis

Annotatedbibliographyentries(Research& UnderstandingBias)

XenophononPolityoftheSpartan AristotleonSparta’sConstitution

FormativeAssessment

NewspaperarticlefromthePersianandGreek perspectivesofthebattleofThermopylae

DBQ:DidtheGreekssave“theWest”inthePersian Wars?

STAGE3:LEARNINGPLAN

FirstTopic:Evaluatingsources/Greek&Persian Governments Estimated#ofLessons:8

LearningTargets:

● (S1)Icananalyzesourcestodetermine theirvalidity.

● (S2)Icandeterminethebiasofasourceby contextualizing,corroborating,close readingandsourcing.

● (S3)Icanevaluatetheaccuracyofthe historicalrepresentation.

LearningActivities:

EssentialQuestions:

● Wheredohistoriansgettheirinformation from?Howdoesitaffecttheaccuracyofthe retelling?

● Howdoesaneventordevelopmentaffect differentculturesindifferentways?

● Howmightthecircumstancesinwhichthe documentwascreatedaffectitscontent?

● PreAssessmentactivity:FukushimaFlowers&nativeadvertisingscreenshots(S1)

● Lecture:howtoevaluatesources(Aristotle)(S1,S2)

● Resource-LibraryofCongress:PrimarySourceAnalysisToolforStudents(S1,S2,S3) https://www.loc.gov/programs/teachers/getting-started-with-primary-sources/guides/

● “Herodotus,FatherofHistory”NatGeoarticle-annotateforhowhemightbeconsideredbiasedand howhemightbeconsideredalegitimatesourceofhistory(S2)

● Cyrusaccordingto:CyrusCylinder-“Oldestchartofhumanrights”vs.Biblevs.Xenophon(S2,S3)

● SHEG:ReadingLikeaHistorian:EvaluatingSources(S1,S2)

SecondTopic:BiasinGrecoPersianhistory Estimated#ofLessons:7

LearningTargets:

● (S2)Icandeterminethebiasofasourceby contextualizing,corroborating,close readingandsourcing

● (S3)Icanevaluatetheaccuracyofhistorical representation.

EssentialQuestions:

● Wheredohistoriansgettheirinformation from?Howdoesitaffecttheaccuracyofthe retelling?

● Howdoesaneventordevelopmentaffect differentculturesindifferentways?

● Howmightthecircumstancesinwhichthe documentwascreatedaffectitscontent?

LearningActivities:

● StanfordEduresource-Howtouselateralreadingstrategies(studentswilllearntoevaluatea sourceandidentifybiasbycorroboratingmultiplesourcesandverifyitascredible)(S2)

● PeloponnesianWars-PoleisjointheDeliansorthePeloponnesianactivity(studentswillevaluate thepropositionofthetwoleaguesfromtheperspectiveofaparticularpolis)(S2)

● Multipleperspectives-DelianLeague(Melianatrocity,excusesforgenocide)(S3)

● AnnotatedbiblioentryonXenophon’s“PolityoftheSpartans”(S2))

● Pericles’FuneralOrationandbias-(S2)

● BattleofThermopylaefrommultipleperspectives(S2,S3)

● WomeninGreece(Aspasia)andPersia(ArtemisiaofCaria)(S2)

CourseName:Historian’sCraftUnit#3Title:ToolsofRhetoricEst.#ofLessons:~15

UnitOverview:

Inthisunit,studentswillengagewithtextsthathavepersuasivepowerandexaminehowargumentis created.Studentswillcometounderstandthepowerofwordsandsubtlelanguageandthedifference betweenpathos,ethosandlogos.ThecontentfocusofthisunitwillbeancientRomeandancientNorth Africa.

STAGE1:DESIREDRESULTS

EstablishedGoals

● INQ9–12.14Critiquetheuseofthe reasoning,sequencing,andsupporting detailsofexplanations

● HIST9-12.1Analyzehowhistorical contextsshapedandcontinuetoshape people’sperspectives.

● HIST9–12.4Analyzecomplexand interactingfactorsthatinfluencedthe perspectivesofpeopleduringdifferent historicaleras.

● HIST9–12.6Analyzethewaysinwhichthe perspectivesofthosewritinghistory shapedthehistorythattheyproduced.

● HIST9–12.7Explainhowtheperspectives ofpeopleinthepresentshape interpretationsofthepast.

● HIST9–12.10Detectpossiblelimitationsin variouskindsofhistoricalevidenceand differingsecondaryinterpretations

● HIST9–12.13Critiquetheappropriateness ofthehistoricalsourcesusedina secondaryinterpretation

TransferGoals

RESEARCHANDUNDERSTAND;CRITICAL THINKING:

● Evaluatesourcesforcontent,reliability, accuracy,andbiastoensurethatthe informationisvalidandrepresentsarangeof viewpoints/perspectives

● Analyzehowgovernmentrulesandlaws impactthelivesofpeople

● Evaluatehowhistoricaleventsand developmentswereshapedbyunique circumstancesoftimeandplaceaswellas universalpatterns(e.g.,conflict,change, innovation,freedom).

RESPONSIBLECITIZENSHIP;CRITICALTHINKING:

● Examineevidencetobetterunderstand complexissues,identifypatterns,and/ordraw conclusions COMMUNICATION:

● Developandpresentanidea,argument,or solutionthroughexplanationofcompelling claimswithsupportingevidence

● CIV9–12.2Evaluatetheeffectivenessof citizensandinstitutionsinsolvingsocial andpoliticalproblems.

Understandings

● Rhetoricaldevicesareutilizedtomake effectiveargumentsthatinfluenceand directasociety.

● Republicangovernmentsoffercitizens freedoms,rights,andtheabilityto participateingovernment.

● Republicangovernmentsarefragile.

Knowledge

Studentswillknowthat:

● Pathosinvolvesappealingtoone’s emotions.

● Ethosinvolvesappealingtoone’smorals andethics.

● Logosinvolvesappealingtoone’ssenseof reasonandlogic.

● Republicsrequirecivicinvolvementand dutytosurvive.

● Republicsaresusceptibletotheinfluence ofdemagoguesandfactions.

EssentialQuestions

● Howdohumanspersuadeeachother?

● Whatmakesleadersofsocietiesinfluential?

● Howdoesaneventordevelopmentaffect differentculturesindifferentways?

● Howmightthecircumstancesinasocietylead totheestablishmentofpopulargovernment overotherformsofgovernment?

● Whatmakesrepublicsvulnerabletocollapse?

● Whatmakesthespreadofsomeideasmore successfulthanothers?

● Towhatextentisitbeneficialtohavepublic participationingovernment?

Skills(FramedasLearningTargets)

● (S1)Icananalyzethepurposeofnarrativesin history.

● (S2)Icanrecognizeandanalyzetheuseof pathos,ethosandlogos.

● (S3)Icanusepathos,ethosandlogos effectively.

● (S4)Icanevaluatethesuccessofthespreadof someideasoverothers.

● (S5)Icanintegratemultiplesourcesof informationpresentedindiversemediawhile evaluatingthecredibilityofeachsource.

● (S6)Icanevaluateaspeaker'spointofview, useofevidenceandrhetoric,identifyingany fallaciousreasoningordistortedevidence.

● (S7)Icanpersuasivelypresentinformation.

● (S8)Icananalyzethestrengthsand weaknessesofagoverningbody.

Alexander:heroorvillain?Essayand/ordebateIn ThebesincludeexfromShahnamadepicting Alexanderasahero,notfoe

FallofRoman/AmericanRepublicOration (live/video)

STAGE3:LEARNINGPLAN

FirstTopic:Pathos,Ethos,Logos

LearningTargets:

● (S2)Icanrecognizeandanalyzetheuseof pathos,ethosandlogos.

● (S3)Icanusepathos,ethosandlogos effectively.

● (S4)Icanevaluatethesuccessofthespread ofsomeideasoverothers.

● (S5)Icanintegratemultiplesourcesof informationpresentedindiversemedia whileevaluatingthecredibilityofeach source.

● (S6)Icanevaluateaspeaker'spointofview, useofevidenceandrhetoric,identifying anyfallaciousreasoningordistorted evidence.

● (S7)Icanpersuasivelypresentinformation.

LearningActivities:

Estimated#ofLessons:6

EssentialQuestions:

● Howdohumanspersuadeeachother?

● Whatmakesleadersofsocietiesinfluential?

● Introtopathos,ethos&logosthroughexamplesinmodernhistory(S2)

● Identificationoffallaciesandarguments(S2,S6)

● GoldenAgeofAthens&PersianAchievementsRanking(S4)

● DeterminingthevaluesoftheRomansbasedontheAeneidversustheRomulus&Remuscreation story(S5)

● AlexanderArgumentativeEssayPrep(S3,S7)

SecondTopic:RomanRepublicandCarthage

LearningTargets:

● (S3)Icanusepathos,ethosandlogos effectively.

● (S4)Icanevaluatethesuccessofthespread ofsomeideasoverothers.

● (S8)Icananalyzethestrengthsand weaknessesofagoverningbody.

EssentialQuestions:

● Howdohumanspersuadeeachother?

● Whatmakesleadersofsocietiesinfluential?

● Howdoesaneventordevelopmentaffect differentculturesindifferentways?

● Howmightthecircumstancesinasocietylead totheestablishmentofpopulargovernment overotherformsofgovernment?

● Towhatextentisitbeneficialtohavepublic

participationingovernment?

LearningActivities:

● SecondPunicWar-isdictatorialpowerbeneficialduringacrisis?Bringbacktomoderndaycrises (S8)

● RomanRepublic-wasitrepresentative?/whichwasmorerepresentative-theAthenianDemocracy orRomanRepublic?(S3,S8)

● Defineandpracticeusingcounterargumentsinargumentativeresponsesandspeeches(S3)

● Carthage-isittreatedfairlyinhistory?(S3,S4,S8)

● RomanExpansion-goodorbad,healthyfortherepublic?/Cicero(S8)

● SHEGActivity-HowdemocraticwastheRomanRepublic?(S8)

ThirdTopic:FallofRomanRepublic Estimated#ofLessons:3

LearningTargets:

● (S3)Icanusepathos,ethosandlogos effectively.

● (S4)Icanevaluatethesuccessofthespread ofsomeideasoverothers.

● (S8)Icananalyzethestrengthsand weaknessesofagoverningbody.

LearningActivities:

● Caesar-hiscommonappcollegeessay(S3)

EssentialQuestions:

● Howdohumanspersuadeeachother?

● Whatmakesleadersofsocietiesinfluential?

● Whatmakesrepublicsvulnerabletocollapse?

● Whatmakesthespreadofsomeideasmore successfulthanothers?

● AnalyzethestrengthsandweaknessesoftheRepublicandthenewRomanEmpire(S4,S8)

● Compare/ContrastfallofRomanRepublicwithmodernAmericanRepublic(S8)

UnitOverview:

Inthisunit,studentswillexecutetheresearchprocessbydevelopingresearchablequestionsand performingindependentresearchonahistoricaltopicoftheirchoosing.Theywillalsobeputtinginto practicetheskillsofsourcing,contextualizing,corroboratingandclosereading.Aftercompletingthe researchprocess,studentswillthenputintopracticerhetoricaldevicestocreateapersuasiveargumenton theirtopic.

evidenceinargumentsforcredibility.

● INQ9–12.1Explainhowaquestionreflects anenduringissueinthe field.

● INQ9–12.2Explainpointsofagreement anddisagreementexpertshaveabout interpretationsandapplicationsof disciplinaryconceptsandideasassociated withacompellingquestion

● INQ9–12.4Explainhowsupporting questionscontributetoaninquiryandhow, throughengagingsourcework,new compellingandsupportingquestions emerge.

● INQ9–12.5Determinethekindsofsources thatwillbehelpfulinansweringcompelling andsupportingquestions,takinginto considerationmultiplepointsofview representedinthesources,thetypesof sourcesavailable,andthepotentialusesof thesources.

● INQ9–12.6Gatherrelevantinformation frommultiplesourcesrepresentingawide rangeofviewswhileusingtheorigin, authority,structure,context,and corroborativevalueofthesourcestoguide theselection.

● INQ9–12.9Refineclaimsand counterclaimsattendingtoprecision, significance,andknowledgeconveyed throughtheclaimwhilepointingoutthe strengthsandlimitationsofboth.

● HIST9–12.16Integrateevidencefrom multiplerelevanthistoricalsourcesand interpretationsintoareasonedargument aboutthepast.

Understandings

Studentswillunderstandthat:

● Questionsthatcanbeansweredinmultiple waysorarearguableofferthemost opportunitiesforacquiringnew information.

● Historiansrelyonspecificcriteriawhen evaluatingasourceinordertoestablishits

● Examineevidencetobetterunderstand complexissues,identifypatterns,and/ordraw conclusions

COMMUNICATION:

● Developandpresentanidea,argument,or solutionthroughexplanationofcompelling claimswithsupportingevidence

EssentialQuestions

● Whatmakesaquestioneffectiveforresearch?

● Wheredohistoriansgettheirinformation from?Howdoesitaffecttheaccuracyofthe retelling?

● Howmightthecircumstancesinwhichthe documentwascreatedaffectitscontent?

● Howdohumanspersuadeeachother?

validityandcredibility.

● Historicalsourcesvaryinthelevelofdetail, amountofbias,andscopeofperspective theypossessonahistoricalevent.

Knowledge

Studentswillknowthat:

● Researchquestionsmustbefocusedand answerable

● Thevalidityofatextisaffectedbythe authorityofthesource

● Corroborationallowshistorianstoconsider detailsacrossmultiplesourcesto determinepointsofagreementand disagreement

● Avarietyofpresentationmediumsare utilizedtomakeeffectiveargumentsthat influenceanddirectasociety.

Skills(FramedasLearningTargets)

● (S1)Icandevelopresearchquestionsthatare bothnarrowandopenended.

● (S2)Icanindependentlycreateasourcelist andevaluatesources.

● (S3)Icanextractrelevantinformationto answeraresearchquestion.

● (S4)Icancreateaprojectthatclearlyanswers theresearchquestion.

● (S5)Icandeterminethebiasofasourceby contextualizing,corroborating,closereading andsourcing.

● (S6)Icanintegratemultiplesourcesof informationpresentedindiversemediawhile evaluatingthecredibilityofeachsource.

● (S7)Icanrecognizewhichpresentation mediumsareutilizedtomakeeffective argumentsthatinfluenceanddirectasociety.

● (S8)Icanpersuasivelypresentinformation.

STAGE2:DETERMINEACCEPTABLEEVIDENCE

SummativeAssessment

Createanannotatedbibliographywhichevaluates thebiasandusefulnessofsourcestotheresearch question

Createapresentationonthe findingsofunique research

FormativeAssessment

Craftathesisthathasaclearlystatedtopic,defined parameters,andahistoricalargument.

Processpaperincludingasourcelist

STAGE3:LEARNINGPLAN

FirstTopic:TheQuestion Estimated#ofLessons:2

RelevantLearningTargets:

● (S1)Icandevelopresearchquestionsthat arebothnarrowandopenended.

LearningActivities:

RelevantEssentialQuestions:

● Whatmakesaquestioneffectiveforresearch?

● ModelingQFT-studentswillbeintroducedtotheQuestionFormulationTechnique[QFT]to developandaskresearchablequestions(S1)

SecondTopic:TheSources

LearningTargets:

● (S2)Icanindependentlycreateasourcelist andevaluatesources.

● (S3)Icanextractrelevantinformationto answeraresearchquestion.

● (S5)Icandeterminethebiasofasourceby contextualizing,corroborating,close readingandsourcing.

LearningActivities:

Estimated#ofLessons:3

EssentialQuestions:

● Wheredohistoriansgettheirinformation from?Howdoesitaffecttheaccuracyofthe retelling?

● Howmightthecircumstancesinwhichthe documentwascreatedaffectitscontent?

● Creatingasourcelistusingreputablesources(S2)

● Evaluating&corroboratingsources(S3,S5)

● Extractionofusableinformation(S3)

● Writeanannotatedbibliography(S2,S5)

ThirdTopic:ThePresentation Estimated#ofLessons:3

LearningTargets:

● (S4)Icancreateaprojectthatclearly answerstheresearchquestion

● (S6)Icanintegratemultiplesourcesof informationpresentedindiversemedia whileevaluatingthecredibilityofeach source.

● (S7)Icanrecognizewhichpresentation mediumsareutilizedtomakeeffective argumentsthatinfluenceanddirecta society.

● (S8)Icanpersuasivelypresentinformation.

LearningActivities:

EssentialQuestions:

● Howdohumanspersuadeeachother?

● Analyzehowcampaignstargetavarietyofvoters(S6,S7)

● Evaluatewhentousedifferentmethodsofpresentations(S7)

● Choosefromavarietyofmethodsofpresentingtheirresearch-outline,researchpaper,verbal presentation(S4,S7,S8)

CourseName:AsianStudies

UnitTitle:Mesopotamia/MiddleEastEst.#of Lessons:15

UnitOverview: InthisunitstudentswillstudyanddebatethebroaderthemesinthehistoryofMiddle EasterncivilizationsfromtheNeolithicperiodtothePersianEmpire.Thefocusofthiscoursewillbethe political,economic,socialandculturalaspectsofbothancientandmodernMiddleEasternpeoples. Studentswillread,question,andanalyzeavarietyofsourcematerialswhichcanspeakaswitnessestotheir eraifweknowhowtoquestionthemintelligently.

STAGE1:DESIREDRESULTS

EstablishedGoals (standards)

● HIST9-12.1Analyzehowhistorical contextsshapedandcontinuetoshape people’sperspectives.

● HIST9–12.7Explainhowtheperspectives ofpeopleinthepresentshape interpretationsofthepast.

● HIST9–12.10Detectpossiblelimitationsin variouskindsofhistoricalevidenceand differingsecondaryinterpretations

● HIST9–12.4Analyzecomplexand interactingfactorsthatinfluencedthe perspectivesofpeopleduringdifferent historicaleras.

● CIV9–12.2Evaluatetheeffectivenessof citizensandinstitutionsinsolvingsocial andpoliticalproblems.

● GEO9–12.1Evaluatetheimpactof economicactivitiesandpoliticaldecisions onspatialpatternswithinandamongurban, suburban,andruralregions.

Understandings

● Desireforresourcesleadstoconflict.

● Geographyshapesasociety.

● Hierarchicaldivisionssecurepowerand stabilizesocietiesevenifitcomesatacost toindividualfreedoms.

TransferGoals

RESEARCHANDUNDERSTAND;CRITICAL THINKING

● Evaluatesourcesforcontent,reliability,accuracy, andbiastoensurethattheinformationisvalid andrepresentsarangeof viewpoints/perspectives

● Evaluatehowhistoricaleventsanddevelopments wereshapedbyuniquecircumstancesoftimeand placeaswellasuniversalpatterns(e.g.,conflict, change,innovation,freedom).

EssentialQuestions

● Howdowebetterunderstandthemodern MiddleEastbasedonitsancientroots?

● Howdoestheabundanceorscarcityof resourcesaffectthestabilityofaregion?

● Whodetermineswhohaspower?Howdoes

Knowledge

Studentswillknowthat:

● Civilizationsaremarkedbysevendefining characteristics.

● Thedesireforresourceslikeoil,water,and rareearthelementshasledandleadsto conflictintheMiddleEastandimperial ambitions.

● RivervalleysliketheTigrisandEuphrates enabledtheriseofcivilization.

● Acombinationofreligionandwealth determinesocialclasses(power)inthe MiddleEast.

● Religionisbothimpactedbyandimpacts thedevelopmentofcivilizations

● TheAbrahamicreligionssharecoreethical components.

CurrentConnectionMiniProject:Studentswill signupto findacurrentconnectionthatisbasedon oneofthe7characteristicsofacivilizationforeach ancientcivilization.

Testwithmultiplepartsthattestavarietyofskills, including:

● Objectivequestions

● Shortprimaryandsecondexcerpt interpretations

● Writingprompttoidentifyanddefendhow geographyaffectsasociety

institutionalsetupandcontrolpreservethis powerstructure?

● Towhatextentarereligioussystemsimpacted bythedevelopmentofacivilization?Andvice versa?

Skills(FramedasLearningTargets)

● (S1)Icananalyzeahistoricaleventusing multipleperspectives.

● (S2)Icananalyzesourcestodeterminetheir validity.

● (S3)Icanevaluatehow political/social/economicsystemsareaffected byavailabilityofresourcesandgeographical accessibility.

● (S4)Icanevaluatethechallengescreatedby thegeographyofasociety.

● (S5)Icancomparethedevelopmentand tenetsofbeliefsystems.

Realestateadvertisementtodrawpeopleto Sumeriancitystatesbasedontheiravailable resourcesandgeography.

Spokediagramrelatingmodernartifactstothe characteristicsofacivilization.

STAGE3:LEARNINGPLAN

FirstTopic:Resources:TheSourceofTurmoil& Conflict

LearningTargets:

● (S3)Icanevaluatehow

Estimated#ofLessons:5

EssentialQuestions:

● Howdowebetterunderstandthemodern

STAGE2:DETERMINEACCEPTABLE EVIDENCE

political/social/economicsystemsare affectedbyavailabilityofresourcesand geographicalaccessibility.

● (S4)Icanevaluatethechallengescreated bythegeographyofasociety.

LearningActivities:

MiddleEastbasedonitsancientroots?

● Howdoestheabundanceorscarcityof resourcesaffectthestabilityofaregion?

● Modernandancientmapwithafocusonresourcesavailable(S3)

●ConceptofCivilization CloseReading(S3)

●HistoryAlive:Cooperationtoovercomegeographicalchallenges (S4)

● Jigsaw:Water&OilintheMiddleEast&EconomyofMiddleEast-Rareearthmineralsin Afghanistan,Towhatextentisanabundanceofnaturalresourcesabenefitordetrimentto societies?(S3)

SecondTopic:ImperialMotivations&Ambitions

LearningTargets:

● (S1)Icananalyzeahistoricaleventusing multipleperspectives.

● (S2)Icananalyzesourcestodetermine theirvalidity.

● (S3)Icanevaluatehow political/social/economicsystemsare affectedbyavailabilityofresourcesand geographicalaccessibility.

LearningActivities:

Estimated#ofLessons:5

EssentialQuestions:

● Howdowebetterunderstandthemodern MiddleEastbasedonitsancientroots?

● Howdoestheabundanceorscarcityof resourcesaffectthestabilityofaregion?

● Whodetermineswhohaspower?Howdoes institutionalsetupandcontrolpreservethis powerstructure?

● Assigngroupseventsinhistorythatshowcasewhenaresourcewasthedrivingmotivationfor imperialambition.BritishinWWI,AmericansinPersianGulfWar,RussiansinUkraine/Crimea(S3)

●Khan-DefininganEmpire (S3)

● AssyrianSiegeofJerusalemSHEG(S1)

● AnalyzetheBibleandSennacherib’sPrismtodeterminetheirvalidity(S2)

ThirdTopic:EarlyReligions

LearningTargets:

● (S3)Icanevaluatehow political/social/economicsystemsare affectedbyavailabilityofresourcesand geographicalaccessibility.

● (S5)Icancomparethedevelopmentand tenetsofbeliefsystems.

LearningActivities:

Estimated#ofLessons:5

EssentialQuestions:

● Towhatextentarereligioussystemsimpacted bythedevelopmentofacivilization?Andvice versa?

● HistoryAlive:ChallengesoftheIsraelites(S3)

● Preserve&PassAlongHistoryAliveJudaismActivity(S5)

● ScrollforHebrewleaders-addsymbols,slogansandhistoricbackgroundtoleadersincluding: Abraham,Moses,David,Soloman(S3)

● FivepillarsofIslamcomparedtotenetsofotherAbrahamicreligions(S5)

● InvestigationofmodernreligiouspracticesinIraq,IranandSaudiArabia-howgenderand socioeconomicstatusaffectenforcement,ifatall(S5)

CourseName:AsianStudies

UnitTitle:India

Est.#ofLessons:15

UnitOverview: Inthisunit,studentswillstudyanddebatethebroaderthemesinthehistoryofIndian civilizationsfromtheNeolithicperiodtomodernIndia.Thefocusofthiscoursewillbethepolitical, economic,socialandculturalaspectsofancientandmodernIndiaincludingtheirroleintheglobaleconomy andtheinfluenceoftheircastesystem.Studentswillread,question,andanalyzeavarietyofsource materialswhichcanspeakaswitnessestotheireraifweknowhowtoquestionthemintelligently.

STAGE1:DESIREDRESULTS

EstablishedGoals

● HIST9-12.1Analyzehowhistorical contextsshapedandcontinuetoshape people’sperspectives.

● HIST9–12.7Explainhowtheperspectives ofpeopleinthepresentshape interpretationsofthepast.

● HIST9–12.10Detectpossiblelimitationsin variouskindsofhistoricalevidenceand differingsecondaryinterpretations

● HIST9–12.4Analyzecomplexand interactingfactorsthatinfluencedthe perspectivesofpeopleduringdifferent historicaleras.

● CIV9–12.2Evaluatetheeffectivenessof citizensandinstitutionsinsolvingsocial andpoliticalproblems.

● GEO9–12.1Evaluatetheimpactof economicactivitiesandpoliticaldecisions onspatialpatternswithinandamongurban, suburban,andruralregions.

Understandings

TransferGoals

RESEARCHANDUNDERSTAND;CRITICAL THINKING

● Evaluatesourcesforcontent,reliability, accuracy,andbiastoensurethatthe informationisvalidandrepresentsarangeof viewpoints/perspectives

● Evaluatehowhistoricaleventsand developmentswereshapedbyunique circumstancesoftimeandplaceaswellas universalpatterns(e.g.,conflict,change, innovation,freedom).

RESPONSIBLECITIZENSHIP;CRITICALTHINKING:

● Examineevidencetobetterunderstand complexissues,identifypatterns,and/ordraw conclusions

● Identifyaproblemandactivelyengage throughcivicinvolvementand/orindependent research

EssentialQuestions

● Desireforresourcesleadstoconflict.

● Religioussystemshavevaryingdegreesof impactonthestructureofasociety.

● Hierarchicaldivisionssecurepowerand stabilizesocietiesevenifitcomesatacost toindividualfreedoms.

● Culturaldiffusioncausesasocietyto integratenewideasandcustoms.

Knowledge

● Thedesireforresourceslikehumanlabor, textiles,spicesandmineralshasledand leadstoculturaldiffusioninIndia.

● Thecastesystemisasocialsystem supportedbyreligiousdoctrine.

● Therearegovernmentbasedpoliciesthat trytomitigatethenegativeeffectsof unequalsocialsystems.

● India’slocationbetweenChinaandthe MiddleEastcontributedtoitsroleintrade andthusculturaldiffusion.

● HowdowebetterunderstandmodernIndia basedonitsancientroots?

● Howdoestheabundanceorscarcityof resourcesaffectthestabilityofaregion?

● Howdoreligioussystemsimpactthe structureofasociety?

● Whodetermineswhohaspower?Howdoes institutionalsetupandcontrolpreservethis powerstructure?

● Towhatextentisculturaldiffusionapositive forceforchange?

● Howdoesreligioncreateunityandconflict?

Skills(FramedasLearningTargets)

● (S1)Icanevaluatehow political/social/economicsystemsareaffected byavailabilityofresourcesandgeographical accessibility.

● (S2)Icanevaluatethechallengescreatedby thegeographyofasociety.

● (S3)Icananalyzeahistoricaleventusing multipleperspectives.

● (S4)Icananalyzethetensionbetweenusing andexploitingresources.

● (S5)Icananalyzehowsuccessfulpoliciesare atmitigatingthenegativeeffectsofunequal socialsystems.

● (S6)Icanevaluatethesuccessofthespreadof someideasoverothers.

● (S7)Icancomparethedevelopmentand tenetsofbeliefsystems.

● (S8)Icananalyzethewaysreligioncancause unityandconflict.

STAGE2:DETERMINEACCEPTABLEEVIDENCE

SummativeAssessment

WriteacompareandcontrastessayonHinduism andIslam

Testwithmultiplepartsthattestavarietyofskills, including:

● Objectivequestions

● Shortprimaryandsecondexcerpt interpretations

● Writingprompttoidentifyandanalyzethe

FormativeAssessment

OrganizeronAffirmativeActionvs.CasteQuotas DBQanddiscussion

Diagramillustratingsimilaritiesanddifferences betweenHinduism,Buddhism,andIslam

effectsofancientsocialsystems

STAGE3:LEARNINGPLAN

FirstTopic:Resources:Abundance&Abuseof Human&NaturalResources

LearningTargets:

● (S1)Icanevaluatehow political/social/economicsystemsare affectedbyavailabilityofresourcesand geographicalaccessibility.

● (S2)Icanevaluatethechallengescreated bythegeographyofasociety.

● (S3)Icananalyzethetensionbetween usingandexploitingresources.

LearningActivities:

Estimated#ofLessons:5

EssentialQuestions:

● HowdowebetterunderstandmodernIndia basedonitsancientroots?

● Howdoestheabundanceorscarcityof resourcesaffectthestabilityofaregion?

● TopographicalandclimatemapsofIndia,usingtransparencyoverlays(S2)

● Read“DescentofGanga”comparedtothemesandvaluesinothercultures(S1)

● ClassdiscussionafterreviewingresourcesontheGanges:tensionbetweenculturalpracticesand environmentaldegradation(S3)

● TechWorkers&TimeZones,analyzingIndia’scomparativeadvantage(S3)

SecondTopic:Political&SocialStratification(Caste System) Estimated#ofLessons:5

LearningTargets:

● (S3)Icananalyzeahistoricaleventusing multipleperspectives.

● (S5)Icananalyzehowsuccessfulpolicies areatmitigatingthenegativeeffectsof unequalsocialsystems.

● (S6)Icanevaluatethesuccessofthespread ofsomeideasoverothers.

LearningActivities:

● IndoAryansandmodernabusesofhistory(S6)

● MandalaofHinduBeliefs,HistoryAlive(S6)

EssentialQuestions:

● HowdowebetterunderstandmodernIndia basedonitsancientroots?

● Whodetermineswhohaspower?Howdoes institutionalsetupandcontrolpreservethis powerstructure?

● Howdoreligioussystemsimpactthe structureofasociety?

● ConnecttheCastesystemtoJimCrow:examiningthehumancondition(S5)

● Upfront:Quotasvs.theCasteSystem(S5)

● UntouchableKidsofIndiaClip(S3)

● BBC“MyIndianLife”podcast-“AQuestionofCaste”&moderncastepredictionquestions(S3)

ThirdTopic:CulturalDiffusion(Hinduism, Buddhism&Islam)

Estimated#ofLessons:5

LearningTargets:

● (S6)Icanevaluatethesuccessofthespread ofsomeideasoverothers.

● (S7)Icancomparethedevelopmentand tenetsofbeliefsystems.

● (S8)Icananalyzethewaysreligioncan causeunityandconflict.

LearningActivities:

EssentialQuestions:

● HowdowebetterunderstandmodernIndia basedonitsancientroots?

● Howdoreligioussystemsimpactthe structureofasociety?

● Towhatextentisculturaldiffusionapositive forceforchange?

● Howdoesreligioncreateunityandconflict?

● HistoryAlive:BuddhistPathtoEnlightenment(S6)

● AnalyzeAsoka’sEdicts:RulebasedonBuddhism(S7)

● Gupta’sGoldenAgeAchievements&theirspread(S6)

● MakeaconceptmapofmodernIndianTraditions,imported&exportedcustoms(S6))

● ClashofCivilizations:Islamvs.HinduisminNorthernIndia(S8)

UnitOverview:

Inthisunit,studentswillstudyanddebatethebroaderthemesinthehistoryofChinesecivilizationsfrom theShangperiodtomodernChina.Thefocusofthiscoursewillbethepolitical,economic,socialand culturalaspectsofancientandmodernChinaincludingtheirroleintheglobaleconomyandpolitics. Studentswillread,question,andanalyzeavarietyofsourcematerialswhichcanspeakaswitnessestotheir eraifweknowhowtoquestionthemintelligently.

● HIST9-12.1Analyzehowhistorical contextsshapedandcontinuetoshape people’sperspectives.

● HIST9–12.4Analyzecomplexand interactingfactorsthatinfluencedthe perspectivesofpeopleduringdifferent historicaleras.

● HIST9–12.7Explainhowtheperspectives ofpeopleinthepresentshape interpretationsofthepast.

● HIST9–12.10Detectpossiblelimitationsin variouskindsofhistoricalevidenceand differingsecondaryinterpretations

● CIV9–12.2Evaluatetheeffectivenessof citizensandinstitutionsinsolvingsocial

RESEARCHANDUNDERSTAND;CRITICAL THINKING

● Evaluatesourcesforcontent,reliability, accuracy,andbiastoensurethatthe informationisvalidandrepresentsarangeof viewpoints/perspectives

● Evaluatehowhistoricaleventsand developmentswereshapedbyunique circumstancesoftimeandplaceaswellas universalpatterns(e.g.,conflict,change, innovation,freedom).

RESPONSIBLECITIZENSHIP;CRITICALTHINKING:

STAGE1:DESIREDRESULTS

andpoliticalproblems.

● GEO9–12.1Evaluatetheimpactof economicactivitiesandpoliticaldecisions onspatialpatternswithinandamongurban, suburban,andruralregions.

● Examineevidencetobetterunderstand complexissues,identifypatterns,and/ordraw conclusions

● Identifyaproblemandactivelyengage throughcivicinvolvementand/orindependent research

Understandings EssentialQuestions

● Exceptionalismcanbebothapositiveand negativeforce.

● Economicpoweractsasaviablesubstitute tomilitaryforcetoeffectuatecontrol.

● Philosophieslaythefoundationforpolitical andculturalvalues.

● Culturaldiffusioncausesasocietyto integratenewideasandcustoms.

● HowdowebetterunderstandmodernChina basedonitsancientroots?

● Howdoculturesdevelopasenseof exceptionalism?

● Towhatextentcaneconomicpolicyestablish prosperityandinfluence?

● Howdoesphilosophyinfluenceasociety’s politicalandculturalvalues?

Knowledge Skills(FramedasLearningTargets)

Studentswillknowthat:

● Geographicisolationenabledtheriseofthe conceptoftheMiddleKingdom.

● TheChinesegovernmentdrivesand controlsculturaldiffusionthroughout history.

● TheancientphilosophiesofConfucianism andLegalismareevidentthroughout modernChineseculture.

● (S1)Icananalyzethestrengthsand weaknessesofagoverningbody.

● (S2)Icanevaluatehow political/social/economicsystemsareaffected byavailabilityofresourcesandgeographical accessibility.

● (S3)Icananalyzehowexceptionalismcanbe bothapositiveandnegativeforce.

● (S4)Icanevaluatethesuccessofthespreadof someideasoverothers.

● (S5)Icanrecognizethatsocialnormscanbe influencedbyancienttraditions.

ArgumentativeEssay:WasQinaherooravillain?

Testwithmultiplepartsthattestavarietyofskills, including:

● Objectivequestions

● Shortprimaryandsecondexcerpt interpretations

● Writingprompttoidentifyandanalyzethe effectsofancientsocialsystems

ReportcardonQin’srule

SilentdebateonChina’sOneBeltOneRoadInitiative

STAGE3:LEARNINGPLAN

FirstTopic:AncientandModernSuperpower

LearningTargets:

● (S1)Icananalyzethestrengthsand weaknessesofagoverningbody.

● (S3)Icananalyzehowexceptionalismcan bebothapositiveandnegativeforce.

● (S4)Icanevaluatethesuccessofthespread ofsomeideasoverothers.

LearningActivities:

Estimated#ofLessons:5

EssentialQuestions:

● HowdowebetterunderstandmodernChina basedonitsancientroots?

● Whydoculturesdevelopasenseof exceptionalism?

● ComparingChineseemperortombstoAmericanpresidents(S1)

● Watch2008OlympicOpeningCeremonyinChina,discusswhatChinawantstheworldtosee(S3)

● TopographicalmapofgeographicisolationandconnecttoChinesecreationstories-PanGu,Nu Kua,Yu(S3)

● Shangdynastyartifactdiscussion(S3)

● MandateofHeaven&dynasticcycle-simulation(S3)

● IndependentresearchonChina’scurrentglobaleconomic,socialandmilitarisminfluence(S4)

● ComparingQinShihuangDitoXiJinping(S1,S4)

SecondTopic:TheObedientandnotsoObedient Citizen

LearningTargets:

● (S1)Icananalyzethestrengthsand weaknessesofagoverningbody.

● (S5)Icanrecognizethatsocialnormscanbe influencedbyancienttraditions.

LearningActivities:

Estimated#ofLessons:5

EssentialQuestions:

● HowdowebetterunderstandmodernChina basedonitsancientroots?

● Howdoesphilosophyinfluenceasociety’s politicalandculturalvalues?

● WallStreetJournal:PushbackonCaringforElders(S5)

● IdealGovts-ChinesePhilosophy(S1,S5)

● FallofQin(S1)

● Ancientconnectionstomodernsocialcreditsystem,censorship,surveillancechart(S1)

ThirdTopic:TheOld&NewSilkRoad

LearningTargets:

● (S1)Icananalyzethestrengthsand weaknessesofagoverningbody.

● (S2)Icanevaluatehow political/social/economicsystemsare affectedbyavailabilityofresourcesand geographicalaccessibility.

Estimated#ofLessons:5

EssentialQuestions:

● HowdowebetterunderstandmodernChina basedonitsancientroots?

● Whydoculturesdevelopasenseof exceptionalism?

● Howcaneconomicpolicyestablishprosperity andinfluence?

● (S3)Icananalyzehowexceptionalismcan bebothapositiveandnegativeforce.

LearningActivities:

● TheAncientSilkRoadcomparingchangesinartifacts(S1)

● BRI(BeltandRoadInitiative)commercialsprediction(S1)

● NewBeltandRoadInitiativeanalyzingreasonsforeigncitiesarechosentojoin(S2)

● IntelligenceSquaredmodeldebate:It’stimetostarttreatingChinalikeanadversarynotapartner (S1,S3)

CourseName:FoundationsoftheModernWorld

UnitTitle:CulturesCollideintheMedievalWorldEst.#ofLessons:12-14

UnitOverview:

Inthisunit,studentswillexploretheimpactsofRome’sfall,thespreadofChristianityandIslam,andthe conflictsbetweenWesternandMiddleEasterncultures.Studentswillalsoexaminethecommercial revolutionthatledtothegrowthoftowns,cities,andmodernnation-states.Finally,studentswillconsider howmultiplecrisesendedthemedievalperiod.

STAGE1:DESIREDRESULTS

EstablishedGoals

HIST9–12.1: Evaluatehowhistoricaleventsand developmentswereshapedbyunique circumstancesoftimeandplaceaswellasbroader historicalcontexts.

HIST9–12.2: Analyzechangeandcontinuityin historicaleras.

HIST9–12.3: Usequestionsgeneratedabout individualsandgroupstoassesshowthe significanceoftheiractionschangesovertimeand isshapedbythehistoricalcontext.

HIST9–12.5: Analyzehowhistoricalcontexts shapedandcontinuetoshapepeople’s perspectives.

HIST9–12.6: Analyzethewaysinwhichthe perspectivesofthosewritinghistoryshapedthe historythattheyproduced.

INQ9–12.10: Constructargumentsusingprecise andknowledgeableclaims,withevidencefrom multiplesources,whileacknowledging counterclaimsandevidentiaryweaknesses.

HIST9–12.15: Distinguishbetweenlong-term causesandtriggeringeventsindevelopinga historicalargument

TransferGoals

RESEARCHANDUNDERSTAND:

● Evaluatesourcesforcontent,reliability, accuracy,andbiastoensurethatthe informationisvalidandrepresentsarangeof viewpoints/perspectives.

● Findandmakeproductiveuseofmeaningful information.

● Analyzehoweconomics(e.g.,trade,emerging markets,accesstoresources)influences governmentaldecisions.

● Examinehowlocationinfluencesthepolitical, cultural,andeconomicbehaviorsofgroupsof peoplewithinagivenregion.

● Evaluatehowhistoricaleventsand developmentswereshapedbyunique circumstancesoftimeandplaceaswellas universalpatterns(e.g.,conflict,change, innovation,freedom).

CRITICALTHINKING:

● Examineevidencetobetterunderstand complexissues,identifypatterns,and/ordraw conclusions.

COMMUNICATION

● Developandpresentanidea,argument,or solutionthroughexplanationofcompelling claimswithsupportingevidence.

Understandings EssentialQuestions

● TheWesternRomanEmpire’sfallhad dramaticeffectsonWesternEurope.

● TheCatholicChurchgrewtodominateand

● InwhatwaysdidRome’sfallimpactEurope’s politics,economy,religion,andsociety?

● HowdidChristianityandtheChurchspread

unifyEuropeancultureandsociety.

● TheIslamicempirespreadacrossthree continentsanddevelopeda flourishing culture.

● TheCrusadeshadcomplicatedcausesand long-reachingeffects.

● Acommercialrevolutionhelpedmodernize trade,cities,andnations.

● TheMongolarmiesconqueredandbuiltan empireextendingfromAsiatoEurope, contributingtothespreadoftheBlack Death. andshapelifeinmedievalEurope?

Knowledge

● Rome’sfallledtotheriseoffeudalism,the Franks,theCatholicChurch,andtheIslamic Empire.

● TheCatholicChurchhadbothspiritualand secularpower.

● Muslimscreatedanadvancedcultureand largeempireduringtheirGoldenAge.

● TheCrusadesspurredculturaldiffusionand animositybetweenEurope,theMiddle East,andNorthAfrica.

● Thecommercialrevolutionspurred economicandsocialchanges.

● TheMongolEmpiredisruptedAsianand Europeansocieties.

● Culminatingproject:choiceofmoderncase study:

○ MiddleEasterngeopolitics

○ WaronTerror

○ Israel/Palestine

○ modernpandemics(SpanishFlu, Ebola,Aids,Covid-19)

● Testwithmultiplepartsthattestavariety ofskills,including:

○ Objectivequestionswithnotes

○ Objectivequestionswithoutnotes

○ Shortprimaryandsecondary excerptinterpretations

○ Writingprompttoevaluatethe

● HowdidIslamspreadintheyearsafter Mohammad?

● Whatwerethecausesandeffectsofthe agriculturalandcommercialrevolutionsnear theturnofthemillennium?

● Whatwerethecausesandeffectsofthe Crusades?

● WhatweretheeffectsoftheMongolEmpire?

Skills(FramedasLearningTargets)

● (S1)Icanrecordinformationusingavarietyof note-takingtechniques.

● (S2)Icandeterminecentralideasand summarizehistoricalcontent.

● (S3)Icanevaluateindividualsandeventswith respecttotheworldviewofthehistorical period.

● (S4)Icanevaluateprimaryandsecondary multipleinterpretationsofeventstogain historicalunderstanding.

● Organizeinformationexplaininghowandwhy theRomanEmpirefell,andusethenotesto takeaquiz.

● Researchandpresentonthemanyeffectsof Rome’sfall(onegrouponasingleeffect).

● AnnotateanexcerptfromEinhard’sbiography ofCharlemagnetoidentifybias.

● AnnotatePopeUrbanII’scallfortheFirst Crusade.

● Createanadthataimstolurepeasantsfrom thefeudaleconomytothemarketeconomyby comparingthem.

● Readandanswerquestionsaboutthe MongolianEmpire,includingitsriseand

importanceofthishistoricalperiod. impactonothercivilizations.

STAGE3:LEARNINGPLAN

FirstTopic:OldRomeFalls,NewEmpiresRise

LearningTargets:

● (S1)Icanrecordinformationusingavariety ofnote-takingtechniques.

● (S2)Icandeterminecentralideasand summarizehistoricalcontent.

● (S3)Icanevaluateindividualsandevents withrespecttotheworldviewofthe historicalperiod.

● (S4)Icanevaluateprimaryandsecondary multipleinterpretationsofeventstogain historicalunderstanding.

LearningActivities:

Estimated#ofLessons:5

EssentialQuestions:

● InwhatwaysdidRome’sfallimpactEurope’s politics,economy,religion,andsociety?

● HowdidIslamspreadintheyearsafter Mohammad?

● HowdidtheclashbetweenChristianityand Islamshapethemedievalworld?

● StudentswillstudytheexpansionofChristianandMuslimEmpiresafterRome’sfall.

○ StudentswillreadandtakenotesonanoverviewexplaininghowandwhytheRomanEmpire fell.

○ StudentswillcomparethemedievalChristianandMuslimworlds.

○ StudentswillreadanexcerptfromEinhard’sbiographyoftheChristianEmperor Charlemagnetoidentifybias.

● Studentswillanalyzefeudalism’simpactsonmedievalsociety.

○ StudentswillcreatebrochurespreviewingeducationaltripsthroughfeudalEurope.

○ Studentswillconsiderthevariousrolesinfeudalism,pickingandarguingforthemost preferable.

● StudentswillstudyhowtheCatholicChurchshapedmedievallife.

○ StudentswillanalyzereasonswhythemedievalChurchaccumulatedsecularpower.

○ StudentswillreadanoverviewonthemedievalChurchandrespondtoquestionsregarding itspoliticalandsocialpower.

● StudentswillresearchtheculturalaccomplishmentsofIslam’sGoldenAge.

○ StudentswillinterpretmapsonIslam’sspreadinthecenturiesafterMohammad.

○ Groupswillresearchandpresentoutonthevariousaccomplishments(philosophical, literary,astronomical,artistic,etc.)oftheArabworld.

SecondTopic:TheRevivalofTrade Estimated#ofLessons:2

LearningTargets:

● (S1)Icanrecordinformationusingavariety ofnote-takingtechniques.

● (S2)Icandeterminecentralideasand summarizehistoricalcontent.

● (S3)Icanevaluateindividualsandevents withrespecttotheworldviewofthe historicalperiod.

EssentialQuestions:

● Whatwerethecausesandeffectsofthe agriculturalandcommercialrevolutionsnear theturnofthemillennium?

LearningActivities:

● Studentswillsummarizehownewtechnologiessparkedanagriculturalrevolution.

○ Studentswillcreateacause-effect flowchartshowinghowtheagriculturalrevolutionmade possibleacommercialrevolution.

● Studentswillexplainhowtherevivaloftraderevolutionizedcommerceandledtothegrowthof townsandtheriseofthemiddleclass.

○ Studentswillcreaterecruitmentadvertisementstolurepeoplefromthefarmstothetowns.

● Studentswilldescribelifeinmedievaltownsandcities.

○ Studentswillcomparefeudallifestylewiththatofcharteredtowns.

ThirdTopic:TheCrusades

LearningTargets:

● (S1)Icanrecordinformationusingavariety ofnote-takingtechniques.

● (S2)Icandeterminecentralideasand summarizehistoricalcontent.

● (S3)Icanevaluateindividualsandevents withrespecttotheworldviewofthe historicalperiod.

● (S4)Icanevaluateprimaryandsecondary multipleinterpretationsofeventstogain historicalunderstanding.

LearningActivities:

Estimated#ofLessons:2

EssentialQuestions:

● Whatwerethecausesandeffectsofthe Crusades?

● StudentswillexplainthecausesoftheCrusades.

○ StudentswillcreateaconceptwebtoorganizethevariouscausesoftheCrusades.

○ StudentswillreadPopeUrbanII’scallfortheFirstCrusade.

● StudentswilllearnabouttheresultsoftheCrusades.

○ Studentgroupswillresearchandpresentoverviewsoneachofthe firstfourCrusades.

○ Studentswillevaluatetheeffectivenessofeachofthe firstfourCrusades.

● StudentswillanalyzetheimportanteffectsoftheCrusades.

○ Studentswillreadaboutthemanyimportantpolitical,economic,religious,social,and culturaleffectsoftheCrusades.

○ Studentswillcreateasecondconceptweborganizingtheseeffects.

FourthTopic:ATimeofCrisis

LearningTargets:

● (S1)Icanrecordinformationusingavariety ofnote-takingtechniques.

● (S2)Icandeterminecentralideasand summarizehistoricalcontent.

● (S3)Icanevaluateindividualsandevents withrespecttotheworldviewofthe historicalperiod.

● (S4)Icanevaluateprimaryandsecondary multipleinterpretationsofeventstogain

Estimated#ofLessons:4

EssentialQuestions:

● Howdidthecrisesofthelatemedievalperiod helpendtheMiddleAges?

historicalunderstanding.

LearningActivities:

● StudentswilllearnabouttheriseoftheMongolianEmpire.

○ StudentswillcompleteamapactivitychartingtheimmenseMongolianEmpire.

○ StudentswillreadaboutkeyconflictsbetweenMongolsandEasternandWestern civilizations.

● StudentswilllearnaboutthecausesandeffectsoftheBlackDeath.

○ Studentswillread,activelylistento,andtakenotesonvarioussourcesdiscussingtheBlack Death.

● StudentswillanalyzereasonswhytheRomanCatholicChurchbegantoweaken.

○ StudentswillwritescriptsandroleplaytheeventsoftheBabylonianCaptivity,BlackDeath, andtheGreatSchism,withanemphasisonhoweachcontributedtothedeclineofChurch power.

● Studentswilllearnabouttheriseofmodernnation-states.

○ Studentswillreadaboutandsummarizethecauses,turningpoints,andeffectsofthe HundredYears’WarandSpanishUnification.

CourseName:FoundationsoftheModernWorld UnitTitle:TheBirthoftheModernWorld Est.#ofLessons:12-15

UnitOverview:

Inthisunit,studentswillstudythemajordevelopmentsthatledtotheemergenceofthemodernworld. StudentswillstudytheRenaissance,Reformation,andScientificRevolution,allofwhichtookplaceduring anexplosionofnewartistic,religious,andintellectualideasthatbecamefoundationaltomodernsociety.

STAGE1:DESIREDRESULTS

EstablishedGoals

HIST9–12.1: Evaluatehowhistoricaleventsand developmentswereshapedbyunique circumstancesoftimeandplaceaswellasbroader historicalcontexts.

HIST9–12.2: Analyzechangeandcontinuityin historicaleras.

HIST9–12.3: Usequestionsgeneratedabout individualsandgroupstoassesshowthe significanceoftheiractionschangesovertimeand isshapedbythehistoricalcontext.

HIST9–12.5: Analyzehowhistoricalcontexts shapedandcontinuetoshapepeople’s perspectives.

HIST9–12.6: Analyzethewaysinwhichthe perspectivesofthosewritinghistoryshapedthe historythattheyproduced.

TransferGoals

RESEARCHANDUNDERSTAND:

● Evaluatesourcesforcontent,reliability, accuracy,andbiastoensurethatthe informationisvalidandrepresentsarangeof viewpoints/perspectives.

● Findandmakeproductiveuseofmeaningful information.

● Analyzehoweconomics(e.g.,trade,emerging markets,accesstoresources)influences governmentaldecisions.

● Examinehowlocationinfluencesthepolitical, cultural,andeconomicbehaviorsofgroupsof peoplewithinagivenregion.

● Evaluatehowhistoricaleventsand developmentswereshapedbyunique circumstancesoftimeandplaceaswellas

INQ9–12.10: Constructargumentsusingprecise andknowledgeableclaims,withevidencefrom multiplesources,whileacknowledging counterclaimsandevidentiaryweaknesses.

HIST9–12.15: Distinguishbetweenlong-term causesandtriggeringeventsindevelopinga historicalargument. universalpatterns(e.g.,conflict,change, innovation,freedom).

CRITICALTHINKING:

● Examineevidencetobetterunderstand complexissues,identifypatterns,and/ordraw conclusions.

COMMUNICATION

● Developandpresentanidea,argument,or solutionthroughexplanationofcompelling claimswithsupportingevidence.

Understandings

● TheRenaissanceactedasapivottothe modernworldthatchangedhowpeople sawthemselvesintheworld.

● TheReformationhadprofoundpolitical, religious,andsocietaleffects.

● TheScientificRevolutionmodernizedthe methodologytosearchforunderstanding.

Knowledge

● TheRenaissanceledtomoreindividualism andhumanism.

● TheReformationencouragedthe questioningofpoliticalandreligious authoritywhiledividingtheChristian Churchandleadingtosocietalupheaval.

● TheScientificRevolutionledto breakthroughsinmanyscientific fields, includingastronomy,anatomy,physiology, chemistry,physics,andmore.

EssentialQuestions

● InwhatwayswastheRenaissanceabreak frommedievalthinking?

● HowdidrevoltsagainsttheRomanCatholic Churchimpactsociety?

● Howdiddiscoveriesinscienceleadtonew waysofthinking?

Skills(FramedasLearningTargets)

● (S1)Recordinformationusingavarietyof note-takingtechniques.

● (S2)Determinecentralideasandsummarize historicalcontent.

● (S3)Evaluateindividualsandeventswith respecttotheworldviewofthehistorical period.

● (S4)Evaluateprimaryandsecondarymultiple interpretationsofeventstogainhistorical understanding.

● Culminatingproject:choiceofmoderncase study:

○ modernartmovements.

○ modernreligiouspersecution.

○ modernscientificbreakthroughs.

● Testwithmultiplepartsthattestavariety ofskills,including:

○ Objectivequestionswithnotes

○ Objectivequestionswithoutnotes

○ Shortprimaryandsecondexcerpt interpretations

○ Writingprompttoidentifyand defendthemostinfluentialperson ofthisperiod.

● Readandcreateanoutlineofthe Renaissance’scausesandcharacteristics.Take anopen-notequizontheinformationinorder tomeasurenote-takingskills.

● Analyzeprimarysourcesfromnotable figures oftheperiod(eg:Machiavelli,Luther, Shakespeare,variousscientists)tocreatea writingpieceshowingtheperiod’snewways ofthinking.

● Completeanartanalysisworksheettoshow howapieceofRenaissanceartreflects Renaissanceidealsandvalues.

● Readandconstructabefore&afterchart abouttheprintingrevolution.

● Groupsresearchandpresentonahandfulof Christiandenominationsafterthe Reformation(eg:Lutheranism,Calvinism, Anglicanism,Anabaptism,Catholicism).

STAGE3:LEARNINGPLAN

FirstTopic:TheRenaissance Estimated#ofLessons:5

LearningTargets:

● (S1)Recordinformationusingavarietyof note-takingtechniques.

● (S2)Determinecentralideasand summarizehistoricalcontent.

● (S3)Evaluateindividualsandeventswith respecttotheworldviewofthehistorical period.

● (S4)Evaluateprimaryandsecondary multipleinterpretationsofeventstogain historicalunderstanding.

LearningActivities:

EssentialQuestions:

● InwhatwayswastheRenaissanceabreak frommedievalthinking?

● StudentswilllearnabouttheRenaissance’scausesandcharacteristics.

○ StudentswillreadandoutlineinformationontheItalianRenaissance.

○ Studentswillmakeconnectionstoearlierlearning,consideringhowearliereventslikethe Crusadesandculturaldiffusioncontributedtoculturalrenewal.

○ StudentswillreadexcerptsfromMachiavelli’s“ThePrince”toidentifyhowitexemplifies Renaissanceidealsinadditionto findingexamplesofMachiavellianpoliticstoday.

● StudentswilllearnaboutRenaissanceart.

○ StudentswilllearnhowartchangedfromthemedievaltoRenaissanceperiods.

○ Studentswill findexamplesofRenaissanceart,analyzetheircharacteristics,andpickan exemplartowriteanargumentativeessaysupportingtheirselection.

● Studentswilllearnabouttheprintingrevolution.

○ StudentswillshowhowGutenberg’sprintingpressunleashedthepowerofideasbycharting

culturaloutputbeforeandaftertheinvention.

SecondTopic:TheReformation

LearningTargets:

● (S1)Recordinformationusingavarietyof note-takingtechniques.

● (S2)Determinecentralideasand summarizehistoricalcontent.

● (S3)Evaluateindividualsandeventswith respecttotheworldviewofthehistorical period.

● (S4)Evaluateprimaryandsecondary multipleinterpretationsofeventstogain historicalunderstanding.

LearningActivities:

Estimated#ofLessons:4

EssentialQuestions:

● HowdidrevoltsagainsttheRomanCatholic Churchimpactsociety?

● StudentswillstudythecorruptionofthelatemedievalChurch

○ TheywillreadandtakenotesonasecondarysourcedescribingtheChurchoftheperiod

● StudentswilllearnaboutMartinLutherandhisimportancetotheReformation.

○ StudentswillreadaboutMartinLuther’slifeandactions,culminatingincatalyzingthe ProtestantReformation.

○ StudentswillreadexcerptsfromLuther’s“95Theses,”pickinganddefendingafewideasas themostcompellingand/orincendiary.

○ StudentpairswillcreateJanuspostersonLuther,withonesideframinghimasaheroand theothersideasacriminal.

● StudentswilllearnaboutahandfulofnewProtestantdenominations.

○ StudentswillcreateaspokeandwheeldiagramcomparingLutheranism,Calvinism, Anabaptism,andAnglicanism.

● StudentswilllearnabouttheCatholicReformation.

○ StudentswillchartthereformsinstitutedbytheCatholicChurch.

○ StudentswillcontrastCatholicismwiththeProtestantsects.

ThirdTopic:TheScientificRevolution

LearningTargets:

● (S1)Recordinformationusingavarietyof note-takingtechniques.

● (S2)Determinecentralideasand summarizehistoricalcontent.

● (S3)Evaluateindividualsandeventswith respecttotheworldviewofthehistorical period.

● (S4)Evaluateprimaryandsecondary multipleinterpretationsofeventstogain historicalunderstanding.

LearningActivities:

Estimated#ofLessons:3

EssentialQuestions:

● Howdiddiscoveriesinscienceleadtoanew wayofthinking?

● Studentswillunderstandhowastronomicaldiscoveriesledtothedevelopmentofthescientific

method.

○ Studentswillcompletea fill-in-the-blanktimelineactivityofCopernicusandGalileo’s astronomicaldiscoveries.

○ StudentswillreadexcerptsfromacorrespondencebetweenthescientistsGalileoand Keplerandevaluatethescientists’languageagainstthebackdropofChurchpower.

○ Studentswillstudythepurposesofthescientificmethod,bycomparingthecontributionsof FrancisBaconandReneDescartestoitsdevelopment.

● Studentswilllearnhowthescientificmethodledtodiscoveriesacrossmultiple fields.

○ Studentswillchartbreakthroughsintheareasofchemistry,anatomy,physiology,and physics.

○ StudentswillreadabouthowIsaacNewtonhelpedmodernizevarioussciencesand find examplesofusingNewtonianscienceinthemodernworld.

● Studentswillunderstandtheconnectionsbetweenthemovementsofthisunit.

○ StudentswillcreateatimelinesequencingbreakthroughsandmomentsoftheRenaissance, Reformation,andScientificRevolution.

CourseName:FoundationsoftheModernWorld UnitTitle:Globalization:Conquest&ExchangeEst.#ofLessons:13-16

UnitOverview:

Inthisunit,studentswillsurveyregionsoftheworldontheeveofglobalization.Theywillthenexaminethe earlyinteractionsbetweentheseregionsbroughtonbytheAgeofExploration.Finally,studentswillstudy theramificationsofconquestandtradeineachoftheseregions.

STAGE1:DESIREDRESULTS

EstablishedGoals

HIST9–12.1: Evaluatehowhistoricaleventsand developmentswereshapedbyunique circumstancesoftimeandplaceaswellasbroader historicalcontexts.

HIST9–12.2: Analyzechangeandcontinuityin historicaleras.

HIST9–12.3: Usequestionsgeneratedabout individualsandgroupstoassesshowthe significanceoftheiractionschangesovertimeand isshapedbythehistoricalcontext.

HIST9–12.5: Analyzehowhistoricalcontexts shapedandcontinuetoshapepeople’s perspectives.

HIST9–12.6: Analyzethewaysinwhichthe perspectivesofthosewritinghistoryshapedthe historythattheyproduced.

INQ9–12.10: Constructargumentsusingprecise

TransferGoals

RESEARCHANDUNDERSTAND:

● Evaluatesourcesforcontent,reliability, accuracy,andbiastoensurethatthe informationisvalidandrepresentsarangeof viewpoints/perspectives.

● Findandmakeproductiveuseofmeaningful information.

● Analyzehoweconomics(e.g.,trade,emerging markets,accesstoresources)influences governmentaldecisions.

● Examinehowlocationinfluencesthepolitical, cultural,andeconomicbehaviorsofgroupsof peoplewithinagivenregion.

● Evaluatehowhistoricaleventsand developmentswereshapedbyunique circumstancesoftimeandplaceaswellas universalpatterns(e.g.,conflict,change,

andknowledgeableclaims,withevidencefrom multiplesources,whileacknowledging counterclaimsandevidentiaryweaknesses.

HIST9–12.15: Distinguishbetweenlong-term causesandtriggeringeventsindevelopinga historicalargument. innovation,freedom).

CRITICALTHINKING:

● Examineevidencetobetterunderstand complexissues,identifypatterns,and/ordraw conclusions.

COMMUNICATION

● Developandpresentanidea,argument,or solutionthroughexplanationofcompelling claimswithsupportingevidence.

Understandings

● ChinaandIndia flourishedduringtheir earlymodernperiod,catalyzing intercontinentaltrade.

● WestAfricahadseveralthriving civilizations.

● ThediverseAmericashadseveralthriving civilizations.

● Europeanexplorationandcolonizationled tomanyeffectsacrosstheworld.

Knowledge

● ThegoldenagedynastiesofIndiaandChina encouragedexplorationandtrade,leading toeconomicandculturalprosperity.

● WestAfricanandSaharangoldandsalt tradeledto flourishingempires.

● NativeAmericantribesandempireshad diversepolitical,economic,religious,and socialsystems.

● TheColumbianExchangeconnectedthe EasternandWesternhemispheres,leading tothedramatictransformationofmost societies.

SummativeAssessment

● Culminatingproject:choiceofmoderncase study:

EssentialQuestions

● HowdidtheMingandMughaldynasties contributetoprosperouserasinChinaand India?

● Howdidgeographyandnaturalresources affectthedevelopmentofWestAfrican societies?

● Whatcircumstanceshelpedthecivilizations anddiverseculturesoftheAmericasto developinwaysbothcommonandunique?

● HowdidEuropeancolonizationofthe Americasshapeglobaleconomiesand societies?

Skills(FramedasLearningTargets)

● (S1)Recordinformationusingavarietyof note-takingtechniques.

● (S2)Determinecentralideasandsummarize historicalcontent.

● (S3)Evaluateindividualsandeventswith respecttotheworldviewofthehistorical period.

● (S4)Evaluateprimaryandsecondarymultiple interpretationsofeventstogainhistorical understanding.

FormativeAssessment

● CreateadisplayofMingDynasty accomplishmentsintheareasofgovernment,

○ Theprosandconsofmodern globalization

○ Child/cheap/slavelabor

○ Humantrafficking

○ Considerationoftheongoing effectsofpastEuropeanconquest onAfricatoday.

● Testwithmultiplepartsthattestavariety ofskills,including:

○ Objectivequestionswithnotes

○ Objectivequestionswithoutnotes

○ Shortprimaryandsecondexcerpt interpretations

○ Writingprompttoevaluate far-reachingconsequencesof globalization. art,sociallife,andtechnology.

● IdentifyandchartaccomplishmentsofAkbar theGreatandhisMughalEmpire.

● Createacause-effect flowchartthatshows howkingdomsofWestAfricadevelopedand prospered.

● Studentswillreadaboutandcreateamapof humanity’sdiasporaintotheWestern Hemisphere.

● Studentswillorganizeinformationonthe variousNativeAmericanregions,thentakean opennotequizonthematerial..

● Studentswillcreateanargumentativepiece onColumbus’sreputation.

STAGE3:LEARNINGPLAN

FirstTopic:GoldenAgesofIndiaandChina

LearningTargets:

● (S1)Recordinformationusingavarietyof note-takingtechniques.

● (S2)Determinecentralideasand summarizehistoricalcontent.

● (S3)Evaluateindividualsandeventswith respecttotheworldviewofthehistorical period.

● (S4)Evaluateprimaryandsecondary multipleinterpretationsofeventstogain historicalunderstanding.

LearningActivities:

Estimated#ofLessons:2

EssentialQuestions:

● HowdidtheMingandMughaldynasties contributetoprosperouserasinChinaand India?

● StudentswillstudytheMingdynasty’saccomplishmentsinChina.

○ StudentswillwriteasummaryofMingrule,highlightingitsrestorationofChineseculture andspurringofeconomicgrowth.

○ StudentswillstudythegreatChinese fleetofthe fifteenthcentury,creatingmapsabout theirconfirmedtravelsandtheoreticaltravelstogreaterdistances,andconductingthought experimentsaboutwhatwouldhavehappenedifChineseleadersdidn’tendexploration.

● StudentswillexplainhowtheMughalEmpirebroughtIndiatonewheights.

○ StudentswillreadaprimarysourceonBabur,founderoftheMughalDynasty,andwritea shortessaydescribingthequalitiesofagoodleaderandwhetherBabur fitsthem.

○ StudentswillreadabouttheMughalEmpireatitsheightandcreateatimelineontheir accomplishments,fromBaburthroughhissuccessors.

SecondTopic:WestAfricanCivilizations

Estimated#ofLessons:2

LearningTargets: EssentialQuestions:

● (S1)Recordinformationusingavarietyof note-takingtechniques.

● (S2)Determinecentralideasand summarizehistoricalcontent.

● (S4)Evaluateprimaryandsecondary multipleinterpretationsofeventstogain historicalunderstanding.

LearningActivities:

● Howdidgeographyandnaturalresources affectthedevelopmentofWestAfrican societies?

● StudentswillexaminetheimportanceofthegoldandsalttradeonWestAfrica.

○ StudentswillcreateamapofmajorAfricancivilizationsasofthe fifteenthcentury.

○ Studentswillcreateacause-effect flowchartonthesaltandgoldtradeofWestAfrica.

● StudentswillstudymajorWestAfricancivilizations.

○ StudentscompareandcontrastthecivilizationsofGhana,Mali,andSonghai.

○ StudentswillreadaprimarysourceonSundiata,Mali’s firstemperor,andevaluatethe reliabilityofthesource,examiningitsbias.

ThirdTopic:Pre-1492AmericanCivilizations Estimated#ofLessons:3

LearningTargets:

● (S1)Recordinformationusingavarietyof note-takingtechniques.

● (S2)Determinecentralideasand summarizehistoricalcontent.

● (S3)Evaluateindividualsandeventswith respecttotheworldviewofthehistorical period.

LearningActivities:

EssentialQuestions:

● Whatcircumstanceshelpedthecivilizations anddiverseculturesoftheAmericansto developinwaysbothcommonandunique?

● StudentswillanalyzethemaincharacteristicsoftheOlmec,Maya,andAztecsocieties.

○ StudentswillcreateachartshowinghowearlyAmericansadaptedtotheirregionalclimate andgeography.

○ StudentswillcomparetheAztecandMayacivilizations,identifyinginwhatwaysthey’re mostsimilarandmostdifferent.

● StudentswillstudytheAndeanculturesofSouthAmerica.

○ StudentswillreadaboutIncaninfrastructureunitingtheempire,explainingthreewaysin whichthesystemofroadsstrengthenedtheempire.Studentswillthenlookatinterstate highwaysintheUStomakecomparisons.

○ StudentswillwriteapieceevaluatingabsoluteruleintheIncaempire.

● StudentswillcompareandcontrastthemanytribalareasofNorthAmerica.

○ StudentswillcreateamapofnativeregionsinNorthAmerica,placingtribesineachregion

○ Studentswillstudyeachregiontodescribetheclimate,geography,andresourcestowhich thetribesineachareaadapted.

FourthTopic:TheAgeofExploration Estimated#ofLessons:6-8

LearningTargets:

● (S1)Recordinformationusingavarietyof note-takingtechniques.

EssentialQuestions:

● HowdidEuropeancolonizationofthe Americansshapeglobaleconomiesand

● (S2)Determinecentralideasand summarizehistoricalcontent.

● (S3)Evaluateindividualsandeventswith respecttotheworldviewofthehistorical period.

● (S4)Evaluateprimaryandsecondary multipleinterpretationsofeventstogain historicalunderstanding. societies?

LearningActivities:

● StudentswillanalyzethemostimportantmotivationsforEuropeanexploration.

○ StudentswillunderstandtheglobalcontextoftheAgeofExplorationbycreatingaworld mapofthemajorcivilizationsdiscussedthroughouttheunitontheeveof1492.

○ Studentswillreadaboutandorganizeexamplesofthe“threeGs”(God,Glory,Gold)as motivatorsforEuropeanexplorers.

● StudentswillstudytheinitialexplorationsofthePortugueseandSpanishempires.

○ StudentswillreadaprimarysourceontheIndiansreceivingthe firstPortuguesetraders,and speculatewhytheIndianswouldallowtradewiththenewarrivals.

○ Studentswillresearchanddebateanswerstothequestionof“WhodiscoveredAmerica?” (Possibleanswersinclude:Spanish,Chinese,Irish,Polynesian,Welsh,Vikings,Japanese)

● StudentswillexaminetheimpactsoftheEuropeanconquestonEuropeansocietyandeconomics.

○ Studentswillcreateacause-effect flowchartfromColumbus’s firstvoyage,throughthe ColumbianExchange,culminatinginanalyzingtheeffectsonEurope’seconomyandsociety.

● StudentswillexaminetheimpactsoftheEuropeanconquestonNativeAmericans.

○ Studentswillmapoutwherethevariousconquistadorsconquered.

○ StudentswillresearchstatisticsontheeffectsofEuropeanarrivalinAmerica,lookingat variousdeathtollsfromdiseaseandconquest.

○ StudentswillreadabouttheeffectsofColumbus’sarrivalinAmericaandcreateaJanus figurethatdividesColumbusinto“hero”and“villain”halves.

● StudentswillexaminetheimpactsoftheEuropeanconquestonWestAfricans,includingthe AtlanticSlavetrade.

○ StudentswillrecordeffectsofEuropeanexplorationinAfrica,fromPortuguesearrival throughtheAtlanticslavetradeandAfricanresistance.

○ StudentswillchartthenumbersoftheAtlanticslavetrade,includingforcedmigrationand deathtolls.

○ StudentswillreadanexcerptfromthebiographyofSengbePieh(Cinque),whichdescribes thehorrorsoftheMiddlePassage.

○ Studentswillreadandannotateanarticlecalled“Slavery:ThenandNow,”whichgoes throughthehistoryofslaverythroughthepresentday,includinghumantrafficking.

CourseName: RevolutionsandtheModernAge

UnitTitle:EnlightenmentandRevolution Est.#ofLessons:10

UnitOverview:

Inthisunit,studentswillstudyEnlightenmentideasandtheirimpacts.TheywilllearnhowtheAmerican andFrenchrevolutionstriedtoimplementtheseideasinanefforttoremaketherelationshipbetweenthe governmentandthegoverned.StudentswillalsoanalyzehowNapoleon’sactionsimpactedtheworld.

EstablishedGoals

HIST9–12.1: Evaluatehowhistoricaleventsand developmentswereshapedbyunique circumstancesoftimeandplaceaswellasbroader historicalcontexts.

HIST9–12.2: Analyzechangeandcontinuityin historicaleras.

HIST9–12.3: Usequestionsgeneratedabout individualsandgroupstoassesshowthe significanceoftheiractionschangesovertimeand isshapedbythehistoricalcontext.

HIST9–12.5: Analyzehowhistoricalcontexts shapedandcontinuetoshapepeople’s perspectives.

HIST9–12.6: Analyzethewaysinwhichthe perspectivesofthosewritinghistoryshapedthe historythattheyproduced.

INQ9–12.10: Constructargumentsusingprecise andknowledgeableclaims,withevidencefrom multiplesources,whileacknowledging counterclaimsandevidentiaryweaknesses.

HIST9–12.15: Distinguishbetweenlong-term causesandtriggeringeventsindevelopinga historicalargument.

Understandings

● Enlightenmentideasproposedprofound changestotherelationshipbetweenthe individualandthegovernment.

TransferGoals

RESEARCHANDUNDERSTAND:

● Evaluatesourcesforcontent,reliability, accuracy,andbiastoensurethatthe informationisvalidandrepresentsarangeof viewpoints/perspectives.

● Findandmakeproductiveuseofmeaningful information.

● Analyzehoweconomics(e.g.,trade,emerging markets,accesstoresources)influences governmentaldecisions.

● Examinehowlocationinfluencesthepolitical, cultural,andeconomicbehaviorsofgroupsof peoplewithinagivenregion.

● Evaluatehowhistoricaleventsand developmentswereshapedbyunique circumstancesoftimeandplaceaswellas universalpatterns(e.g.,conflict,change, innovation,freedom).

CRITICALTHINKING:

● Examineevidencetobetterunderstand complexissues,identifypatterns,and/ordraw conclusions.

COMMUNICATION

● Developandpresentanidea,argument,or solutionthroughexplanationofcompelling claimswithsupportingevidence.

EssentialQuestions

● Whatisthebestformofgovernment?

● Whatdoesfreedommean?Whatistheproper balancebetweenfreedomandorder?

● Enlightenmentideasinspiredpoliticaland socialrevolutionsinAmericaandFrance.

● ThechaosinFranceledtotheriseof Napoleon,whosereignreorganizedEurope andLatinAmerica.

Knowledge

● Enlightenmentideasincludedthesocial contract,popularsovereignty,separationof powers,andindividualfreedoms.

● Enlightenmentideasconvincedthe AmericansandFrenchtorebelagainsttheir governmentsandinstallnewones.

● AlthoughtheAmericanandFrench revolutionshadsimilarcauses,theywere executeddifferently,whichledtodifferent outcomes.

● NapoleonusedthechaoticFrench Revolutiontoseizepowerandconquera continent,usheringinreformandother changesacrossEuropeandLatinAmerica.

● Whatshouldpeopledowhentheir governmentisnotworkingforthem?

● TowhatextentdidEnlightenmentideas inspiretheAmericanandFrenchrevolutions?

● HowdidNapoleontransformEuropeand LatinAmerica?

Skills(FramedasLearningTargets)

● (S1)Recordinformationusingavarietyof note-takingtechniques.

● (S2)Determinecentralideasandsummarize historicalcontent.

● (S3)Evaluateindividualsandeventswith respecttotheworldviewofthehistorical period.

● (S4)Evaluateprimaryandsecondarymultiple interpretationsofeventstogainhistorical understanding.

STAGE2:DETERMINEACCEPTABLEEVIDENCE

SummativeAssessment

● Culminatingproject:choiceofmoderncase study:

○ RussianRevolution

○ ArabSpring

○ SouthSudan

○ Cataloniaindependencemovement

○ BlackLivesMatter

● Testwithmultiplepartsthattestavariety ofskills,including:

○ Objectivequestionswithnotes

○ Objectivequestionswithoutnotes

○ Shortprimaryandsecondexcerpt interpretations

○ Writingprompttoevaluatethe importanceofthishistoricalperiod.

FirstTopic:Enlightenment

FormativeAssessment

● Groupscreatepodcastsinterviewing Enlightenment figuresabouttheiridealforms ofgovernments.

● AnnotatetheUSDeclarationofIndependence andUSConstitution,identifying Enlightenmentidealsembeddedinthe country’sfoundingdocuments.

● Readaboutandtakenotesonthemajor eventsoftheFrenchRevolutiontotakean opennotequiz.

● StudentswillcreateandpresentaJanus figureonNapoleon’saccomplishmentsand mistakes.

STAGE3:LEARNINGPLAN

Estimated#ofLessons:2

LearningTargets: EssentialQuestions:

● (S1)Recordinformationusingavarietyof note-takingtechniques.

● (S2)Determinecentralideasand summarizehistoricalcontent.

● (S3)Evaluateindividualsandeventswith respecttotheworldviewofthehistorical period.

● (S4)Evaluateprimaryandsecondary multipleinterpretationsofeventstogain historicalunderstanding.

LearningActivities

● Whatisthebestformofgovernment?

● Whatdoesfreedommean?

● Whatistheproperbalancebetweenfreedom andorder?

● Whatshouldpeopledowhentheir governmentisnotworkingforthem?

● Studentspresentanddebatepoliticalideas,includingthedefinitionoffreedomandthebalance betweenfreedomandorder.

○ Studentsconsiderdifficultquestions(ie:Shouldpeople’slibertiesbecurtailedinthenameof nationalsecurity?Shouldagovernmentlimitspeechduringatimeofwar?;Shouldhate speechbecriminalized?Shouldgovernmentcensorinformationinprintoronline?)

● StudentscompareandcontrasttheideasofThomasHobbesandJohnLocke.

○ StudentswillreadexcerptsfromHobbes’s“Leviathan”andLocke’s“TwoTreatiseson Government”tohelp filloutaVennDiagramonthetwophilosophers’ideas.

○ StudentswilldetermineiftheyareHobbesianorLockianandwriteapiecesummarizingwhy.

● StudentsresearchvariousEnlightenmentphilosophers,includingtheirbeliefsandcontributions.

○ StudentswillreadbriefbiographiesofkeyEnlightenment figuresandrecordaQ&Apodcast withanintervieweraskingaphilosopherquestionsaboutgovernmentandthedegreeto whichpeoplecanbetrustedtogovern.(FiguresincludeHobbes,Locke,Voltaire,Rousseau, Montesquieu,MaryWollstonecraft,AdamSmith)

SecondTopic:TheAmerican&FrenchRevolutions Estimated#ofLessons:5

● (S1)Recordinformationusingavarietyof note-takingtechniques.

● (S2)Determinecentralideasand summarizehistoricalcontent.

● (S3)Evaluateindividualsandeventswith respecttotheworldviewofthehistorical period.

● (S4)Evaluateprimaryandsecondary multipleinterpretationsofeventstogain historicalunderstanding.

LearningActivities:

EssentialQuestions:

● TowhatextentdidEnlightenmentideas inspiretheAmericanandFrenchrevolutions?

● WhatwerekeyeventsoftheAmericanand FrenchRevolutionsthatshowhowtheirpaths diverged?

● StudentsanalyzethecausesoftheAmericanrevolution.

○ StudentswillexamineandranknineeventsthatcontributedtothecomingoftheAmerican Revolution.Studentswilldefendanddebatetheirrankings.

○ StudentswillreadtheDeclarationofIndependencetoseehowEnlightenmentideaswere ingrainedintothecountry’sfoundingdocument.

● StudentswillanalyzethecausesoftheFrenchRevolution.

○ StudentswillreadaboutthebeginningoftheFrenchRevolutiontoidentifysimilaritiesand

differencesbetweenitscausesandtheAmericanRevolution’scauses.

● StudentswillcomparetheresultsoftheAmericanandFrenchrevolutions.

○ StudentswillbegivensummariesoftheresultingAmericanandFrenchgovernmentsto comparewhichwasmoreeffectiveinsecuringtheEnlightenmentidealsthatinspiredthem.

○ StudentswillbrainstormexamplesofEnlightenmentideasexistinginU.S.governmentand society.(ruleoflaw,elections,popularsovereignty,separationofpowers,capitalism)

ThirdTopic:NapoleonandHisImpacts

● (S1)Recordinformationusingavarietyof note-takingtechniques.

● (S2)Determinecentralideasand summarizehistoricalcontent.

● (S3)Evaluateindividualsandeventswith respecttotheworldviewofthehistorical period.

LearningActivities:

● StudentswillexplainNapoleon’srisetopower.

Estimated#ofLessons:3

EssentialQuestions:

● HowdidNapoleontransformEuropeand LatinAmerica?

○ Studentswillcreatea flowchartofNapoleon’scareer,fromrisingthroughthemilitaryto becomingtheemperorofEurope.

○ StudentswillcreateamapofEuropeattheheightofNapoleon’sreign.

● StudentswilllearnaboutNapoleon’seffects.

○ StudentswillcreateaJanus figureonNapoleon’saccomplishments(conquest,social reforms)andmistakes(overexpansion,suppressingrevolutionaryreforms).

○ StudentswillchartNapoleon’simpactsonnationalisminseveralcountries.

● StudentswilllearnaboutNapoleon’sfar-reachingeffectsonLatinAmerica.

○ StudentswillcreateamapoftheWesternHemisphereandidentifywhenLatinAmerican countriesbrokefreeofweakenedSpain’srule.

○ StudentswillbeassignedadecolonizedcountryinLatinAmericaandpresentonthe specificsofhowthatcountrybecameindependent.

○ StudentswillresearchwheretheNapoleonicCodelivesoninLatinAmerica.

CourseName: FoundationsoftheModernWorld

UnitOverview: Inthisunit,studentswillbegintolookatthedramaticchangesthattookplaceinthenineteenthcentury. Studentswillexploretheimpactsoftheindustrialage,nationalistmovements,andeconomicrevolutions.

standardsofliving.

GEO9–12.2: Evaluatetheimpactofhuman activitiesontheenvironmentalandcultural characteristicsofthevariousplacesandregionsin theUnitedStates.

HIST9–12.1: Evaluatehowhistoricaleventsand developmentswereshapedbyunique circumstancesoftimeandplaceaswellasbroader historicalcontexts.

HIST9–12.2:Analyzechangeandcontinuityin historicaleras.

HIST9–12.6 Analyzethewaysinwhichthe perspectivesofthosewritinghistoryshapedthe historythattheyproduced.

● Findandmakeproductiveuseofmeaningful information.

● Analyzehoweconomics(e.g.,trade,emerging markets,accesstoresources)influences governmentaldecisions.

● Examinehowlocationinfluencesthepolitical, cultural,andeconomicbehaviorsofgroupsof peoplewithinagivenregion.

● Evaluatehowhistoricaleventsand developmentswereshapedbyunique circumstancesoftimeandplaceaswellas universalpatterns(e.g.,conflict,change, innovation,freedom).

CRITICALTHINKING:

INQ9–12.10: Constructargumentsusingprecise andknowledgeableclaims,withevidencefrom multiplesources,whileacknowledging counterclaimsandevidentiaryweaknesses. informationisvalidandrepresentsarangeof viewpoints/perspectives.

● Examineevidencetobetterunderstand complexissues,identifypatterns,and/ordraw conclusions.

COMMUNICATION

● Developandpresentanidea,argument,or solutionthroughexplanationofcompelling claimswithsupportingevidence.

Understandings

● Industrializationoccurredasaresultof advancesinscience,technology,and business.

● Duringindustrialization,therewere winnersandlosersinsociety.

● Nationalistmovementssprangupacross thenineteenthcentury.

● Russia’ssocialandeconomiccrisesspurred acommunistrevolution.

EssentialQuestions

● Howdidscience,technology,andbusiness promoteindustrialgrowth?

● WhatwerethesocialeffectsoftheIndustrial Revolution?

● Whatnewideasabouteconomicsandsociety werefosteredasaresultoftheIndustrial Revolution?

● HowdidnationalismleadtoGermanand Italianunification?

● HowdidRussia’ssocialstructureand economicstagnationtriggertheRussian Revolution?

Knowledge Skills(FramedasLearningTargets)

● TheIndustrialRevolutionoccurredinareas withsufficienttechnology,land,capital,and labor.

● Industrializationhadfar-reaching

● (S1)Recordinformationusingavarietyof note-takingtechniques.

● (S2)Determinecentralideasandsummarize historicalcontent.

consequencesfortheeconomy,migration patterns,andtheenvironment.

● GermanandItaliannationalistmovements andwarsofunificationledtoagradual consolidationofvariousstatesinto centralizednations.

● Russia’seconomic,social,andmilitary strugglesledtoawidespreaddesirefor politicalchange.

● (S3)Evaluateindividualsandeventswith respecttotheworldviewofthehistorical period.

● (S4)Evaluateprimaryandsecondarymultiple interpretationsofeventstogainhistorical understanding.

STAGE2:DETERMINEACCEPTABLEEVIDENCE

SummativeAssessment

● Culminatingproject:choiceofmoderncase study:

○ Modernindustrialization(lookat workingconditionsinmodern Chinesefactoriesthatproduce Westerngoods)

○ Comparingthemodern information-technologyrevolution withtheIndustrialRevolution (political,economic,social comparisons)

● Testwithmultiplepartsthattestavariety ofskills,including:

○ Objectivequestionswithnotes

○ Objectivequestionswithoutnotes

○ Shortprimaryandsecondexcerpt interpretations

○ Writingprompttoevaluate far-reachingconsequencesof industrialization.

FormativeAssessment

● Readprimarysources,answerquestions,and engageindiscussionaboutindustrialworkers andemployersoftheperiod,then fillouta T-Chartontheprosandconsof industrialization.

● Answerdataanalysisquestionsaboutthe growingeconomiesduringindustrialization. (eg:growingGDP,productivity,manufacturing output,etc.)

● SequencetheeventsthatledtoGermanand Italianunificationbycreatingatimeline.

● ReadprimarysourcesfromPrussianand Italianleadership,thenwriteanop-edasa citizenfromthecountry,eithersupportingor opposingtheleader’srationale.

● Studyaninfographiconreformandrepression acrossthe fivetsarsbeforetheRussian Revolution,thenwriteapersuasivepiece advocatingforthetsar’soverthrow.

STAGE3:LEARNINGPLAN

FirstTopic:EuropeanIndustrialization&its Impacts

LearningTargets:

● (S1)Recordinformationusingavarietyof note-takingtechniques.

● (S2)Determinecentralideasand summarizehistoricalcontent.

● (S3)Evaluateindividualsandeventswith respecttotheworldviewofthehistorical period.

● (S4)Evaluateprimaryandsecondary

Estimated#ofLessons:5

EssentialQuestions:

● Howdidscience,technology,andbusiness promoteindustrialgrowth?

● WhatwerethesocialeffectsoftheIndustrial Revolution?

● Whatnewideasabouteconomicsandsociety werefosteredasaresultoftheIndustrial Revolution?

multipleinterpretationsofeventstogain historicalunderstanding.

LearningActivities:

● StudentswillidentifyandexplainthecausesoftheIndustrialRevolutionby:

○ StudentswillreadanoverviewonwhytheIndustrialRevolutionbeganand filloutagraphic organizer.

● Studentswillcontrastpre-andpost-industrialeconomies.

○ Studentswillevaluatedataaboutthegrowingeconomiesduringindustrialization.

○ Studentswillcompareandcontrastvariousregionswithrespecttolifeexpectancyand wealth.

● Studentswillconsiderindustrialism’ssocialimpactsontheworkingclass.

○ Studentswillreadprimarysourcesfromindustrialworkersandemployersoftheperiod.

○ Studentswillshareoutonanddebatethevariousperspectives.

● Studentswillexaminedebatesovertheroleofthegovernmentintheeconomy.

○ Studentswillreadprimarysourceexcerptsfromvariouseconomictheoristsoftheperiod (AdamSmith,RobertOwen,KarlMarx,andThomasMalthus)andorganizetheirideas.

○ CreateaT-Chartcontrastinglaissez-faireeconomicswithMarxistideology.

○ Studentswilldebatetowhatextentwealthandresourcesshouldbecontrolledand distributed.

SecondTopic:GermanandItalianUnification Estimated#ofLessons:3

LearningTargets:

● (S1)Recordinformationusingavarietyof note-takingtechniques.

● (S2)Determinecentralideasand summarizehistoricalcontent.

● (S3)Evaluateindividualsandeventswith respecttotheworldviewofthehistorical period.

● (S4)Evaluateprimaryandsecondary multipleinterpretationsofeventstogain historicalunderstanding.

LearningActivities:

EssentialQuestions:

● HowdidnationalismleadtoGermanand Italianunification?

● StudentswillstudyGermanyandItalybeforeeachofthosecountries’unifications.

○ Studentswill filloutmapsofthemanypre-unificationstatesineachregion.

○ Studentswillidentifythevaryinggroupsinthesestates.

● StudentswillunderstandtheeventsthatledtoGermanandItalianunification.

○ Studentswillsequencethekeystagesontheroadtounificationonseparatetimelines.

○ StudentswillreadprimarysourcesfromPrussianandItalianleadership,identifyingwhythey wenttowarwithneighboringterritories.

○ StudentswillevaluateOttovonBismarckasaleaderbyreadingmodernhistorians’ perspectivesonhim.

ThirdTopic:TheRussianRevolution Estimated#ofLessons:3

LearningTargets:

EssentialQuestions:

● (S1)Recordinformationusingavarietyof note-takingtechniques.

● (S2)Determinecentralideasand summarizehistoricalcontent.

● (S3)Evaluateindividualsandeventswith respecttotheworldviewofthehistorical period.

● (S4)Evaluateprimaryandsecondary multipleinterpretationsofeventstogain historicalunderstanding.

LearningActivities:

● HowdidRussia’ssocialstructureand economicstagnationtriggertheRussian Revolution?

● StudentswilllearnaboutthedifficultiesfacedbynineteenthcenturyRussians.

○ Studentswillreadaboutvariousmilitary,political,economic,andsocialchallenges,thenrank anddefendthemascausesoftheRussianRevolution.

○ Studentswillplottheseeventsontoatimeline.

● StudentswillconsiderRussianleaders’responsestoRussians’situation.

○ Studentswillstudyaninfographiconreformandrepressionacrossthe fivetsarsbeforethe RussianRevolution.

○ StudentswillreadaprimarysourceontheRussiantsar’sresponsestoliberalideas.

○ StudentswillwriteproposalstotheTsarwithadviceonhowtoavoidrevolution.

● StudentswillstudytheeventsoftheRussianRevolution.

○ StudentswillresearchdataonRussianlossoflifeandeconomicstagnationintheyears leadinguptoandincludingWorldWarI.

○ StudentswillreadabouttheroleofRussianrevolutionariesinleadinganuprisingagainstthe Russiangovernmentandsummarizethecontributionsofeach.

CourseName: FoundationsoftheModernWorld UnitTitle:Imperialism&DecolonizationEst.#ofLessons:15

UnitOverview:

Inthisunit,studentswillexamineAfricanandAsianculturesbeforeandafterimperialism.Studentswillalso studyJapan’suniqueapproachtoWesternaggression,includingWesternization.Finally,studentswillsee howthedecolonizationprocesscreatedmanyoftheworld’scountriestoday.

STAGE1:DESIREDRESULTS

EstablishedGoals

HIST9–12.1: Evaluatehowhistoricaleventsand developmentswereshapedbyunique circumstancesoftimeandplaceaswellasbroader historicalcontexts.

HIST9–12.2: Analyzechangeandcontinuityin historicaleras.

TransferGoals

RESEARCHANDUNDERSTAND:

● Evaluatesourcesforcontent,reliability, accuracy,andbiastoensurethatthe informationisvalidandrepresentsarangeof viewpoints/perspectives.

HIST9–12.3: Usequestionsgeneratedabout individualsandgroupstoassesshowthe significanceoftheiractionschangesovertimeand isshapedbythehistoricalcontext.

HIST9–12.5: Analyzehowhistoricalcontexts shapedandcontinuetoshapepeople’s perspectives.

HIST9–12.6: Analyzethewaysinwhichthe perspectivesofthosewritinghistoryshapedthe historythattheyproduced.

INQ9–12.10: Constructargumentsusingprecise andknowledgeableclaims,withevidencefrom multiplesources,whileacknowledging counterclaimsandevidentiaryweaknesses.

HIST9–12.15: Distinguishbetweenlong-term causesandtriggeringeventsindevelopinga historicalargument.

● Findandmakeproductiveuseofmeaningful information.

● Analyzehoweconomics(e.g.,trade,emerging markets,accesstoresources)influences governmentaldecisions.

● Examinehowlocationinfluencesthepolitical, cultural,andeconomicbehaviorsofgroupsof peoplewithinagivenregion.

● Evaluatehowhistoricaleventsand developmentswereshapedbyunique circumstancesoftimeandplaceaswellas universalpatterns(e.g.,conflict,change, innovation,freedom).

CRITICALTHINKING:

● Examineevidencetobetterunderstand complexissues,identifypatterns,and/ordraw conclusions.

COMMUNICATION

● Developandpresentanidea,argument,or solutionthroughexplanationofcompelling claimswithsupportingevidence.

Understandings EssentialQuestions

● TheculturalvarianceinAfricaandAsiaare aresultoftheirgeographicdiversity.

● Whendistantcivilizationsmeet,thereare consequencesbothpositiveandnegative, asseenduringthepartitioningofAfrica.

● JapanrespondedtoWesternaggressionby forcingitselftomodernize.

● Reactionsagainstcolonizationledto independencemovementsacrosstheworld.

● Howdidgeographyandresourcesaffectthe developmentofsocietiesinAfricaandAsia?

● HowdidEuropeanimperialismimpactAfrican andAsiansocieties?

● WhyandhowdidJapanmodernize?

● Howdidnationalismleadtoindependence movementsinAfricaandAsia?

Knowledge Skills(FramedasLearningTargets)

● ManyAfricanandAsiangroupsusedtheir variousgeographiccharacteristicstocreate diversecultures.

● EuropeanarrivalinAfricaandAsialedto conflict,culturalexchanges,anda transformedgeopoliticalclimate.

● TowithstandWesternaggression,Japan rapidlymodernizedandevolvedintoan imperialpowerbyWesternizingitself.

● (S1)Recordinformationusingavarietyof note-takingtechniques.

● (S2)Determinecentralideasandsummarize historicalcontent.

● (S3)Evaluateindividualsandeventswith respecttotheworldviewofthehistorical period.

● (S4)Evaluateprimaryandsecondarymultiple interpretationsofeventstogainhistorical

● Adesireforself-ruleinEuropeancolonies ledtodecolonizationaroundtheworld. understanding.

STAGE2:DETERMINEACCEPTABLEEVIDENCE

SummativeAssessment

● Culminatingprojectoptions:

○ Casestudychoicesexaminingthe ongoingeffectsofimperialism aroundtheworld.

○ Studentswillresearchandpresent earlytwentiethcenturynationalist movementsinAfrica,theMiddle East,andAsiaandconnectthemto latereventualdecolonizationof theseplaces.

● Testwithmultiplepartsthattestavariety ofskills,including:

○ Objectivequestionswithnotes

○ Objectivequestionswithoutnotes

○ Shortprimaryandsecondexcerpt interpretations

○ Writingprompttoevaluate far-reachingconsequencesof imperialism.

FormativeAssessment

● Studentgroupsresearchthevariousregions ofAfricabeforeandafterimperialism, presentingimagesonkeyplaces,people,and societyandculture.

● CreateaT-Chartontheprosandcons ofJapanesemodernizationandJapan’sbreak withitspast.

● Studentswill filloutpre-and post-decolonizationmapsoftheworld.

● Studentswill filloutachart

● onthesuccessesandfailuresofthenew de-colonizedcountries.

STAGE3:LEARNINGPLAN

FirstTopic:AfricaandAsiabeforeImperialism Estimated#ofLessons:3

LearningTargets:

● (S1)Recordinformationusingavarietyof note-takingtechniques.

● (S2)Determinecentralideasand summarizehistoricalcontent.

LearningActivities:

EssentialQuestions:

● Howdidgeographyandresourcesaffectthe developmentofsocietiesinAfricaandAsia?

● Studentswilllearnaboutpre-imperialismsocietyinvariousAfricanregions.

○ Studentgroupsresearchsocietiesinnorth,west,east,andsouthAfricaontheeveof imperialism,presentingimagesonkeyplaces,people,andsocietyandculture.

○ Groupspresenttheir findingswhileclassmatescompleteagraphicorganizer.

● StudentswillstudywhyEuropeanempireswouldwanttocolonizetheseregions.

○ StudentswillreadaboutandcreateaconceptwebonthefactorsthatconvincedEuropean empirestocolonizeandpartitionAfrica.

SecondTopic:WorldsCollide(Imperialism) Estimated#ofLessons:3

LearningTargets: EssentialQuestions:

● (S1)Recordinformationusingavarietyof note-takingtechniques.

● (S2)Determinecentralideasand summarizehistoricalcontent.

● (S3)Evaluateindividualsandeventswith respecttotheworldviewofthehistorical period.

● (S4)Evaluateprimaryandsecondary multipleinterpretationsofeventstogain historicalunderstanding.

LearningActivities:

● HowdidEuropeanimperialismimpactAfrican andAsiansocieties?

● StudentswillstudythearrivalofEuropeanimperialistsby:

○ creatingamapofAfricaontheeveofimperialism.

○ readingsecondarysourcesonEuropeanarrival.

○ determiningcentralideasandsummarizinghistoricalcontent.

● StudentswillanalyzethepartitionofAfricaby:

○ evaluatingindividualsandeventswithrespecttotheworldviewofthehistoricalperiod.

○ evaluatingprimaryandsecondarymultipleinterpretationsofeventstogainhistorical understanding.

● StudentswillstudyhowAsiawasbroughtintotheWesterninfluence.

○ evaluatingindividualsandeventswithrespecttotheworldviewofthehistoricalperiod.

○ evaluatingprimaryandsecondarymultipleinterpretationsofeventstogainhistorical understanding.

ThirdTopic:Japan(MeijiRestorationandthe JapaneseEmpire)

LearningTargets:

● (S1)Recordinformationusingavarietyof note-takingtechniques.

● (S2)Determinecentralideasand summarizehistoricalcontent.

● (S3)Evaluateindividualsandeventswith respecttotheworldviewofthehistorical period.

● (S4)Evaluateprimaryandsecondary multipleinterpretationsofeventstogain historicalunderstanding.

LearningActivities:

Estimated#ofLessons:2

EssentialQuestions:

● WhyandhowdidJapanmodernize?

● StudentswillstudyearlyinteractionsbetweenJapanandtheWestby:

○ readingandsummarizingasecondarysourceonJapanbeforeWesternarrival.

○ readingandsummarizingaprimarysourceonAmericanarrivalinthe1850s.

● StudentswillevaluatetheMeijiRestorationaspartofJapan’seffortstomodernizeby:

○ analyzingtheculturaleffectsoftheMeijiRestoration.

○ comparingJapan’simperialistevolutionwithaWesternimperialistpower.

○ writinganassessmentofJapanesemodernizationthatconsiderstheprosandconsof

Japan’sbreakwithitspast.

FourthTopic:Decolonization

LearningTargets:

● (S1)Recordinformationusingavarietyof note-takingtechniques.

● (S2)Determinecentralideasand summarizehistoricalcontent.

● (S3)Evaluateindividualsandeventswith respecttotheworldviewofthehistorical period.

● (S4)Evaluateprimaryandsecondary multipleinterpretationsofeventstogain historicalunderstanding.

LearningActivities:

Estimated#ofLessons:6

EssentialQuestions:

● Howdidnationalismleadtoindependence movementsinAfricaandAsia?

● Studentswill filloutapre-decolonizationmapoftheworld.

● StudentswillexaminehownationalistmovementsinAfrica,theMiddleEast,andAsialedto decolonizationandtheformationofnewcountries.

○ StudentswillconnecttextsonearlytwentiethcenturynationalistmovementsinAfrica,the MiddleEast,andAsiawithtextsonthelatereventualdecolonizationoftheseplaces.

○ StudentswillnotethesequenceinwhichnationsofAfricagainedindependenceandsuggest reasonswhyindependencecametosomeregionslaterthantoothers.

● Studentswilllearnaboutthesuccessesandfailuresofthesenewcountries.

○ StudentswillreadoverviewsonGhana,Kenya,Algeria,DemocraticRepublicoftheCongo, andNigeria.Theywilllistfeaturesofeachnation’shistory,includingitsformercolonialruler, keyleaders,typesofgovernment,andcurrentformofgovernment.

○ Studentswillactasnationalhistoriansforoneofthe fivecountriesandrecounttheirnation’s recenthistory,aimingtoreflectprideintheirnation’sachievementsand/orconcernforits struggles.

● StudentswillstudyhowdecolonizationimpactedthemodernMiddleEast.

○ Studentswillcreateacause-effectconceptwebontheMiddleEastsince1945.

○ Studentswillreadaboutandsummarizenotabledevelopmentsintheregion,includingthe roleofIslam,thecommodityofoil,andthesocialdifficultiesfacedbywomen.

● StudentswillstudywhyindependencebroughtpartitiontoSouthAsia.

○ Studentswillreadaprimarysourcefrom,andanswerquestionsabout,MohandasGandhi discussingnonviolentresistance.

○ Studentswillreadabout,andidentifyreasonswhy,religiousdiversitycausedproblemsin SouthAsia.

● Studentswill filloutapost-decolonizationmapoftheworld.

CourseName:UnitedStatesHistoryI

Unit1Title:TheRootsofaModernNation-Industrialization&Immigration(1870-1920) Est.#ofLessons:12

UnitOverview:

Inthisunit,studentswillexplorehowtheUnitedStateshastransformeditselffromanagriculturalsociety toanindustrialonewiththehelpofnewtechnologicalinnovationsandmillionsofnewlyarrivedimmigrant laborers.Studentswillexaminethepolitical,social,andeconomicchangesinthelivesofAmericansasthe nationemergesontheworldstage.

STAGE1:DESIREDRESULTS

EstablishedGoals

● INQ.10.9-12. Constructargumentsusing preciseandknowledgeableclaims,with evidencefrommultiplesources,while acknowledgingcounterclaimsand evidentiaryweaknesses.

● D2.His.1.9-12. Evaluatehowhistorical eventsanddevelopmentswereshapedby uniquecircumstancesoftimeandplaceas wellasbroaderhistoricalcontexts.

● D2.His.2.9-12. Analyzechangeand continuityinhistoricaleras.

● D2.His.3.9–12. Usequestionsgenerated aboutindividualsandgroupstoassesshow thesignificanceoftheiractionschanges overtimeandisshapedbythehistorical context.

● D2.His.5.9-12. Analyzehowhistorical contextsshapedandcontinuetoshape people’sperspectives.

● D2.His.14.9-12. Analyzemultipleand complexcausesandeffectsofeventsinthe past.

● D2.His.16.9-12. Integrateevidencefrom multiplerelevanthistoricalsourcesand interpretationsintoareasonedargument aboutthepast.

Understandings

● Citizens’rightsevolvedwiththepassageof constitutionalamendmentsduring

TransferGoals

RESEARCHANDUNDERSTAND;CRITICAL THINKING

● Evaluatesourcesforcontent,reliability, accuracy,andbiastoensurethatthe informationisvalidandrepresentsarangeof viewpoints/perspectives

● Findandmakeproductiveuseofmeaningful information

● Examinehowlocationinfluencesthepolitical, cultural,andeconomicbehaviorsofgroupsof peoplewithinagivenregion

● Evaluatehowhistoricaleventsand developmentswereshapedbyunique circumstancesoftimeandplaceaswellas universalpatterns(e.g.,conflict,change, innovation,freedom)

● Examineevidencetobetterunderstand complexissues,identifypatterns,and/ordraw conclusions COMMUNICATION

● Developandpresentanidea,argument,or solutionthroughexplanationofcompelling claimswithsupportingevidence

EssentialQuestions

● Howdidfreedomandequality(citizens’ rights)evolveintheUnitedStates?

● Howdidournationalculturereflectwhatit

Reconstruction(13th,14th,15th)and continuedintotheProgressiveEra(16th, 17th,18th,19th).

● Americanculturedevelopedasaresultof the“meltingpot”ofpeopletotheUnited Statesfromdifferentregionsoftheworld whowerebroughttogetherthroughtheir sharedexperiences.

● TheeconomyoftheUnitedStatesduring theGildedAgewasdefinedbythefactory systemandmassproductionfundedbythe wealthofthebigindustrialists.

● Technologyandscientificdiscovery influencedAmericansocietywiththe inventionandgrowthoftherailroads, telegraphwires,telephone,andelectricity asthemovementofpeopleandgoods increasedacrossthecountry.

● TheroleoftheAmericangovernment changedasdomesticpolicymovedaway fromthelaissez-fairepoliticsoftheGilded Agetothereformmovementofthe Progressivesaimedatregulating businessesandprotectingindividuals.

● Bytheendofthe19thcentury,natural resources,creativeideas,andgrowing marketspropelledtheUnitedStatesto becometheleadingindustrialnationinthe world.

● Immigrationandmigrationcreatedboth benefitsandchallengesfortheexpanding nation.(e.g.Westwardexpansion,conflict withNativeAmericans,European&Asian Immigration,Urbanization-growthofthe cities,Nativism) meanstobeanAmerican?

Knowledge

● Citizens’rightsevolvedwiththepassageof severalconstitutionalamendmentsinthe

● Howdidtheeconomyplayacriticalroleinthe UnitedStatesgovernment’spoliciesand actions?

● HowdidtechnologyinfluenceAmerican society?

● HowdidtheroleoftheAmericangovernment change?(onthedomesticfront)

● HowdidtheroleoftheUnitedStatesinworld affairsdevelopovertime?

● Howdidimmigrationandmigrationimpact theUnitedStates?

Skills(FramedasLearningTargets)

● (S1)Icanrecordinformationusingavarietyof note-takingtechniques.

latenineteenthandearlytwentieth century.

● Thereweremanyfactorswhichledtothe riseofindustryinthenorthernUnited States,includingalargeandgrowinglabor forceandabundanceofnaturalresources.

● Newtechnologicalinventionsofthe MarketRevolutionhadhugeimpactson Americansociety.

● Thereweremanycausesandeffectsof bothmigrationwithinandimmigrationto theUnitedStatesapproachingthe20th century.

● Americansrespondedtotheproblemsof industrializationandurbanizationthrough thepolitical,economic,andsocialchanges oftheProgressivemovement.

● (S2)Icandeterminecentralideasand summarizehistoricalcontent.

● (S3)Icanevaluateindividualsandeventswith respecttotheworldviewofthehistorical period.

● (S4)Icanevaluateprimaryandsecondary multipleinterpretationsofeventstogain historicalunderstanding.

STAGE2:DETERMINEACCEPTABLEEVIDENCE

SummativeAssessment

● Examwithmultiplepartsthattestavariety ofskills,including:

*Objectivequestions

*Shortprimaryandsecondexcerpt Interpretations

*Writingpromptwithspecificexamples fromtheUnittoevaluatethequestion “Isprogressgood?”

● Presentations-FamilyTreeResearch Project/Ancestry.comORInterviewwitha recentimmigrant(CulminatingProject)

● Writingassessments-ArgumentativeEssay onSuccessesandFailuresofthe ProgressiveEra

FormativeAssessment

● Readandcreateanoutlineandillustrated graphicorganizerforthe fivefactorsleading toindustrialization.

● Analyzeprimarysourcesfromnotable figures oftheperiod(eg:MotherJones,BookerT. Washington,SittingBull,UptonSinclair).

● ReadandcreateaT-Chartforthepush/pull factorsofimmigrationduringthepost-Civil Wartimeperiod.

● Analyzepoliticalcartoonsthroughouttheunit tocreateanoriginalwork(eg:political corruption,immigration,urbanization)

● Readandconstructacausesandeffectschart beforeandaftertheBattleofLittleBighorn.

● Readandcreateatopicalnetontheorigins andgoalsoftheProgressiveMovement.Take anopen-notequizontheinformationinorder tomeasurenote-takingskills.

● ReadingForInformation(RFI)Articletoread, highlight,annotate,andanswerguidedand open-endedcriticalthinkingquestionsusing text-basedevidencerelevanttotheunit.(eg: TriangleFactoryFire,TheGreatImmigration Debate)

FirstTopic:Industrialization

LearningTargets:

● (S1)Icanrecordinformationusingavariety ofnote-takingtechniques.

● (S2)Icandeterminecentralideasand summarizehistoricalcontent.

● (S3)Icanevaluateindividualsandevents withrespecttotheworldviewofthe historicalperiod.

● (S4)Icanevaluateprimaryandsecondary multipleinterpretationsofeventstogain historicalunderstanding.

LearningActivities:

Estimated#ofLessons:4

EssentialQuestions:

● Howdidtheeconomyplayacriticalroleinthe UnitedStatesgovernment’spoliciesand actions?

● HowdidtechnologyinfluenceAmerican society?

● HowdidtheroleoftheAmericangovernment change?(onthedomesticfront)

● HowdidtheroleoftheUnitedStatesinworld affairsdevelopovertime?

● Studentswilllearnaboutindustrializationinthepost-CivilWarUnitedStates.

○ Studentswillreadandoutlineinformationonfactorsleadingtoindustrialization.(S1)

○ Studentswillcreateanillustratedgraphicorganizerforthe fivefactors.(S2)

○ Studentswillprovideanemojiandcorrespondingparagraphinreactiontothestatement “IndustrializationhasimprovedlifeinAmerica”fromafactoryworker,afactoryowner,and anAmericanconsumer.(S2/S4)

● Studentswilllearnaboutthebigindustrialleaderswhoemergedduringthistimeperiod.

○ StudentswilltakenotesonRockefeller,Carnegie,Vanderbilt,andMorgan.(S2)

○ Studentswillcreateatopicalnettocompareandcontrasthoweachgainedcontroloftheir respectiveindustries,includingtheconceptsofverticalandhorizontalintegration.(S2)

● Studentswilllearnabouttheformationoflaborunionsinresponsetoindustrialization

○ StudentswillanalyzeprimarysourcesofanAmericanLivesProfileforlaborleaderMary Harris“Mother”JonesandlaborposterfortheIndustrialWorkersoftheWorld.(S3/S4)

○ StudentswillcompleteanRFIassessmenton“TheTriangleShirtwaistFactoryFire”toshow anexampleofhowpoorworkingconditionsledtotragedy,whichinturnledto improvementsforAmericanworkers.(S2/S3)

SecondTopic:Immigration&Urbanization Estimated#ofLessons:4

LearningTargets:

● (S1)Icanrecordinformationusingavariety ofnote-takingtechniques.

● (S2)Icandeterminecentralideasand summarizehistoricalcontent.

● (S3)Icanevaluateindividualsandevents withrespecttotheworldviewofthe historicalperiod.

● (S4)Icanevaluateprimaryandsecondary multipleinterpretationsofeventstogain historicalunderstanding.

LearningActivities:

EssentialQuestions:

● Howdidournationalculturereflectwhatit meanstobeanAmerican?

● HowdidtheroleoftheAmericangovernment change?(onthedomesticfront)

● Howdidimmigrationandmigrationimpact theUnitedStates?

● Studentswilllearnaboutimmigrationinthepost-CivilWarUnitedStates.

○ Studentswillreadandoutlineinformationonthepushandpullfactorsleadingpeopleto emigratetotheUnitedStates.(S1/S2)

○ StudentswillcreateadiaryentryfromtheperspectiveofanewlyarrivedimmigranttoNew YorkCity.(S2)

○ StudentswillcompleteanRFIassessmenton“TheGreatImmigrationDebate”toshowthe conflictbetweennewimmigrantsandNativistsinthepastandinthepresent.(S2/S3)

○ Studentswillresearchtheirownfamilytree/originsthroughoralinterviewsandAncestry onlineORconductaninterviewwitharecentimmigranttotheUnitedStatestocompare andcontrasttheirexperienceswiththosefromthepast.(S3/S4)

● Studentswilllearnabouttheproblemscausedbyurbanizationasthecitiesgrewinsize.

○ Studentswillrecordnotestocreateagraphicorganizeronthenegativeeffectsoftherapid populationgrowthinthenortheasternUnitedStates.(S1)

○ Studentswillanalyzepoliticalcartoonsfromtheperiodtodesigntheirowncartoonto illustratethepoliticalcorruptionofBossTweedandTammanyHall.(S3/S4)

● StudentswilllearnaboutthechangesonthefrontierassettlersmovewestintotheGreatPlains.

○ Studentswillcreateatimeline/flowchartforthekeyeventsbetweenNativeAmericansand theUnitedStatesgovernment.(S1)

○ StudentswillusetheircausesandeffectschartfocusingontheBattleofLittleBighornasa turningpointinthesettlementofthewesttoconstructahistoricalplaque/monumentatthe battlesite(fromtheSiouxperspective).(S4)

ThirdTopic:Progressivism

LearningTargets:

● (S1)Icanrecordinformationusingavariety ofnote-takingtechniques.

● (S2)Icandeterminecentralideasand summarizehistoricalcontent.

● (S3)Icanevaluateindividualsandevents withrespecttotheworldviewofthe historicalperiod.

● (S4)Icanevaluateprimaryandsecondary multipleinterpretationsofeventstogain historicalunderstanding.

LearningActivities:

Estimated#ofLessons:4

EssentialQuestions:

● Howdidfreedomandequality(citizens’ rights)evolveintheUnitedStates?

● Howdidtheeconomyplayacriticalroleinthe UnitedStatesgovernment’spoliciesand actions?

● HowdidtheroleoftheAmericangovernment change?(onthedomesticfront)

● StudentswilllearnabouttheoriginsoftheProgressivereformmovementintheearly20thcentury.

○ Studentswillreadandoutlineinformationtocreateatopicalnetontheoriginsandgoalsof theProgressiveErareformers.(S1/S2)

○ Studentswillreadexcerptsfrom“TheJungle”byUptonSinclairandwriteanewspaper editorialtohighlightthehorrificconditionsintheChicagomeat-packingindustryleadingto thepassageofsignificantnewlegislationtoprotecttheAmericanconsumer.(S4)

○ StudentswillanalyzeaGeographyApplicationMapfor“TheMovementTowardsSuffrage” toidentifytheimportantrolewomenreformersplayedintheProgressiveEra.(S2)

● StudentswilllearnaboutthesuccessesoftheProgressivereformmovement.

○ StudentswillreadandoutlinethedomesticpoliciesofthethreeProgressivepresidents TheodoreRoosevelt,WilliamHowardTaft,andWoodrowWilson.(S1)

○ StudentswillexaminethecandidatesandissuesinthepresidentialElectionof1912to

recordinformationonachartanddesigncampaignbuttons/slogansforeachonerelativeto theirpoliticalpartyplatforms.(S3/S4)

● Studentswilllearnaboutthefailures/shortcomingsoftheProgressivereformmovement.

○ Studentswillrecordnotestocreateapros/conschartforPresidentWoodrowWilson’s first terminoffice.(S1)

○ StudentswillanalyzeprimarysourcesofanAmericanLivesProfileforCivilRightsleader BookerT.WashingtontoillustratethecontinuedstrugglesforAfrican-Americanequality. (S3/S4)

CourseName:UnitedStatesHistoryI

Unit2Title:TheUSEmergesasaWorldPower-ImperialismandWorldWarI(1890-1920)

Est.#ofLessons:11

UnitOverview:

Inthisunit,studentswillexplorehowtheUnitedStatessoughttocontinuethepolicyofManifestDestiny andexpandoverseasopportunitiesthroughsocial,economicandmilitarymeans.

AsaresultofgrowingglobalimperialismandparticipationintheSpanish-AmericanWarandWorldWarI, theUnitedStatesemergedasaninternationalpowerontheworldstage.

STAGE1:DESIREDRESULTS

EstablishedGoals

● INQ.10.9-12. Constructargumentsusing preciseandknowledgeableclaims,with evidencefrommultiplesources,while acknowledgingcounterclaimsand evidentiaryweaknesses.

● D2.His.1.9-12. Evaluatehowhistorical eventsanddevelopmentswereshapedby uniquecircumstancesoftimeandplaceas wellasbroaderhistoricalcontexts.

● D2.His.2.9-12. Analyzechangeand continuityinhistoricaleras.

● D2.His.3.9–12.: Usequestionsgenerated aboutindividualsandgroupstoassesshow thesignificanceoftheiractionschanges overtimeandisshapedbythehistorical context.

● D2.His.5.9-12. Analyzehowhistorical contextsshapedandcontinuetoshape people’sperspectives.

● D2.His.14.9-12. Analyzemultipleand complexcausesandeffectsofeventsinthe past.

● D2.His.16.9-12. Integrateevidencefrom

TransferGoals

RESEARCHANDUNDERSTAND;CRITICAL THINKING

● Evaluatesourcesforcontent,reliability, accuracy,andbiastoensurethatthe informationisvalidandrepresentsarangeof viewpoints/perspectives

● Findandmakeproductiveuseofmeaningful information

● Analyzehoweconomics(e.g.,trade,emerging markets,accesstoresources)influences governmentaldecisions

● Evaluatehowhistoricaleventsand developmentswereshapedbyunique circumstancesoftimeandplaceaswellas universalpatterns(e.g.,conflict,change, innovation,freedom)

● Examineevidencetobetterunderstand complexissues,identifypatterns,and/ordraw conclusions

COMMUNICATION

multiplerelevanthistoricalsourcesand interpretationsintoareasonedargument aboutthepast.

● Developandpresentanidea,argument,or solutionthroughexplanationofcompelling claimswithsupportingevidence

Understandings EssentialQuestions

● Citizens’rightswerechallengedbywartime repressionofbasiccivillibertiesbut evolvedasthewomen’ssuffrage movementsecuredpassageofthe19th Amendment.

● Americancultureduringthewaryearswas characterizedbypatrioticpropagandaand anti-Germansentiment.

● TheUnitedStateseconomyturnedouta vastsupplyofrawmaterialsandmunitions forthewareffortaswellasmobilizing laborandmilitaryforcestosecurevictory fortheAllies.

● TechnologicaladvancesfueledU.S. imperialismasimprovedequipment increasedfarmandfactoryoutputcreating asurplusofgoodsandaneedforoverseas markets.

● Thefederalgovernmentcreatedawide varietyofagenciestomanagethewar effortonthehomefront.(e.g.War IndustriesBoard,FoodAdministration, RailroadAdministration)

● TheUnitedStatesabandonedapolicyof neutralityattheturnofthe20thcenturyto developintoaninfluentialplayeronthe worldstage.(e.g.Spanish‐AmericanWar, RooseveltCorollary,TheGreatWar, Wilson’sLeagueofNations)

● AsEuropeanimmigrationslowedduring WorldWarI,manyAfricanAmericans movedtonortherncitiesinsearchofjobs, equaltreatment,andgreateropportunities.

● Howdidfreedomandequality(citizens’ rights)evolveintheUnitedStates?

● Howdidournationalculturereflectwhatit meanstobeanAmerican?

● Howdidtheeconomyplayacriticalroleinthe UnitedStatesgovernment’spoliciesand actions?

● HowdidtechnologyinfluenceAmerican society?

● HowdidtheroleoftheAmericangovernment change?(onthedomesticfront)

● HowdidtheroleoftheUnitedStatesinworld affairsdevelopovertime?

● Howdidimmigrationandmigrationimpact theUnitedStates?

● TheUnitedStatessoughttoexpand overseasopportunitiesthroughaforeign policyofimperialism.

● Thereweremanycausesandeffectswhich ledAmericatoemergeasaworldpowerin theearly1900s.

● WorldWarIspurredsocial,political,and economicchangeswithintheUnitedStates.

● ThefailuresoftheVersaillesPeace Conferencecreatedinternationalproblems thatwouldeventuallyleadtoWorldWarII.

● (S1)Icanrecordinformationusingavarietyof note-takingtechniques.

● (S2)Icandeterminecentralideasand summarizehistoricalcontent.

● (S3)Icanevaluateindividualsandeventswith respecttotheworldviewofthehistorical period.

● (S4)Icanevaluateprimaryandsecondary multipleinterpretationsofeventstogain historicalunderstanding.

● Examwithmultiplepartsthattestavariety ofskills,including:

*Objectivequestions

*Shortprimaryandsecondexcerpt Interpretations

*Writingpromptwithspecificexamples fromtheUnittoevaluatethequestion “WasWorldWarIfoughtforagood reason?”

● Presentations-Createafrontpageofa newspaperfromonedayduringWWI (CulminatingProject),mustinclude:

○ 3articles-battlefront,homefront, andlocalnews

○ 3visuals-cartoon,propaganda,map

○ 1quotation

○ Usematerialfromclass lectures/notes,textbook,online resources

● Writingassessments-ArgumentativeEssay onPro-Imperialistargumentsvs. Anti-ImperialistargumentsasAmerica claimsanempire

● Readandcompleteacharton“U.S.Foreign PoliciesthroughoutHistory”tobereferenced allsemester-isolationism,collectivesecurity, internationalism,andimperialism

● ReadandcreateaT-Chartfortheglobaland nationalmotivesforimperialismand argumentsfromanti-imperialists.

● Readandconstructacauses,events,and resultsgraphicorganizerfortheSpanishAmericanWar.Takeanopen-notequizonthe informationinordertomeasurenote-taking skills.

● Analyzeprimarysourcesfromnotable figures oftheperiod(eg:WilliamRandolphHearst, OliverWendallHolmes,AlvinYork).

● Analyzepropagandapostersthroughoutthe unittocreateanoriginalwork(eg:emotional appeals,demonizationoftheenemy,patriotic)

● ReadingForInformation(RFI)Articletoread, highlight,annotate,andanswerguidedand open-endedcriticalthinkingquestionsusing text-basedevidencerelevanttotheunit.(eg: “RemembertheMaine!ToHellwithSpain!”, “FiveThingsyoushouldknowaboutWWI”)

STAGE3:LEARNINGPLAN

FirstTopic:Imperialism Estimated#ofLessons:4

LearningTargets: EssentialQuestions:

● (S1)Icanrecordinformationusingavariety ofnote-takingtechniques.

● (S2)Icandeterminecentralideasand summarizehistoricalcontent.

● (S3)Icanevaluateindividualsandevents withrespecttotheworldviewofthe historicalperiod.

● (S4)Icanevaluateprimaryandsecondary multipleinterpretationsofeventstogain historicalunderstanding.

LearningActivities:

● Howdidtheeconomyplayacriticalroleinthe UnitedStatesgovernment’spoliciesand actions?

● HowdidtheroleoftheUnitedStatesinworld affairsdevelopovertime?

● Howdidimmigrationandmigrationimpact theUnitedStates?

● StudentswillcompleteaSkillBuilderpartneractivitytoexaminethefourmajorforeignpoliciesin U.S.historythroughaseriesofchronologicaleventsbeginningwithWashington’sFarewellAddress throughPost-9/11America.(S1/S2/S3)

○ StudentswillrespondtoanopinionquestiononwhatU.S.foreignpolicyshouldbetoday.(S4)

○ Studentswillread,highlight,annotate,andwriteareflectiononthearticle“FiveWays9/11 ChangedAmerica”andhowwestillfeeltheimpacttoday.(S4)

● StudentswilllearnaboutashiftinforeignpolicytoimperialismbytheUnitedStatesattheturnof the20thcentury.

○ StudentswillreadandoutlineinformationontheU.S.motivesforglobalexpansion.(S1)

○ StudentswillcreateaT-chartforPro-imperialismvs.Anti-imperialismarguments.(S2)

○ Studentswillrespondtoanopinionquestionontheirviewsiftheyhadlivedthen.(S3)

○ StudentswilldesignanAcrosticforthewordIMPERIALISM.(S2)

● StudentswilllearnaboutU.S.participationintheSpanish-AmericanWarof1898.

○ Studentswilltakenotesonthecauses,events,andresultsofthewar.(S1)

○ StudentswillcompleteanRFIassessmenton“RemembertheMaine!ToHellwithSpain!”to reaffirmthebackgroundnotes.(S2/S3)

○ StudentswillanalyzeprimarysourcesofanAmericanLivesProfilefornewspapermogul WilliamRandolphHearstandlistentothesong“TheEditor’stoBlame”.(S3/S4)

○ Studentswillcreateayellowjournalismheadlineforoneofthecausesofthewar.(S2)

● StudentswilllearnabouttheemergenceoftheU.S.asaworldpowerattheturnofthecentury.

○ Studentswillanalyzeprimarysourcesofpoliticalcartoonssuchas“DeclinedwithThanks, ANewWorldOrder”toanswercriticalthinkingquestions.(S4)

○ StudentswillreadandoutlineinformationontheforeignpoliciesofTheodoreRoosevelt“Big Stickdiplomacy",WilliamHowardTaft’s“Dollardiplomacy”,andWoodrowWilson’s“Moral diplomacy”.(S1)

SecondTopic:CausesandEffectsofWorldWarI Estimated#ofLessons:4

LearningTargets:

● (S1)Icanrecordinformationusingavariety ofnote-takingtechniques.

● (S2)Icandeterminecentralideasand summarizehistoricalcontent.

● (S3)Icanevaluateindividualsandevents

EssentialQuestions:

● HowdidtechnologyinfluenceAmerican society?

● HowdidtheroleoftheAmericangovernment change?(onthedomesticfront)

● HowdidtheroleoftheUnitedStatesinworld

withrespecttotheworldviewofthe historicalperiod.

● (S4)Icanevaluateprimaryandsecondary multipleinterpretationsofeventstogain historicalunderstanding. affairsdevelopovertime?

LearningActivities:

● StudentswilllearnaboutthecausesandeventsleadingEuropeannationsandtheUnitedStatesinto theGreatWar,

○ StudentswillreadandoutlineinformationontheeventsleadingtoWorldWarI.(S1)

○ Studentswillcreatea flowcharttoorganizetheeventsinchronologicalorder.(S2)

○ StudentswillcompleteanRFIassessmenton“FiveThingsyouNeedtoKnowaboutWWI”to reaffirmthebackgroundnotes.(S2/S3)

● StudentswilllearnhowAmericaninterventionledtoAlliedvictoryinWWI.

○ StudentswilltakenotesonhowAmericanpowertippedthebalance.(S1)

○ Studentswillresearchanddrawillustrationsfortheindustrializationofwarandthenew weaponsofwarfare.(S1)

○ Studentswillrespondtoanopinionquestiononwhichnewweaponhadthegreatestimpact ontheoutcomeofthewar.(S4)

● Studentswilllearnabouttheeffects/aftermathofWorldWarIinEuropeandintheU.S.

○ StudentswillreadandrecordnotesonPresidentWilson’s fightforpeaceattheVersailles conferencewithhisFourteenPointsSpeechandplanforaworldpeace-keepingorganization theLeagueofNations.(S1)

○ StudentswillcreateaT-chartforthePros/ConsofU.S.entryintotheLeagueofNations.(S2)

○ Studentswilldiscussandrespondtoanopinionquestiononiftheywouldhavevotedto approvethetermsoftheTreatyofVersaillesin1919iftheywereintheU.S.Senate.(S3/S4)

○ StudentswillanalyzetwoGeographyApplicationmapsforpre-WWIEuropevs.post-WWI Europetoanswerquestions.(S2)

ThirdTopic:TheHomefront Estimated#ofLessons:3

LearningTargets:

● (S1)Icanrecordinformationusingavariety ofnote-takingtechniques.

● (S2)Icandeterminecentralideasand summarizehistoricalcontent.

● (S3)Icanevaluateindividualsandevents withrespecttotheworldviewofthe historicalperiod.

● (S4)Icanevaluateprimaryandsecondary multipleinterpretationsofeventstogain historicalunderstanding.

LearningActivities:

EssentialQuestions:

● Howdidfreedomandequality(citizens’ rights)evolveintheUnitedStates?

● Howdidournationalculturereflectwhatit meanstobeanAmerican?

● HowdidtheroleoftheAmericangovernment change?(onthedomesticfront)

● Howdidimmigrationandmigrationimpact theUnitedStates?

● StudentswilllearnhowAmericans’participationontheHomefrontledtoAlliedvictoryinWWI.

○ Studentswillrecordnotesonhowcivilianssupportedthewareffortathome.(S1)

○ StudentswillcreateadiaryentryfromtheperspectiveofanAmericanfromtheHomefront detailingtheireffortstosupportthewar.(S2)

○ StudentswillresearchpropagandaeffortscreatedbytheCommitteeonPublicInformation tosellthewarathome,sharedetailsinclass,andcreatetheirownpropagandaposter.(S4)

● StudentswilllearnabouttheimportantroleofAfricanAmericans,women,andimmigrantsonthe HomefrontinWorldWarI.

○ Studentswillrecordinformationinagraphicorganizer/Venndiagramwithsocialchanges andchallengesthataffectedeachgroup.(S1/S2)

○ Studentswillrespondtoanessayprompt/criticalthinkingquestion“Whatarethelong-term effectsofWorldWarIontheUnitedStates?”(S2/S4)

○ Studentswillanalyzethebackgroundanddetailsofthe1919SupremeCourtdecision Schenkvs.UnitedStates. (S3)

○ StudentswillanalyzeprimarysourcesofanAmericanLivesProfileforSupremeCourtjustice OliverWendallHolmestodeterminehisinfluenceduringhisyearsofserviceinthejudicial branch.(S3/S4)

CourseName:UnitedStatesHistoryI

Unit3Title:BoomtoBust-TheRoaringTwentiesandtheGreatDepression(1919-1939) Est.#ofLessons:11

UnitOverview:

Inthisunit,studentswillexploretherapidandradicalchangesexperiencedintheUnitedStatesthroughout thedecadesofthe1920sand1930s.FromtheboomingpostwareconomyoftheRoaringTwentiestothe devastatingdepressionthatfollowed,Americansfacedmanypolitical,economic,social,andcultural challenges.

STAGE1:DESIREDRESULTS

EstablishedGoals (standards) TransferGoals

● INQ.10.9-12. Constructargumentsusing preciseandknowledgeableclaims,with evidencefrommultiplesources,while acknowledgingcounterclaimsand evidentiaryweaknesses.

● ECO.3.9-12. Evaluatewhyadvancementsin technologyandinvestmentsincapital goodsandhumancapitalincreaseeconomic growthandstandardsofliving.

● D2.His.1.9-12. Evaluatehowhistorical eventsanddevelopmentswereshapedby uniquecircumstancesoftimeandplaceas wellasbroaderhistoricalcontexts.

● D2.His.2.9-12. Analyzechangeand continuityinhistoricaleras.

● D2.His.3.9–12.: Usequestionsgenerated

RESEARCHANDUNDERSTAND;CRITICAL THINKING

● Evaluatesourcesforcontent,reliability, accuracy,andbiastoensurethatthe informationisvalidandrepresentsarangeof viewpoints/perspectives

● Findandmakeproductiveuseofmeaningful information.

● Analyzehoweconomics(e.g.,trade,emerging markets,accesstoresources)influences governmentaldecisions

● Analyzehowgovernmentrulesandlaws impactthelivesofpeople

aboutindividualsandgroupstoassesshow thesignificanceoftheiractionschanges overtimeandisshapedbythehistorical context.

● D2.His.5.9-12. Analyzehowhistorical contextsshapedandcontinuetoshape people’sperspectives.

● D2.His.14.9-12. Analyzemultipleand complexcausesandeffectsofeventsinthe past.

● D2.His.16.9-12. Integrateevidencefrom multiplerelevanthistoricalsourcesand interpretationsintoareasonedargument aboutthepast.

● D2.Geo.12.9-12. Evaluatethe consequencesofhuman-madeandnatural catastrophesonglobaltrade,politics,and humanmigration

● Evaluatehowhistoricaleventsand developmentswereshapedbyunique circumstancesoftimeandplaceaswellas universalpatterns(e.g.,conflict,change, innovation,freedom)

● Examineevidencetobetterunderstand complexissues,identifypatterns,and/ordraw conclusions

COMMUNICATION

● Developandpresentanidea,argument,or solutionthroughexplanationofcompelling claimswithsupportingevidence

Understandings EssentialQuestions

● Citizens’rightswerechallengedinthe postwartimeperiodasafearof foreign-bornpeopleandcommunisminthe UnitedStatesledtoawaveofNativismand immigrationquotalaws.

● Americansexperiencedarenewedsenseof nationalidentityasmassmediaplayedan importantroleincreatingconformityand sharedvaluesasseenthroughmusic, literature,andthearts.

● Asystemoflaissez-faireeconomicsand consumergoodsboughtoncreditfueled thebusinessboomofthe1920sprovidinga superficialprosperityinthenationwhich culminatedinthestockmarketcrash.

● Advancesintechnologyallowedpeopleto bemoreconnected,increasedthespeedof transportation,andnewlaborsaving devicesgaveAmericansmoreleisuretime.

● Thefailuresoftheconservative pro-businesspresidentsofthe1920s allowedforthemoreliberalinterventionof theprogramsandagenciesoftheNewDeal tobeestablishedinthefederalgovernment.

● Adesirefora“returntonormalcy”after WorldWarIandafearofforeigninfluence ledtoapostwarforeignpolicyof

● Howdidfreedomandequality(citizens’ rights)evolveintheUnitedStates?

● Howdidournationalculturereflectwhatit meanstobeanAmerican?

● Howdidtheeconomyplayacriticalroleinthe UnitedStatesgovernment’spoliciesand actions?

● HowdidtechnologyinfluenceAmerican society?

● HowdidtheroleoftheAmericangovernment change?(onthedomesticfront)

● HowdidtheroleoftheUnitedStatesinworld affairsdevelopovertime?

● Howdidimmigrationandmigrationimpact theUnitedStates?

isolationism.

● Whilerestrictiveimmigrationquotasand economicwoeslimitedthenumberof peoplecomingintotheUnitedStates, AmericanshithardestbytheDepression migratedwestinsearchofrelief.

Knowledge Skills(FramedasLearningTargets)

● Americanforeignpolicyinthedecadesof the1920sand1930sshiftedfrom interventiontoisolationism.

● Americansexperiencedculturalconflictsas traditionalcustomsandvalueschangedin the1920s.

● Severalcausescontributedtotheglobal collapseoftheeconomyleadingtothe GreatDepressioninthe1930s.

● TheimpactoftheNewDealaffectedthe livesofvariousgroupsofAmericansin differentways.

(men/women/children/elderly,industrial workers,farmers)

● (S1)Icanrecordinformationusingavarietyof note-takingtechniques.

● (S2)Icandeterminecentralideasand summarizehistoricalcontent.

● (S3)Icanevaluateindividualsandeventswith respecttotheworldviewofthehistorical period.

● (S4)Icanevaluateprimaryandsecondary multipleinterpretationsofeventstogain historicalunderstanding.

STAGE2:DETERMINEACCEPTABLE EVIDENCE

SummativeAssessment

● Examwithmultiplepartsthattestavariety ofskills,including:

*Objectivequestions

*Shortprimaryandsecondexcerpt

Interpretations

*WritingPromptwithspecificexamples fromUnit3-“The1920saretothe1930s likeawildpartyistothemorningafterthe party.Explain.”

● Presentation-1920sPartyProject Researchapersonfromthedecadeto completeaBiographicalProfileoutline, dressandactlikefortheday,andinterview otherguestswhileattheparty (CulminatingProject)

● Presentation-Visual/AuditoryCollage Representationofthe1930sGreat Depressionthroughacollectionof

FormativeAssessment

● ReadandcompleteaSequenceofChainof EventsFlowCharton“CausesLeadingthe GreatDepression”fromclassnotes

● Analyzeprimarysourcesfromnotable figures oftheperiod(eg:EleanorRoosevelt,Langston Hughes).

● Analyzepoliticalcartoonsthroughouttheunit tocreateanoriginalwork(eg:conformityof the1920s,stockmarketcrashof1929, anothercauseofthedepression)

● ReadingForInformation(RFI)Articletoread, highlight,annotate,andanswerguidedand open-endedcriticalthinkingquestionsusing text-basedevidencerelevanttotheunit.(eg: “FDR:HowHeChangedAmerica—andStill AffectsYourLifeToday”)

photographs,artwork,andmusic (CulminatingProject)

● Writingassessments-ArgumentativeEssay onSuccessesandFailuresofRoosevelt’s NewDealprograms

STAGE3:LEARNINGPLAN

FirstTopic:TheRoaringTwenties

LearningTargets:

● (S1)Icanrecordinformationusingavariety ofnote-takingtechniques.

● (S2)Icandeterminecentralideasand summarizehistoricalcontent.

● (S3)Icanevaluateindividualsandevents withrespecttotheworldviewofthe historicalperiod.

● (S4)Icanevaluateprimaryandsecondary multipleinterpretationsofeventstogain historicalunderstanding.

LearningActivities:

Estimated#ofLessons:5

EssentialQuestions:

● Howdidfreedomandequality(citizens’ rights)evolveintheUnitedStates?

● Howdidournationalculturereflectwhatit meanstobeanAmerican?

● Howdidtheeconomyplayacriticalroleinthe UnitedStatesgovernment’spoliciesand actions?

● HowdidtechnologyinfluenceAmerican society?

● HowdidtheroleoftheAmericangovernment change?(onthedomesticfront)

● Studentswilllearnaboutashiftinforeignpolicyfromimperialismbacktoisolationismbythe UnitedStatesfollowingtheFirstWorldWar.

○ Studentswillread/outlineinformationonhowAmericansstruggledwithpostwarissues.(S1)

○ Studentswillbrainstormtocreatealist/graphicorganizerofpossibleproblemsacountry mightfaceafterawar.(S2)

○ StudentswilldesignanAcrosticforthewordREDSCARE.(S2)

● StudentwilllearnabouttheRoaringLifeofthe1920sasbackgroundforthe1920sPartyProject

○ Studentswilloutlineinformationonfourmajorcategories-ChangingWaysofLife,The TwentiesWoman,EducationandPopularCulture,andTheHarlemRenaissance.(S1)

○ Studentswillcreateavisualforthe fivemajorchangesinthelivesofAmericans-electricity, automobile,advertising,credit,andradio.(S2)

○ StudentswillanalyzeaprimarysourcepoemfromEdnaSt.VincentMillay“FirstFig”andone fromLangstonHughes“MothertoSon”.(S4)

● StudentswilllearnaboutthethreeRepublicanpresidentsofthe1920s.

○ StudentswillreadandoutlineinformationonthedomesticandforeignpoliciesofWarrenG. Harding,CalvinCoolidge,andHerbertHoover.(S1)

○ Studentswillanalyzeprimarysourcesofpoliticalcartoonsreferencingthe“TeapotDomeOil Scandal”toanswercriticalthinkingquestions.(S4)

○ Studentswillrespondtoanopinionquestiononwhichpresidentwasmostresponsiblefor thedepression.(S4)

SecondTopic:TheGreatDepression&theNew Deal Estimated#ofLessons:6

LearningTargets:

● (S1)Icanrecordinformationusingavariety ofnote-takingtechniques.

● (S2)Icandeterminecentralideasand summarizehistoricalcontent.

● (S3)Icanevaluateindividualsandevents withrespecttotheworldviewofthe historicalperiod.

● (S4)Icanevaluateprimaryandsecondary multipleinterpretationsofeventstogain historicalunderstanding.

LearningActivities:

EssentialQuestions:

● Howdidtheeconomyplayacriticalroleinthe UnitedStatesgovernment’spoliciesand actions?

● HowdidtheroleoftheAmericangovernment change?(onthedomesticfront)

● HowdidtheroleoftheUnitedStatesinworld affairsdevelopovertime?

● Howdidimmigrationandmigrationimpact theUnitedStates?

● StudentswilllearnaboutthecausesleadingtotheeconomiccollapseoftheGreatDepression

○ Studentswillread,annotate,andoutlineanarticle“WhydidInvestorspanicin1929?(S1)

○ StudentswillcreateaSequenceChainofEventsleadingtothedepression.(S2)

○ StudentswillanalyzeaprimarysourceofaPulitzerPrizewinningpoliticalcartoon“AWise EconomistAsksaQuestion”toanswercriticalthinkingquestions.(S4)

○ StudentswillthencreatetheirownpoliticalcartoonforoneofthecausesoftheGreat Depressionand/oraDiaryEntryfromtheperspectiveofsomeonewholosteverythinginthe stockmarketcrashofOctober1929.(S2)

● StudentswilllearnabouttheeffectsoftheGreatDepressiononthelivesofAmericans

○ Studentswillwatchandrecordguidednotesonavideosegmentfrom“America’sTimeStormyWeather”whichdetailspersonalaccountsofthedepression&effectsontheir families.(S1)

○ StudentswilllistenandreacttotheSongs“Brother,CanyouSpareaDime?”AND“We’rein theMoney!”(S4)

○ StudentswillanalyzeaprimarysourceforTheDustBowl-“LetterfromaDustBowl Survivor”toanswercriticalthinkingquestions.(S4)

○ StudentswillanalyzeaGeographyApplicationmapon“TheGreatDepressionTakesItsToll” toanswerquestionsontheDustBowl,migrationtothewestcoast,andtheplightofthe farmers.(S2)

● StudentswillcompleteaSkillBuilderpartneractivitytoexaminetheagenciesandprogramsof PresidentFranklinRoosevelt’sNewDeallegislationandcreateachartforthe3RsRelief,REcovery, andReform(S1/S2/S3)

○ Studentswillresearch,create,andshareexamplesofanAdvertisement/Posterforoneof theNewDealagencies/programs.(S2)

○ StudentswillrespondtotwoopinionquestionsonwhichNewDealagency/agencieswere themosteffectiveincombatingthedepressionandwhich,ifany,areoutdatedtoday.(S4)

○ StudentswillanalyzeaprimarysourceofanAmericanLivesProfileforEleanorRooseveltto determineherinfluenceasFirstLadyandtheyearsfollowing1945.(S3/S4) CourseName:UnitedStatesHistoryI

Est.#ofLessons:11

UnitOverview:

Inthisunit,studentswillexaminetheeventsinEuropeandAsiawhichleadtheUnitedStatesintoaSecond WorldWarafteryearsofdebatebetweenisolationistsandinterventionists.Studentswillexplorehow variousgroupsofAmericansmobilizedontheHomefronttoturnthetideofthewarinfavoroftheAllied powers.

EstablishedGoals

● INQ.10.9-12. Constructargumentsusing preciseandknowledgeableclaims,with evidencefrommultiplesources,while acknowledgingcounterclaimsand evidentiaryweaknesses.

● D2.His.1.9-12. Evaluatehowhistorical eventsanddevelopmentswereshapedby uniquecircumstancesoftimeandplaceas wellasbroaderhistoricalcontexts.

● D2.His.2.9-12. Analyzechangeand continuityinhistoricaleras.

● D2.His.3.9–12.: Usequestionsgenerated aboutindividualsandgroupstoassesshow thesignificanceoftheiractionschanges overtimeandisshapedbythehistorical context.

● D2.His.5.9-12. Analyzehowhistorical contextsshapedandcontinuetoshape people’sperspectives.

● D2.His.14.9-12. Analyzemultipleand complexcausesandeffectsofeventsinthe past.

● D2.His.16.9-12. Integrateevidencefrom multiplerelevanthistoricalsourcesand interpretationsintoareasonedargument aboutthepast.

TransferGoals

RESEARCHANDUNDERSTAND;CRITICAL THINKING:

● Evaluatesourcesforcontent,reliability, accuracy,andbiastoensurethatthe informationisvalidandrepresentsarangeof viewpoints/perspectives

● Findandmakeproductiveuseofmeaningful information

● Analyzehowgovernmentrulesandlaws impactthelivesofpeople

● Evaluatehowhistoricaleventsand developmentswereshapedbyunique circumstancesoftimeandplaceaswellas universalpatterns(e.g.,conflict,change, innovation,freedom)

● Examineevidencetobetterunderstand complexissues,identifypatterns,and/ordraw conclusions COMMUNICATION

● Developandpresentanidea,argument,or solutionthroughexplanationofcompelling claimswithsupportingevidence

Understandings EssentialQuestions

● WhileWorldWarIIdidacceleratesocial changeforAmericans,manyminority groupsfacedracialprejudiceand discriminationathome.(e.g.DoubleV Campaign,ZootSuitriots,Japanese internment)

● Howdidfreedomandequality(citizens’ rights)evolveintheUnitedStates?

● Howdidournationalculturereflectwhatit meanstobeanAmerican?

● Howdidtheeconomyplayacriticalroleinthe UnitedStatesgovernment’spoliciesand actions?

● HowdidtechnologyinfluenceAmerican

STAGE1:DESIREDRESULTS

● Writersandartistsusedwartime propagandatokeeptheAmericanpublic informedaboutthewarandpersuaded patrioticcitizenstocooperatewiththe government’sHomefrontprograms.

● Themassivemobilizationoftheeconomy bythefederalgovernmentduringWorld WarIIledtounprecedentedindustrialand agriculturalproductivity,effectively bringinganendtotheGreatDepression.

● Thewareffortdemandeddevelopmentsin the fieldsofscience,technology,and medicinethatforeverchangedlifein Americaandmadepresent-daytechnology possible.(e.g.radar,sonar,atomicweapons, penicillin)

● AftertheJapaneseattackonPearlHarbor, virtuallyalldomesticprioritieswereputon holdasthefederalgovernmentand Americanpopulationdedicateditselfto fighting,supporting,andwinningthewar.

● TheUnitedStatestransformedfroman initialpolicyofneutralitytodevelopinto andemergeasthemostpowerfulnationin theworldbytheendoftheSecondWorld War.

● Oneofthegreatestmassmigrationsin AmericanhistorybeganduringWWII broughtonbytherapidgrowthofdefense industriesandmilitarytraininginCalifornia andtheSunbelt. society?

● HowdidtheroleoftheAmericangovernment change?(onthedomesticfront)

● HowdidtheroleoftheUnitedStatesinworld affairsdevelopovertime?

● Howdidimmigrationandmigrationimpact theUnitedStates?

Knowledge Skills(FramedasLearningTargets)

● TheUnitedStatesprovidedeconomicand militaryaidtohelptheAlliesachieve victorybeforeeventuallygettinginvolved inthe fighting.

● Alliedforces,ledbytheUnitedStates battledtheAxispowersforcontrolof Europe,NorthAfrica,andthroughoutthe Pacific.

● (S1)Icanrecordinformationusingavarietyof note-takingtechniques.

● (S2)Icandeterminecentralideasand summarizehistoricalcontent.

● (S3)Icanevaluateindividualsandeventswith respecttotheworldviewofthehistorical period.

● (S4)Icanevaluateprimaryandsecondary

● ThroughouttheyearsoftheSecondWorld War,Americansadjustedtoneweconomic opportunitiesandharshsocialtensions. multipleinterpretationsofeventstogain historicalunderstanding.

STAGE2:DETERMINEACCEPTABLEEVIDENCE

SummativeAssessment

● Examwithmultiplepartsthattestavariety ofskills,including:

*Objectivequestions

*Shortprimaryandsecondexcerpt Interpretations

*Writingpromptwithspecificexamples fromtheUnittoevaluatethequestion “*WasWorldWarIIreallya“good”war fortheUnitedStates?”

● Presentations-WorldWarIITimeline Studentswillchooseaneventortopicof theirinteresttoresearchandcreatea Google/PPTslidetopresenttotheclass thatwilllaterbecombinedintoanentire classtimeline(CulminatingProject)

● Writingassessments-ArgumentativeEssay onUnitedStatesjustificationindropping theatomicbombsonHiroshimaand Nagasaki?(Traditionalvs.Revisionistviews)

FormativeAssessment

● ReadandcreateaT-Chartforthearguments oftheIsolationistsandtheargumentsforthe InterventionistsintheUnitedStatesinthe leaduptotheattackonPearlHarbor.

● Analyzeprimarysourcesfromnotable figures oftheperiod(eg:FredKorematsu,BarneyOld Coyote,“Rosie”MaeKrier).

● Readandcreateanoutlineofkeyinformation for“SocietalImpactsofvariousgroupsonthe Homefront”includingAfricanAmericans, Women,MexicanAmericans,Japanese Americans.Takeanopen-notequizonthe informationinordertomeasurenote-taking skills.

● ReadingForInformation(RFI)Articletoread, highlight,annotate,andanswerguidedand open-endedcriticalthinkingquestionsusing text-basedevidencerelevanttotheunit.(eg: PearlHarbor-FromInfamytoFriendship)

STAGE3:LEARNINGPLAN

FirstTopic:FromIsolationtoIntervention-Roadto WWII Estimated#ofLessons:4

LearningTargets:

● (S1)Icanrecordinformationusingavariety ofnote-takingtechniques.

● (S2)Icandeterminecentralideasand summarizehistoricalcontent.

● (S3)Icanevaluateindividualsandevents withrespecttotheworldviewofthe historicalperiod.

● (S4)Icanevaluateprimaryandsecondary multipleinterpretationsofeventstogain historicalunderstanding.

LearningActivities:

EssentialQuestions:

● Howdidtheeconomyplayacriticalroleinthe UnitedStatesgovernment’spoliciesand actions?

● HowdidtechnologyinfluenceAmerican society?

● HowdidtheroleoftheAmericangovernment change?(onthedomesticfront)

● HowdidtheroleoftheUnitedStatesinworld affairsdevelopovertime?

● StudentswillcompleteaSkillBuilderpartneractivity“OntheRoadtoWar”

○ StudentswillexaminethemajoreventsinEuropeandAsiafromtheSpanishCivilWar throughtheGermaninvasionofPoland,foreacheventtoidentifytheactiontakenbythe AxispowersandtheresponsefromtheAllies.(S1/S2/S3)

○ StudentswillpreviewtheactivitywithaPoliticalCartoonandanalogytoHitlerasakidina candystoryforthefailedpolicyofappeasement.(S4)

○ StudentswillthenrespondtoanOpinionQuestiononwhicheventwasmostresponsiblefor thestartofthewar.(S4)

○ Studentswillfollowwithavideosegmentfrom“America’sTime-OvertheEdge”1936–1941 torecordguidednoteswhileviewing.(S1)

● StudentswilllearnabouttheeventsleadingtheUnitedStatesclosertoentryintoWorldWarII.

○ Studentswillrecordnoteson“AmericaMovesTowardsWar”tocreateaFlowChartfor “ActionstakenbytheU.S.fromIsolationtoIntervention”.(S1)

○ StudentswillanalyzequotesfrompoliticiansdebatingUSinvolvementinthewarto determinetheirpointofview“ToFightornotto fight?”.(S4)

○ StudentswilllookatvariouspoliticalcartoonsfromDr.Seusstodeterminehispositionon thewar(aninterventionist).(S3)

● StudentswilllearnabouttherelationshipbetweentheUnitedStatesandJapanleadingtowar

○ Studentswillrecordnotesinoutlineformwithbackgroundon“US-JapaneseRelations”,(S1)

○ Studentswillread,annotate,andrespondwiththeiropiniontoanarticle“DidFDRknow abouttheattackonPearlHarbor?(S1/S2)

○ StudentswillcreateaT-Chartforthetraditionalvs.revisionistargumentsofifPresident Rooseveltknewoftheattackandallowedittohappen.(S2)

SecondTopic:FightingWorldWarII Estimated#ofLessons:3

LearningTargets:

● (S1)Icanrecordinformationusingavariety ofnote-takingtechniques.

● (S2)Icandeterminecentralideasand summarizehistoricalcontent.

● (S3)Icanevaluateindividualsandevents withrespecttotheworldviewofthe historicalperiod.

● (S4)Icanevaluateprimaryandsecondary multipleinterpretationsofeventstogain historicalunderstanding.

LearningActivities:

EssentialQuestions:

● HowdidtechnologyinfluenceAmerican society?

● HowdidtheroleoftheUnitedStatesinworld affairsdevelopovertime?

● StudentswillcompleteaSkillBuilderpartneractivity“WinningtheWar”tolearnaboutthe importantbattlesoftheEuropean&PacificTheateroftheWar

○ Studentswilloutlinetheimportantinformationregardingthesekeybattles(S1/S2)

○ StudentswillcreateaT-ChartfortheBattlesofWWII&theirimportancetoshare/report outtoothergroupsintheclass.(S1)

○ StudentswillthenrespondtoanOpinionQuestiononwhichbattlewasthemostimportant overalltoAlliedvictoryinWorldWarII.(S3)

● StudentswilllearnaboutthedevelopmentofatomicweaponswiththeManhattanProject.

○ StudentswillrecordnotesinoutlineformwithbackgroundontheManhattanProject.(S1)

○ Studentswillread,annotate,andrespondwiththeiropiniontoanarticle“DidFDRknow abouttheattackonPearlHarbor?(S1/S2)

○ StudentswillcreateaT-Chartforthetraditionalvs.revisionistargumentsonPresident Truman’sdecisiontouseatomicweaponsasapreviewtotheargumentativewritingprompt “WastheU.S.justifiedindroppingtheatomicbombsonHiroshimaandNagasaki?(S3)

○ StudentswillillustrateEmojiswithbubblequotesinresponsetoTruman’suseofatomic weaponsfromvariouspeopleofthetimeperiod-aUSsoldier,ascientistontheManhattan Project,aJapanesecivilian,andJosefStalin.(S3)

ThirdTopic:OntheHomefront

LearningTargets:

● (S1)Icanrecordinformationusingavariety ofnote-takingtechniques.

● (S2)Icandeterminecentralideasand summarizehistoricalcontent.

● (S3)Icanevaluateindividualsandevents withrespecttotheworldviewofthe historicalperiod.

● (S4)Icanevaluateprimaryandsecondary multipleinterpretationsofeventstogain historicalunderstanding.

LearningActivities:

Estimated#ofLessons:4

EssentialQuestions:

● Howdidfreedomandequality(citizens’ rights)evolveintheUnitedStates?

● Howdidournationalculturereflectwhatit meanstobeanAmerican?

● Howdidtheeconomyplayacriticalroleinthe UnitedStatesgovernment’spoliciesand actions?

● HowdidtheroleoftheAmericangovernment change?(onthedomesticfront)

● Howdidimmigrationandmigrationimpact theUnitedStates?

● StudentswilllearnhowAmericans’participationontheHomefrontledtoAlliedvictoryinWWII.

○ StudentswillbrainstormtocreatealistofthemostimportantthingstheU.S.hastodoto prepareforwar,afteranalyzingNormanRockwell’sFourFreedomspaintings.(S2)

○ Studentswillrecordnotesonhowthefederalgovernmentmobilizedtheeconomyforwar andhowcivilianssupportedthewareffortathome.(S1)

○ StudentswillcreateadiaryentryfromtheperspectiveofanAmericanfromtheHomefront detailingtheireffortstosupportthewar.(S2)

○ Studentswillfollowupwithavideosegmentfrom“America’sTime-TheHomefront 1941-1945”torecordguidednoteswhileviewing.(S1)

● StudentswilllearnaboutthesignificanteventsoftheHolocaustandtheAmericanresponse.

○ StudentswillfollowatimelineoftheevolutionofGermany’s“FinalSolution”asabackground totheHolocaust.(S1)

○ Studentswillreadaboutandrecordinformationinagraphicorganizerontheresponsefrom theUnitedStateswithactionsthatcouldhavebeentakenbyvariouspeople/groupsPresidentandMrs.Roosevelt,theAmericanpublic,theU.S.military-andwhytheywerenot (S1/S2/S3)

○ Studentswillrespondtoanessayprompt/criticalthinkingquestion“Whatactionsshould havebeentakenbytheUnitedStatesgovernmenttostoptheHolocaust?”(S2)

○ Studentswillthenwatcha30-minutevideosegmentfromEpisode9oftheseries“Bandof Brothers”called“WhyWeFight?”(justwatch)tofollowwithaclassdiscussion/personal reaction/reflectiontoUStroopsdiscoveryoftheconcentrationcampsinGermanyApril 1945.(S3/S4)

CourseName:UnitedStatesHistoryIIUnit5Title:TheColdWar(1945-1975) Est.#ofLessons:12

UnitOverview: Inthisunit,studentswillexaminetheyearsfollowingtheSecondWorldWarknownasthe ColdWar.Thiswasaperiodofincreasedtensionsoveropposingpoliticalandeconomicideologies characterizedbycompetitionsforglobalinfluencebetweentheUnitedStatesandtheSovietUnionthat lastedfromapproximately1945to1991.

STAGE1:DESIREDRESULTS

EstablishedGoals

● INQ.10.9-12. Constructargumentsusing preciseandknowledgeableclaims,with evidencefrommultiplesources,while acknowledgingcounterclaimsand evidentiaryweaknesses.

● D2.His.1.9-12. Evaluatehowhistorical eventsanddevelopmentswereshapedby uniquecircumstancesoftimeandplaceas wellasbroaderhistoricalcontexts.

● D2.His.2.9-12. Analyzechangeand continuityinhistoricaleras.

● D2.His.3.9–12.: Usequestionsgenerated aboutindividualsandgroupstoassesshow thesignificanceoftheiractionschanges overtimeandisshapedbythehistorical context.

● D2.His.5.9-12. Analyzehowhistorical contextsshapedandcontinuetoshape people’sperspectives.

● D2.His.14.9-12. Analyzemultipleand complexcausesandeffectsofeventsinthe past.

● D2.His.16.9-12. Integrateevidencefrom multiplerelevanthistoricalsourcesand interpretationsintoareasonedargument aboutthepast.

Understandings

● Citizen’srightswerechallengedbythefear ofCommunism.BrownvsBoardof

TransferGoals

RESEARCHANDUNDERSTAND

● Evaluatesourcesforcontent,reliability, accuracy,andbiastoensurethatthe informationisvalidandrepresentsarangeof viewpoints/perspectives

● Findandmakeproductiveuseofmeaningful information

● Analyzehoweconomics(e.g.,trade,emerging markets,accesstoresources)influences governmentaldecisions

● Analyzehowgovernmentrulesandlaws impactthelivesofpeople

● Evaluatehowhistoricaleventsand developmentswereshapedbyunique circumstancesoftimeandplaceaswellas universalpatterns(e.g.,conflict,change, innovation,freedom)

CRITICALTHINKING

● Examineevidencetobetterunderstand complexissues,identifypatterns,and/ordraw conclusions

COMMUNICATION

● Developandpresentanidea,argument,or solutionthroughexplanationofcompelling claimswithsupportingevidence

EssentialQuestions

● Howdidfreedomandequality(citizens’ rights)evolveintheUnitedStates?

● Howdidournationalculturereflectwhatit

Educationmeanttheendof“separatebut equal’,buttheJimCrowSouthremained.

● Thepostwareconomicboombrought prosperity,andthatincreasingwealth definedwhatitmeanttobeanAmerican.

● The1956FederalHighwayActcreated suburbanAmerica.

● Televisionbecamethemediumofthemass transmissionofculturalvalues.

● McCarthyismandtheHUACcreated widespreadfearandhysteria.

● ContinuedconflictswiththeSovietUnion createdtensionsinCuba,CentralAmerica, theMiddleEast,andSoutheastAsia.

● UnitedStatesimmigrationpolicychanged inreactiontorefugeesfromCommunist CubaandHungary meanstobeanAmerican?

● Howdidtheeconomyplayacriticalroleinthe UnitedStatesgovernment’spoliciesand actions?

● HowdidtechnologyinfluenceAmerican society?

● HowdidtheroleoftheAmericangovernment change?(onthedomesticfront)

● HowdidtheroleoftheUnitedStatesinworld affairsdevelopovertime?

● Howdidimmigrationandmigrationimpact theUnitedStates?

Knowledge Skills(FramedasLearningTargets)

● AfterWorldWarII,differencesbetween theUnitedStatesandtheSovietUnionled toaColdWarthatlastedalmosttothe21st century.

● OngoingtensionswithChinaandNorth KorealedtoUnitedStatesinvolvementin theKoreanWar.

● AttacksonsuspectedCommunistsinthe early1950sbecameknownas McCarthyism.

● TheUnitedStates’supportroleinVietnam beganwhatwouldbecomeAmerica’s longestandmostcontroversialwarinits history.

● (S1)Icanrecordinformationusingavarietyof note-takingtechniques.

● (S2)Icandeterminecentralideasand summarizehistoricalcontent.

● (S3)Icanevaluateindividualsandeventswith respecttotheworldviewofthehistorical period.

● (S4)Icanevaluateprimaryandsecondary multipleinterpretationsofeventstogain historicalunderstanding.

● Examwithmultiplepartsthattestavariety ofskills,including:

*Objectivequestions

*Shortprimaryandsecondexcerpt Interpretations

*Writingpromptwithspecificexamples

● Readandcreateanoutlineandillustrated graphicorganizerforthecausesofthe KoreanWar.

● Analyzeprimarysourcesfromnotable figures oftheperiodincludingPaulRobeson,Joseph McCarthy,JuliusandEthelRosenberg.

STAGE2:DETERMINEACCEPTABLEEVIDENCE

fromtheUnittoevaluatethequestion “FillinUnitQuestion”

● Presentations-Studentswillcreatea GoogleJamboardofUnitedStatesCold War“proxywars”throughouttheworld.

● Writingassessments-AnalyticalEssayon how theUnitedStatesandtheSoviet UnionbecameColdWaradversaries.

FirstTopic:OriginsoftheColdwar

LearningTargets:

● ReadandcreateaT-Chartofthedifferences betweentheeconomiesandgovernmentsof theSovietUnionandtheUnitedStates.

● AnalyzeColdWarpoliticalcartoonstobetter understandthefearofCommunisminthe UnitedStates.

STAGE3:LEARNINGPLAN

● (S1)Icanrecordinformationusingavariety ofnote-takingtechniques.

● (S2)Icandeterminecentralideasand summarizehistoricalcontent.

● (S3)Icanevaluateindividualsandevents withrespecttotheworldviewofthe historicalperiod.

● (S4)Icanevaluateprimaryandsecondary multipleinterpretationsofeventstogain historicalunderstanding.

LearningActivities:

Estimated#ofLessons:4

EssentialQuestions:

● Howdidfreedomandequality(citizens’ rights)evolveintheUnitedStates?

● Howdidournationalculturereflectwhatit meanstobeanAmerican?

● HowdidtheroleoftheAmericangovernment change?(onthedomesticfront)

● HowdidtheroleoftheUnitedStatesinworld affairsdevelopovertime?

● StudentswilllearnabouttheoriginsoftheColdWar.

○ StudentswillreadandoutlineinformationonfactorsleadingtotheColdWar.(S2)

○ Studentswillcreateapost-WWIImapofEurope.(S2)

○ Studentswillanalyzepoliticalcartoonstolearnaboutthedifferencesbetweenthepolitical andeconomicsystemsintheCommunistEastandthedemocratic,capitalistWest.(S2)

● StudentswilllearnabouttheleadersoftheSovietUnionandtheUSpresidentsduringtheColdWar.

○ StudentswilltakenotesonStalin,Khrushchev,Eisenhower,andTruman.(S2)

○ StudentswillcreateaKahootColdWarquizusingvocabularydevelopedfromColdWar termsandnames.(S2)

SecondTopic:KoreanWar

LearningTargets:

● (S2)Icanrecordinformationusingavariety ofnote-takingtechniques.

● (S2)Icandeterminecentralideasand summarizehistoricalcontent.

●(S3) Icanevaluateindividualsandevents

Estimated#ofLessons:3

EssentialQuestions:

● HowdidtheroleoftheUnitedStatesinworld affairsdevelopovertime?

withrespecttotheworldviewofthe historicalperiod.

● (S4)Icanevaluateprimaryandsecondary multipleinterpretationsofeventstogain historicalunderstanding.

LearningActivities:

● StudentswilllearnabouttheoriginsandoutcomeoftheKoreanWar.

○ StudentswillcreateaKoreanWarmap.(S1,S2)

○ StudentswillcompleteanRFIassessmenton“ANewChapterforNorthKorea''to demonstrateanunderstandingofthecontinuingtensionandconflictbetweenthetwo KoreasandtheUnitedStates.(S2,S3)

○ Studentswillwatch“NationalGeographic’sInsideNorthKorea”toexaminetheeffectofthe KoreanWaroncontemporarylifeinNorthKorea.(S1,S2)

ThirdTopic:McCarthyism

LearningTargets:

● (S1)Icanrecordinformationusingavariety ofnote-takingtechniques.

● (S2)Icandeterminecentralideasand summarizehistoricalcontent.

● (S3)Icanevaluateindividualsandevents withrespecttotheworldviewofthe historicalperiod.

● (S4)Icanevaluateprimaryandsecondary multipleinterpretationsofeventstogain historicalunderstanding.

LearningActivities:

Estimated#ofLessons:4

EssentialQuestions:

● Howdidfreedomandequality(citizens’ rights)evolveintheUnitedStates?

● Howdidournationalculturereflectwhatit meanstobeanAmerican?

● HowdidtheroleoftheAmericangovernment change?(onthedomesticfront)

● HowdidtheroleoftheUnitedStatesinworld affairsdevelopovertime?

● StudentswilllearnabouttheoriginsofMcCarthyism.

○ StudentswillreadaboutwhyAmericansfearedCommunism.(S1/S2)

○ Studentswillanalyzelistsof“blacklisted”Hollywoodactors,directors,andproducers.(S4)

○ StudentswillexamineprimarydocumentsrelatedtotheAlgerHisscase.(S4)

○ StudentswilldiscussandanalyzethemotivationsforandtheoutcomeoftheRosenbergspy trial.(S3)

FourthTopic:TheVietnamWar

LearningTargets:

● (S1)Icanrecordinformationusingavariety ofnote-takingtechniques.

● (S2)Icandeterminecentralideasand summarizehistoricalcontent.

● (S3)Icanevaluateindividualsandevents withrespecttotheworldviewofthe historicalperiod.

Estimated#ofLessons4:

EssentialQuestions:

● Howdidfreedomandequality(citizens’ rights)evolveintheUnitedStates?

● Howdidournationalculturereflectwhatit meanstobeanAmerican?

● HowdidtheroleoftheAmericangovernment change?(onthedomesticfront)

● HowdidtheroleoftheUnitedStatesinworld

● (S4)Icanevaluateprimaryandsecondary multipleinterpretationsofeventstogain historicalunderstanding. affairsdevelopovertime?

LearningActivities:

● StudentswilllearnabouttheoriginsandoutcomeoftheVietnamWar

○ StudentswillcreateamapoftheVietnamWar.(S2)

○ Studentswillanalyzethemotivationsfor fightingtheVietnamWarfromUnitedStates, SouthVietnamese,NorthVietnamese,Soviet,andCommunistChineseperspectives(S1)

○ StudentswillwriteaboutwhytheUnitedStatesendeditsinvolvementintheVietnamWar. (S4)

CourseName:UnitedStatesHistoryII

UnitOverview:

Inthisunitstudentswillexaminethepost-wareconomicboom,theNewFrontier,theGreatSociety,andthe WatergateScandal.The1950s,1960s,and1970s,broughttheUnitedStatesunprecedentedeconomic prosperity,andcreatedtheFederalhighwaysystemandthesuburbs.Also,theincreasedroleof governmentinAmerican’slivesledtoexpandedcivilandvotingrights,andsoughttoeliminatepoverty.But attimesthePresidencyandthegovernmentwentbeyondtraditionalboundariesinitspursuitof Presidentialpower.

STAGE1:DESIREDRESULTS

● INQ.10.9-12. Constructargumentsusing preciseandknowledgeableclaims,with evidencefrommultiplesources,while acknowledgingcounterclaimsand evidentiaryweaknesses.

● ECO.3.9-12. Evaluatewhyadvancementsin technologyandinvestmentsincapital goodsandhumancapitalincrease economicgrowthandstandardsofliving.

● D2.His.1.9-12. Evaluatehowhistorical eventsanddevelopmentswereshapedby uniquecircumstancesoftimeandplaceas wellasbroaderhistoricalcontexts.

● D2.His.2.9-12. Analyzechangeand continuityinhistoricaleras.

● D2.His.3.9–12.: Usequestionsgenerated aboutindividualsandgroupstoassesshow thesignificanceoftheiractionschanges overtimeandisshapedbythehistorical context.

● D2.His.5.9-12. Analyzehowhistorical contextsshapedandcontinuetoshape people’sperspectives.

● D2.His.14.9-12. Analyzemultipleand complexcausesandeffectsofeventsinthe past.

● D2.His.16.9-12. Integrateevidencefrom multiplerelevanthistoricalsourcesand interpretationsintoareasonedargument aboutthepast.

Understandings

● AsaresultofthesuccessesoftheGreat Societyprograms,manyAmericansgained increasedfreedomandequality,whilesome citizen’srightsdecreasedduetothe government’sreactiontocivilunrestand protestagainsttheVietnamWar,andthe Nixonadministration'scoverupof Watergate.

● Overallthenationalcultureevolvedtobe moreinclusiveandtolerantofdissent.

● Whilethecontinuedpost-wareconomic boomallowedtheUnitedStates governmenttocontinuetofundthe fight

RESEARCHANDUNDERSTAND

● Evaluatesourcesforcontent,reliability, accuracy,andbiastoensurethatthe informationisvalidandrepresentsarangeof viewpoints/perspectives

● Findandmakeproductiveuseofmeaningful information

● Analyzehoweconomics(e.g.,trade,emerging markets,accesstoresources)influences governmentaldecisions

● Analyzehowgovernmentrulesandlaws impactthelivesofpeople

● Evaluatehowindividualsorgroupschange society

● Evaluatehowhistoricaleventsand developmentswereshapedbyunique circumstancesoftimeandplaceaswellas universalpatterns(e.g.,conflict,change, innovation,freedom)

CRITICALTHINKING

● Examineevidencetobetterunderstand complexissues,identifypatterns,and/ordraw conclusions

COMMUNICATION

● Developandpresentanidea,argument,or solutionthroughexplanationofcompelling claimswithsupportingevidence

EssentialQuestions

● Howdidfreedomandequality(citizens’ rights)evolveintheUnitedStates?

● Howdidournationalculturereflectwhatit meanstobeanAmerican?

● Howdidtheeconomyplayacriticalroleinthe UnitedStatesgovernment’spoliciesand actions?

● HowdidtechnologyinfluenceAmerican society?

● HowdidtheroleoftheAmericangovernment change?(onthedomesticfront)

● HowdidtheroleoftheUnitedStatesinworld affairsdevelopovertime?

againstcommunism,recognitionof economicinequalityathomeledtotheWar onPoverty.

● Televisionbecamemorethan entertainmentwithitsimportantrolein politicalcampaignsandelections,and SpaceRacetechnologybecamepartof consumerproducts.

● TheroleoftheAmericangovernment increasedthroughthemanyprograms createdinPresidentJohnson’sGreat SocietyandWaronPoverty.

● ThelonglastingeffectsoftheColdWar meantcontinuedworldwideconflictsover Communism

● Thecreationofthe1965Immigrationand NationalityActincreasedforthe firsttime immigrationtotheUnitedStatesfromAsai andAfrica.

● Howdidimmigrationandmigrationimpact theUnitedStates?

Knowledge Skills(FramedasLearningTargets)

Studentswillknowthat:

● IntheyearsafterWorldWarII,theUnited Statesbecametheeconomicandmilitary powerthatitstillistoday.

● PresidentKennedysetouttotransformhis broadvisionofprogressintowhathecalled theNewFrontier.

● PresidentJohnson’sGreatSocietyoutlined alegislativeprogramthatwouldend povertyandracialinjustice

● TheWatergatescandalraisedquestionsof publictrustthatstillaffecthowthepublic andmediaviewpoliticsandpoliticians.

● (S1)Icanrecordinformationusingavarietyof note-takingtechniques.

● (S2)Icandeterminecentralideasand summarizehistoricalcontent.

● (S3)Icanevaluateindividualsandeventswith respecttotheworldviewofthehistorical period.

● (S4)Icanevaluateprimaryandsecondary multipleinterpretationsofeventstogain historicalunderstanding.

STAGE2:DETERMINEACCEPTABLEEVIDENCE

SummativeAssessment

● Examwithmultiplepartsthattestavariety ofskills,including:

*Objectivequestions

*Shortprimaryandsecondexcerpt Interpretations

*Writingpromptwithspecificexamples fromtheUnittoevaluatethequestion “FillinUnitQuestion”

FormativeAssessment

● Readandcreateanoutlineandillustrated graphicorganizerfor:(eg.1968:A TumultuousYear.

● Analyzeprimarysourcesfromnotable figures oftheperiod(eg:JonasSalk,ElvisPresley, NeilArmstrong,JohnDean).

● Readandconstructacausesandeffectschart beforeandafterthe:implementationofthe

● Presentations-Studentgroupswillcreatea “50s,60s,70sDecades”themedGoogle slideshow.

● Writingassessments-AnalyticalEssayon: Howwouldyoucharacterizethe1970s?

FirstTopic:Post-WarEconomicBoom

LearningTargets:

GreatSocietyandWaronPovertyprograms.

● ReadingForInformation(RFI)Articletoread, highlight,annotate,andanswerguidedand open-endedcriticalthinkingquestionsusing text-basedevidencerelevanttotheunit.(eg: “HowaThirdRateBurglarythisJuneLedto theResignationofPresidentNixon'')

STAGE3:LEARNINGPLAN

● (S1)Icanrecordinformationusingavariety ofnote-takingtechniques.

● (S2)Icandeterminecentralideasand summarizehistoricalcontent.

● (S3)Icanevaluateindividualsandevents withrespecttotheworldviewofthe historicalperiod.

● (S4)Icanevaluateprimaryandsecondary multipleinterpretationsofeventstogain historicalunderstanding.

LearningActivities:

Estimated#ofLessons:4

EssentialQuestions:

● Howdidfreedomandequality(citizens’ rights)evolveintheUnitedStates?

● Howdidournationalculturereflectwhatit meanstobeanAmerican?

● Howdidtheeconomyplayacriticalroleinthe UnitedStatesgovernment’spoliciesand actions?

● HowdidtechnologyinfluenceAmerican society?

● HowdidtheroleoftheAmericangovernment change?(onthedomesticfront)

● Howdidimmigrationandmigrationimpact theUnitedStates?

● StudentswilllearnaboutthePost-WorldWarIIEconomicBoom.

○ Studentswillreadabouttheeconomicfactorsleadingtopost-WorldWarIIeconomic prosperity.(S1)

○ StudentswillanalyzetheGIBill(S4)

○ StudentswillexamineColdWardefensespendinganditseffectontheeconomy(S2)

● Studentswilllearnabouttheemergenceandgrowthofthesuburbs.

○ StudentswillanalyzetheFederalInterstateHighwayActof1956(S4)

○ StudentswillcreateamodelsuburbbasedonLevittown,LongIsland,NY.(S1,S2,S4)

SecondTopic:TheNewFrontier

LearningTargets:

● (S1)Icanrecordinformationusingavariety ofnote-takingtechniques.

● (S2)Icandeterminecentralideasand summarizehistoricalcontent.

● (S3)Icanevaluateindividualsandevents

Estimated#ofLessons:3

EssentialQuestions:

● Howdidfreedomandequality(citizens’ rights)evolveintheUnitedStates?

● Howdidournationalculturereflectwhatit meanstobeanAmerican?

● Howdidtheeconomyplayacriticalroleinthe

withrespecttotheworldviewofthe historicalperiod.

● (S4)Icanevaluateprimaryandsecondary multipleinterpretationsofeventstogain historicalunderstanding.

LearningActivities:

UnitedStatesgovernment’spoliciesand actions?

● HowdidtechnologyinfluenceAmerican society?

● HowdidtheroleoftheAmericangovernment change?(onthedomesticfront)

● HowdidtheroleoftheUnitedStatesinworld affairsdevelopovertime?

● Howdidimmigrationandmigrationimpact theUnitedStates?

● StudentswilllearnaboutthepresidencyofJohnKennedy

○ Studentswillexaminethepresidentialelectionof1960andtheroleoftelevisionandthe ElectoralCollegeinitsoutcome.(S2)

○ StudentswilldoaclosereadandanalysisofPresidentKennedy’sInauguralAddress.(S4)

○ StudentswillcompleteaRFIassessmentaboutPresidentKennedy’sroleintheBayofPigs, andBerlinWall.(S3)

○ StudentswilllookatPresidentKennedy’sroleintheSpaceRaceandthedevelopmentofthe technologytolandamanonthemoon.(S1,S3)

ThirdTopic:TheGreatSociety

LearningTargets:

● (S1)Icanrecordinformationusingavariety ofnote-takingtechniques.

● (S2)Icandeterminecentralideasand summarizehistoricalcontent.

● (S3)Icanevaluateindividualsandevents withrespecttotheworldviewofthe historicalperiod.

● (S4)Icanevaluateprimaryandsecondary multipleinterpretationsofeventstogain historicalunderstanding.

LearningActivities:

Estimated#ofLessons:3

EssentialQuestions:

● Howdidfreedomandequality(citizens’ rights)evolveintheUnitedStates?

● Howdidournationalculturereflectwhatit meanstobeanAmerican?

● Howdidtheeconomyplayacriticalroleinthe UnitedStatesgovernment’spoliciesand actions?

● HowdidtheroleoftheAmericangovernment change?(onthedomesticfront)

● StudentswilllearnaboutPresidentLyndonB.Johnson’sWaronPovertyandtheGreatSociety.

○ StudentswillreadabouttheprogramscreatedbyPresidentJohnsontohelpalleviate povertyandhungerinAmerica.(S1)

○ StudentswillassesstheeffectivenessoftheEconomicOpportunityAct,Medicareand Medicaid(S2,S4)

● Studentswilllearnabout“1968:ATumultuousYear”.

○ Studentswillcreateachartoftheeventsduring“1968:ATumultuousYear”.(S2)

○ Studentswillwriteabouthowthe1968DemocraticConventionandtheTetOffensiveledto domesticunrestandprotestsathome,andthedecisionbyPresidentJohnsonnottorunfor reelection.(S1,S4)

FourthTopic:Watergate

LearningTargets:

● (S1)Icanrecordinformationusingavariety ofnote-takingtechniques.

● (S2)Icandeterminecentralideasand summarizehistoricalcontent.

● (S3)Icanevaluateindividualsandevents withrespecttotheworldviewofthe historicalperiod.

● (S4)Icanevaluateprimaryandsecondary multipleinterpretationsofeventstogain historicalunderstanding.

LearningActivities:

Estimated#ofLessons:3

EssentialQuestions::

● Howdidfreedomandequality(citizens’ rights)evolveintheUnitedStates?

● Howdidournationalculturereflectwhatit meanstobeanAmerican?

● HowdidtechnologyinfluenceAmerican society?

● HowdidtheroleoftheAmericangovernment change?(onthedomesticfront)

● StudentswilllearnhowPresidentRichardNixonandhisadvisorsincreasedthepowerofthe presidency.

○ StudentswillcompleteanRFIassessmenton“HowaThirdRateBurglarythisJuneLedto theResignationofPresidentNixon''.(S2/S3)

● StudentswilllearnabouttheWatergateburglaryandcoverup.

○ StudentswillcreateatimelineoftheeventsoftheWatergatescandal.(S1,S2)

● StudentswilllearnaboutCongress'sroleintheattempttoimpeachPresidentNixonandhis eventualresignation.

○ StudentswillanalyzetranscriptsofPresidentNixon’sWhitehousetapes.(S4)

○ StudentswillreactandreflectontheimportanceofJohnDean’stestimonyaspartofthe SenateWatergatehearings.(S4)

CourseName:UnitedStatesHistoryII

Unit7Title:TheCivilRightsMovementandotherReformMovements(1954-present)Est.#ofLessons:11

UnitOverview:

TheCivilRightsMovementwasthestrugglebyAfrican-Americanstogainjustice,equality,andinclusion, underthelaw,takingplacelargelyinthe1950s,1960s,andearly1970s.WhiletheCivilWarhadabolished slavery,itdidnotenddiscriminationagainstAfrican-Americans.Theycontinuedtoendurethedevastating effectsofracismandJimCrow,especiallyintheSouth.YettheCivilRightsmovementdidnotjustpromote equalityforAfrican-Americans.Itwasalsoasocialjusticeconnectiontoothercauses.Sincethe1960’s, groupsincludingwomen,theLGBTcommunity,Latinos,Asians,andthedisabled,havemadecivilrights claimsaroundinclusionandequality.Forthesehistoricallymarginalizedgroups,thestrategiesusedby African-AmericansintheCivilRightsMovementwereacatalysttotheir fightforincreasedcivilrights.

● INQ.10.9-12. Constructargumentsusing preciseandknowledgeableclaims,with evidencefrommultiplesources,while acknowledgingcounterclaimsand evidentiaryweaknesses.

● D2.His.1.9-12. Evaluatehowhistorical eventsanddevelopmentswereshapedby uniquecircumstancesoftimeandplaceas wellasbroaderhistoricalcontexts.

● D2.His.2.9-12. Analyzechangeand continuityinhistoricaleras.

● D2.His.3.9–12.: Usequestionsgenerated aboutindividualsandgroupstoassesshow thesignificanceoftheiractionschanges overtimeandisshapedbythehistorical context.

● D2.His.5.9-12. Analyzehowhistorical contextsshapedandcontinuetoshape people’sperspectives.

● D2.His.14.9-12. Analyzemultipleand complexcausesandeffectsofeventsinthe past.

● D2.His.16.9-12. Integrateevidencefrom multiplerelevanthistoricalsourcesand interpretationsintoareasonedargument aboutthepast.

Understandings

● AsaresultofthesuccessesoftheCivil RightsMovements,andtheWomen’s movement,African-Americans,women,and theLGBTQcommunitygainedincreased freedomandequality,

● Thenationalculturemoreaccurately reflectedthediversityofournation,inboth race,gender,andsexuality.

● Thegovernmentattemptedtoaddress incomeinequalitythroughtheCivilRights Actof1964and1968’sFairHousingAct.

● Televisionhelpedbringthebrutalityofthe struggleforcivilrightsintoAmerica'sliving rooms,bolsteringsupportfor disenfranchisedgroups.

● Thevariouscivilrightsmovementshelped toforcethefederalgovernmenttoend

RESEARCHANDUNDERSTAND

● Evaluatesourcesforcontent,reliability, accuracy,andbiastoensurethatthe informationisvalidandrepresentsarangeof viewpoints/perspective

● Findandmakeproductiveuseofmeaningful information

● Analyzehowgovernmentrulesandlaws impactthelivesofpeople

● Evaluatehowindividualsorgroupschange society

● Evaluatehowhistoricaleventsand developmentswereshapedbyunique circumstancesoftimeandplaceaswellas universalpatterns(e.g.,conflict,change, innovation,freedom)

CRITICALTHINKING

● Examineevidencetobetterunderstand complexissues,identifypatterns,and/ordraw conclusions

COMMUNICATION

● Developandpresentanidea,argument,or solutionthroughexplanationofcompelling claimswithsupportingevidence

EssentialQuestions

● Howdidfreedomandequality(citizens’ rights)evolveintheUnitedStates?

● Howdidournationalculturereflectwhatit meanstobeanAmerican?

● Howdidtheeconomyplayacriticalroleinthe UnitedStatesgovernment’spoliciesand actions?

● HowdidtechnologyinfluenceAmerican society?

● HowdidtheroleoftheAmericangovernment change?(onthedomesticfront)

● HowdidtheroleoftheUnitedStatesinworld affairsdevelopovertime?

● Howdidimmigrationandmigrationimpact theUnitedStates?

segregationlawsandrestorevotingrights forAfrican-Americans,andterminatelegal discriminationinhousing,educationand employment,attempttopasstheEqual RightsAmendment(ERA),andendthe discriminationoftheLGBTcommunity.

● ThesuccessathomeofAfrican-Americans fightingforcivilrightswasaninspiration forsubjugatedpeoplesworldwideintheir strugglesagainstcolonialism.

● TheCivilRightsmovementgaveimpetus andaffirmationforthe1965Immigration andNationalityAct.

Knowledge

Studentswillknowthat:

● TheCivilRightsMovementrestored universalsuffrageintheSouthernUnited Statesandoutlawedlegalsegregation.

● TheSecondWomen’sRightsMovement foughtforamorecentralroleforwomenin Americansocietythroughequalrights, opportunities,andgreaterpersonal freedom.

● TheStonewallRiotsof1969transformed thegayrightsmovementandthecurrent fightforLGBTrights.

Skills(FramedasLearningTargets)

● (S1)Icanrecordinformationusingavarietyof note-takingtechniques.

● (S2)Icandeterminecentralideasand summarizehistoricalcontent.

● (S3)Icanevaluateindividualsandeventswith respecttotheworldviewofthehistorical period.

● (S4)Icanevaluateprimaryandsecondary multipleinterpretationsofeventstogain historicalunderstanding.

● Examwithmultiplepartsthattestavariety ofskills,including:

*Objectivequestions

*Shortprimaryandsecondexcerpt

Interpretations

*Writingpromptwithspecificexamples fromtheUnittoevaluatethequestion “FillinUnitQuestion”

● Presentations-Studentsingroupswill createandpresentamockupNetflixseries abouttheCivilRightsMovementusinga teacherprovidedtemplate.

● Readandcreateanoutlineandillustrated graphicorganizerfor-

● Analyzeprimarysourcesfromnotable figures oftheperiod(eg:FannieLouHamer,Malcolm X,HueyNewton,BettyFreidan,Gloria Steinem,BayardRustin,HarveyMilk).

● ReadandcreateaT-Charttocompareand contrasttheWomen’sSuffrageMovementto theSecondWomen’sMovement.

● Readandconstructacausesandeffectschart beforeandafterthe:Brownv.Boardof Educationdecision

● Writingassessments-AnalyticalEssayon: WhathappenedtotheEqualRights Amendment(ERA)?

FirstTopic:CivilRightsMovement

LearningTargets:

● ReadingForInformation(RFI)Articletoread, highlight,annotate,andanswerguidedand open-endedcriticalthinkingquestionsusing text-basedevidencerelevanttotheunit.(eg: Newselaarticle“WhatStonewallMeansto thePeopleWhoWereThere”)

STAGE3:LEARNINGPLAN

● (S1)Icanrecordinformationusingavariety ofnote-takingtechniques.

● (S2)Icandeterminecentralideasand summarizehistoricalcontent.

● (S3)Icanevaluateindividualsandevents withrespecttotheworldviewofthe historicalperiod.

● (S4)Icanevaluateprimaryandsecondary multipleinterpretationsofeventstogain historicalunderstanding.

LearningActivities:

Estimated#ofLessons:6

EssentialQuestions:

● Howdidfreedomandequality(citizens’ rights)evolveintheUnitedStates?

● Howdidournationalculturereflectwhatit meanstobeanAmerican?

● HowdidtheroleoftheAmericangovernment change?(onthedomesticfront)

● StudentswilllearnabouttheoriginsofcivilrightsinAmerica

○ Studentswillreadandanalyzethe13th,14th,15thAmendmentsandPlessyvsFerguson. (S4)

● StudentswilllearnabouttheimpactofBrownv.BoardofEducation.

○ StudentswillevaluatetheWarrenCourt’sreasoninginBrownv.BoardofEducationandits significanceinadvancingcivilrights.(S2)

● StudentswilllearnabouttheGreatMigrationandthe“NadirofRaceRelations”.

○ Studentswillread“RedSummer:WhenRacistMobsRuled|AmericanExperience”andthe firsthandaccountsfoundinRaceRiot:ChicagointheRedSummerof1919(Blacksinthe NewWorld)”,andanalyzethetextsusingtheFourTextsProtocol.(S4)

SecondTopic:TheSecondWomen’sRight Movementofthe1960sand1970s

LearningTargets:

● (S1)Icanrecordinformationusingavariety ofnote-takingtechniques.

● (S2)Icandeterminecentralideasand summarizehistoricalcontent.

● (S3)Icanevaluateindividualsandevents withrespecttotheworldviewofthe historicalperiod.

Estimated#ofLessons:4

EssentialQuestions:

● Howdidfreedomandequality(citizens’ rights)evolveintheUnitedStates?

● Howdidournationalculturereflectwhatit meanstobeanAmerican?

● HowdidtheroleoftheAmericangovernment changeonthedomesticfront?

● (S4)Icanevaluateprimaryandsecondary multipleinterpretationsofeventstogain historicalunderstanding.

LearningActivities:

● Studentswilllearnaboutthesecondwaveoffeminism’ssuccessandfailures.

○ StudentswillreadandanalyzeaNewselaarticleontheNOWmovementandassessthe movement’seffectiveness.(S2)

● StudentswilllearnabouttheEqualRightsAmendment(ERA).

○ Studentswillspeculateonhowwomen’sliveswouldhavechangediftheERAwasratifiedby reading,annotating,andreflectingonthetextoftheproposedamendment.(S4)

● Studentswilllearnabout1950sand1960sperceptionsoftherolesofwomen.

○ Studentswillanalyzethecoverartandannotate“TheHousewife'sMomentofTruth”article fromtheSpring1972MSmagazineandcompareitwithtoday’sperceptionofwomen.(S2)

ThirdTopic:LGBTRights Estimated#ofLessons:3

LearningTargets:

● (S1)Icanrecordinformationusingavariety ofnote-takingtechniques.

● (S2)Icandeterminecentralideasand summarizehistoricalcontent.

● (S3)Icanevaluateindividualsandevents withrespecttotheworldviewofthe historicalperiod

● (S4)Icanevaluateprimaryandsecondary multipleinterpretationsofeventstogain historicalunderstanding.

LearningActivities:

EssentialQuestions:

● Howdidfreedomandequality(citizens’ rights)evolveintheUnitedStates?

● Howdidournationalculturereflectwhatit meanstobeanAmerican?

● HowdidtheroleoftheAmericangovernment change?(onthedomesticfront)

● Studentswilllearnabout howlawsintheUnitedStateshaveaffectedtheLGBTcommunityandhow LGBTpeoplehavetakenactiontofightfortheirrights.

○ Studentswillreadandanalyzeanarticletitled“TheStonewallRiots:CatalystforLGBT RightsMovement”toevaluatehowStonewallshapedgayidentityintheUS.(S2)

○ StudentswillreadaboutthepioneeringworkofHarveyMilkasthenation’s firstpublicly electedgaymanandresearchandwriteabouthowhislifeanddeathinspiredactivismin others.(S2)

○ StudentswillanalyzeBayardRustin’slifeandwriteaboutwhyRustin,themainorganizerof 1963MarchonWashingtonandanimportantleaderofthecivilrightsmovement,hasbeen hiddenfromAmericanhistory.(S2,S4)

CourseName:UnitedStatesHistoryII

Unit8Title:ContemporaryDomesticandGlobalIssuesandChallenges(1980-present)Est.#ofLessons:12

UnitOverview:

SincetheelectionofRonaldReaganin1980,theColdWarhadendedandanew,globalerahademerged.

Aftermorethan40yearsofforeignpolicyfocusedoncontainingcommunismandtheinfluenceofthe SovietUnion,capitalismanddemocracywerenowthedominanteconomicandpoliticalsystems,andthe UnitedStateswastheworld'slonesuperpower.Globalization,terrorism,andleadershipchangesoverthe nextthirtyplusyears,meantatimeofpartisandivisions,withAmericansstronglyidentifyingwithoneparty ortheother. WhatdiditmeanforUnitedStatesdomesticandforeignpolicies?

STAGE1:DESIREDRESULTS

EstablishedGoals

● INQ.10.9-12. Constructargumentsusing preciseandknowledgeableclaims,with evidencefrommultiplesources,while acknowledgingcounterclaimsand evidentiaryweaknesses.

● D2.His.1.9-12. Evaluatehowhistorical eventsanddevelopmentswereshapedby uniquecircumstancesoftimeandplaceas wellasbroaderhistoricalcontexts.

● D2.His.2.9-12. Analyzechangeand continuityinhistoricaleras.

● D2.His.3.9–12.: Usequestionsgenerated aboutindividualsandgroupstoassesshow thesignificanceoftheiractionschanges overtimeandisshapedbythehistorical context.

● D2.His.5.9-12. Analyzehowhistorical contextsshapedandcontinuetoshape people’sperspectives.

● D2.His.14.9-12. Analyzemultipleand complexcausesandeffectsofeventsinthe past.

● D2.His.16.9-12. Integrateevidencefrom multiplerelevanthistoricalsourcesand interpretationsintoareasonedargument aboutthepast.

TransferGoals

RESEARCHANDUNDERSTAND

● Evaluatesourcesforcontent,reliability, accuracy,andbiastoensurethatthe informationisvalidandrepresentsarangeof viewpoints/perspectives

● Findandmakeproductiveuseofmeaningful information

● Analyzehoweconomics(e.g.,trade,emerging markets,accesstoresources)influences governmentaldecisions

● Analyzehowgovernmentrulesandlaws impactthelivesofpeople

● Examinehowlocationinfluencesthepolitical, cultural,andeconomicbehaviorsofgroupsof peoplewithinagivenregion

● Evaluatehowhistoricaleventsand developmentswereshapedbyunique circumstancesoftimeandplaceaswellas universalpatterns(e.g.,conflict,change, innovation,freedom)

CRITICALTHINKING

● Examineevidencetobetterunderstand complexissues,identifypatterns,and/ordraw conclusions

COMMUNICATION

● Developandpresentanidea,argument,or solutionthroughexplanationofcompelling claimswithsupportingevidence

Understandings EssentialQuestions

● DuringtheshiftsbetweenRepublicanand DemocraticpresidentsandCongresses, debateshavedevelopedovervotingrights,

● Howdidfreedomandequality(citizens’ rights)evolveintheUnitedStates?

● Howdidournationalculturereflectwhatit

incomeinequality,andrace.

● Ournationalculturehaschangedtobe moreinclusiveanddiverse,openingupthe definitionofwhatitmeanstobean American.

● FromReaganomicsandthebalanced budgetsoftheClintonyears,totheGreat Recessionof2008,theAmericaneconomy haslookedforfairnessinspendingand taxation,andhealthcare.

● TheDigitalRevolution,throughpersonal computersandtheInternet,helpedcreate theInformationAge,anddramatically changeddatacollection,businesspractices, andentertaiment.

● TheAmericangovernment’srolein regulation,taxation,andspending,has grownoverthepast40plusyearsdespite NewFederalismandchangingPresidents andideologies.

● DespitetheendoftheColdWar,9-11,and globalization,theUnitedStateshas maintaineditsprominentpositionasthe world’smilitary,economic,andpolitical leader.

● ContinuedandIncreasedimmigrationfrom Mexico,CentralandSouthAmerica,and Asia,hastransformedtheAmerican culture,economy,andpolitics. meanstobeanAmerican?

Knowledge

Studentswillknowthat:

● PresidentsReaganandBushpursueda conservativeagendathatincludedtaxcuts, budgetcuts,andincreaseddefense spending

● PresidentsClintonandBushhadtoevolve thenation’sprioritiesathomeandabroad asaresponsetoterrorism,9-11,and globalization.

● PresidentsObamaandTrumpattemptedto changehealthcareandimmigration policies,andthenation'simageabroad.

● Howdidtheeconomyplayacriticalroleinthe UnitedStatesgovernment’spoliciesand actions?

● HowdidtechnologyinfluenceAmerican society?

● HowdidtheroleoftheAmericangovernment change?(onthedomesticfront)

● HowdidtheroleoftheUnitedStatesinworld affairsdevelopovertime?

● Howdidimmigrationandmigrationimpact theUnitedStates?

Skills(FramedasLearningTargets)

● (S1)Icanrecordinformationusingavarietyof note-takingtechniques.

● (S2)Icandeterminecentralideasand summarizehistoricalcontent.

● (S3)Icanevaluateindividualsandeventswith respecttotheworldviewofthehistorical period.

● (S4)Icanevaluateprimaryandsecondary multipleinterpretationsofeventstogain historicalunderstanding.

STAGE2:DETERMINEACCEPTABLEEVIDENCE

SummativeAssessment

● Examwithmultiplepartsthattestavariety ofskills,including:

*Objectivequestions

*Shortprimaryandsecondexcerpt Interpretations

*Writingpromptwithspecificexamples fromtheUnittoevaluatethequestion “FillinUnitQuestion”

● Presentations-Studentswillcreatean annotatedtimelineoftheappointmentsof SupremeCourtjudgesandSupremeCourt decisionsfrom1980topresent.

● Writingassessments-ArgumentativeEssay on:WhatshouldAmerica’sforeignpolicy betoday,considertheendoftheColdWar andPost9-11?

FormativeAssessment

● Readandcreateanoutlineandillustrated graphicorganizerfor-thewarintheformer Yugoslavia.

● Analyzeprimarysourcesfromnotable figures oftheperiod(eg:SandraDayO’Connor, OliverNorth,HillaryClinton,SteveJobs).

● ReadandcreateaT-ChartoftheDemocratic andRepublicandomesticpolicygoalsduring theClintonpresidency.

● Readandconstructacausesandeffectschart beforeandafterthe:ontheforeignpolicy actionsofPresidentsReaganandGeorgeH. W.Bush.

● ReadingForInformation(RFI)Articletoread, highlight,annotate,andanswerguidedand open-endedcriticalthinkingquestionsusing text-basedevidencerelevanttotheunit.(eg: DonaldTrumppulledoffastunningupsetto wintheWhiteHouse.Canhegovernadivided nation?)

STAGE3:LEARNINGPLAN

FirstTopic:ConservativeShiftUnderPresidents ReaganandBush

LearningTargets:

● (S1)Icanrecordinformationusingavariety ofnote-takingtechniques.

● (S2)Icandeterminecentralideasand summarizehistoricalcontent.

● (S3)Icanevaluateindividualsandevents withrespecttotheworldviewofthe historicalperiod.

● (S4)Icanevaluateprimaryandsecondary multipleinterpretationsofeventstogain historicalunderstanding.

LearningActivities:

Estimated#ofLessons:4

EssentialQuestions:

● Howdidfreedomandequality(citizens’ rights)evolveintheUnitedStates?

● Howdidournationalculturereflectwhatit meanstobeanAmerican?

● Howdidtheeconomyplayacriticalroleinthe UnitedStatesgovernment’spoliciesand actions?

● HowdidtheroleoftheAmericangovernment change?(onthedomesticfront)

● HowdidtheroleoftheUnitedStatesinworld affairsdevelopovertime?

● StudentswilllearnabouthowtheReaganRevolutionimpactedthenation.

○ Studentswillanalyzeanexcerptfromapoliticaldebateandlistthecharacteristicsof conservativeandliberalviewpoints.(S2,S3)

● StudentswilllearnaboutReaganeraeconomicanddomesticpolicies.

○ Studentswillusekeyeconomictermsinawrittenresponsetothequestion,“WastheReagan Revolutionasuccess?”(S2)

SecondTopic:The1990sandtheNewMillenium Estimated#ofLessons:4

LearningTargets:

● (S1)Icanrecordinformationusingavariety ofnote-takingtechniques.

● (S2)Icandeterminecentralideasand summarizehistoricalcontent.

● (S3)Icanevaluateindividualsandevents withrespecttotheworldviewofthe historicalperiod.

● (S4)Icanevaluateprimaryandsecondary multipleinterpretationsofeventstogain historicalunderstanding.

EssentialQuestions:

● Howdidfreedomandequality(citizens’ rights)evolveintheUnitedStates?

● Howdidournationalculturereflectwhatit meanstobeanAmerican

● Howdidtheeconomyplayacriticalroleinthe UnitedStatesgovernment’spoliciesand actions

● HowdidtechnologyinfluenceAmerican society?

● HowdidtheroleoftheAmericangovernment change?(onthedomesticfront

● HowdidtheroleoftheUnitedStatesinworld affairsdevelopovertime?

● Howdidimmigrationandmigrationimpact theUnitedStates?

LearningActivities:

● StudentswilllearnabouttheeconomicboomandstartofglobalizationunderPresidentBillClinton.

○ StudentswillcreateaninteractivetimelineofPresidentClinton’seconomicsuccesses.(S1, S4)

● StudentswilllearnabouttheNorthAmericanFreeTradeAgreement(NAFTA).

○ StudentswillanalyzetheeffectofNAFTAontoday’seconomyandthedebateoverillegal immigration.

● StudentswilllearnaboutUnitedStatesrelationshipswithformerColdWarenemies.

○ StudentswillanalyzewhytheUnitedStatessenttroopsintoYugoslaviaandKosovoandthe roleoftheUnitedNations.(S2,S3)

● Studentswilllearnaboutthe9-11attacks.

○ Studentswillcreatewordartorwordcloudsusinginterviewswiththreepeoplewho remembertheeventsof9-11.(S4)

ThirdTopic:PresidentsObamaandTrump Estimated#ofLessons:3

LearningTargets:

● (S1)Icanrecordinformationusingavariety ofnote-takingtechniques.

● (S2)Icandeterminecentralideasand summarizehistoricalcontent.

● (S3)Icanevaluateindividualsandevents withrespecttotheworldviewofthe historicalperiod.

● (S4)Icanevaluateprimaryandsecondary multipleinterpretationsofeventstogain historicalunderstanding.

EssentialQuestions:

● Howdidfreedomandequality(citizens’ rights)evolveintheUnitedStates?

● Howdidournationalculturereflectwhatit meanstobeanAmerican?

● Howdidtheeconomyplayacriticalroleinthe UnitedStatesgovernment’spoliciesand actions?

● HowdidtechnologyinfluenceAmerican society?

● HowdidtheroleoftheAmericangovernment change?(onthedomesticfront)

● HowdidtheroleoftheUnitedStatesinworld affairsdevelopovertime?

● Howdidimmigrationandmigrationimpact theUnitedStates?

LearningActivities:

● StudentswilllearnaboutPresidentObama’sandTrump’sdomesticandforeignpolicygoals.

○ StudentswillcreateaJanusFigurethatdemonstratesthedomesticpoliciesachievedand notachievedbyeachPresident.(S3)

● StudentswilllearnaboutPresidentObama’saccomplishments.

○ Studentswillread,analyze,andreactto,thetextofPresidentObama’sFarewellAddress. (S4)

● StudentswilllearnaboutPresidentTrump’simmigrationpolicy.

○ StudentswillreadandanalyzeaNewselatextsetexplainingRepublicanandDemocratic viewsonDeferredActionforChildhoodArrivalsprogram(DACA).(S2)

APU.S.History

CourseOverview:

InAPU.S.History,studentsinvestigatesignificantevents,individuals,developments,and processesinninehistoricalperiodsfromapproximately1491tothepresent.Students developandusethesameskillsandmethodsemployedbyhistorians:analyzingprimary andsecondarysources;developinghistoricalarguments;makinghistoricalconnections; andutilizingreasoningaboutcomparison,causation,andcontinuityandchange.The coursealsoprovideseightthemesthatstudentsexplorethroughoutthecourseinorderto makeconnectionsamonghistoricaldevelopmentsindifferenttimesandplaces:American andnationalidentity;work,exchange,andtechnology;geographyandtheenvironment; migrationandsettlement;politicsandpower;Americaintheworld;Americanand regionalculture;andsocialstructures.Inaddition,studentswillcompletearesearch projectandpresentationonaspecificdecadeincontemporaryAmerica.

CollegeCourseEquivalent: APUnitedStatesHistoryisequivalenttoatwo-semester introductorycollegecourseinU.S.History.Courseonecovers1491-1877.Coursetwo covers1877-present.

CompleteCourseCurriculum:

https://apcentral.collegeboard.org/media/pdf/ap-us-history-course-and-exam-description .pdf

CourseName:Civics-AmericanGovernment

Unit1Title:TheRolePower,PoliticsandGovernmentPlayinStudentsLives Est.#ofLessons:10

UnitOverview:Inthisunit,studentswillexaminetheimpactpower,politicsandgovernmenthaveontheir dailylives.Theybecomeorientedtopoliticalphilosophythatdescribesdifferentviewsofthenatureofman andseehowthatextendstothedesignandprimarypurposesofgovernment.Studentsapplytheirlearning throughidentifyingalocalornationalissuethatmatterstothemandthatshowhowcitizenscanimpact policyandaction.

CRITICALTHINKING:

● HIST9–12.1Analyzehowhistorical contextsshapedandcontinuetoshape people’sperspectives.

● CIV9–12.7Applycivicvirtuesand democraticprincipleswhenworkingwith others.

● CIV9–12.14Analyzehistorical, contemporary,andemergingmeansof changingsocieties,promotingthecommon good,andprotectingrights.

● INQ9-12.1Explainhowaquestionreflects anenduringissueinthe field.

● INQ9–12.5Determinethekindsofsources thatwillbehelpfulinansweringcompelling andsupportingquestions,takinginto considerationmultiplepointsofview representedinthesources,thetypesof sourcesavailable,andthepotentialusesof thesources.

● INQ9–12.10Constructargumentsusing preciseandknowledgeableclaims,with evidencefrommultiplesources,while acknowledgingcounterclaimsand evidentiaryweaknesses.

● Examineevidencetobetterunderstand complexissues,identifypatterns,and/ordraw conclusions

● Identifyaproblemandactivelyengage throughcivicinvolvementand/orindependent research

RESEARCH&UNDERSTANDING:

● Analyzehowgovernmentrulesandlaws impactthelivesofpeople

● Evaluatehowindividualsorgroupschange society

● Findandmakeproductiveuseofmeaningful information.

RESPONSIBLECITIZENSHIP:

● Identifyaproblemandactivelyengage throughcivicinvolvementand/orindependent research

COMMUNICATION:

● Developandpresentanidea,argument,or solutionthroughexplanationofcompelling claimswithsupportingevidence

Understandings EssentialQuestions

● Governmentisallaroundusandimpacts ourlivesinwaysthatwedon’talwayssee.

● Whatgovernmentalapproachesareneeded giventhetumultuoustimeswelivein?

STAGE1:DESIREDRESULTS

● Anunderstandingofpowerallowscitizens totakeanactiveroleinafunctioning democracy.

● Theprimarypurposesofwhygovernments exist,profoundlyinfluencethedebateover today’smostcontroversialtopics.

● Ideasaboutwhetherpeopleare fundamentallygoodorevilimpactsthe levelofcontrolthegovernmenthasontheir people.

● Wherecanstudentsidentifythe government'sroleintheirdaytodaylives?

● Whohasthepower?Howdoesmeaningful changehappenwithintheirauthority?

● Howdocitizenswhoengageinpolitical activityinfluenceothers?

Knowledge Skills(FramedasLearningTargets)

Studentswillknowthat:

● Whatpowerisandhowitisexercised.

● Power,authorityandlegitimacyare interrelated.

● Therearespecificstrategiespeopleuseto achievetheirpoliticalgoals.

● Order,protectionandpublicgoodsform thebasisforthepurposeofgovernment

● Hobbes’andLocke’sviewonthenatureof manandhowthatinfluencestherolethat governmentshouldplayincitizens'lives

● (S1)Icandrawonmyknowledgeofmy audiencetocommunicatemoreclearly, effectively,andpersuasively.

● (S2)Icanusepreparednotestoorganizeand reflectonmythinkingtodeepenmyCivics understandingandbebetterpreparedfor classdiscussion.

● (S3)Icanresearchandsummarizea contemporarylocalissuethatIwantto change.

● (S4)Icanpresentresearch findingsonanissue Iwanttochangetoanaudienceofmypeers.

● (S5)Icancomparedifferenttypesof constitutionaldemocraciesacrosstheworld.

STAGE2:DETERMINEACCEPTABLE EVIDENCE

● Project:Researchtoidentifyalocal contemporaryissueandanalyzethevarious formsofpowerthatarethebrokersof possiblechange

● Analysis:Basedontheexaminationof selectedvideos:

○ Summarizekeyevidencepresented basedonclaimspresented

○ Reflectonthevalidity/perspectives ofthoseclaims

● UnitTest:rangeofstructuredresponses (e.g.,multiplechoice,shortanswer)to evaluatethepowertorule,thefoundations ofgovernment,politicsandpoliticalactivity

● SmallandlargegroupSocraticdiscussionson thenatureofmanandhowthatimpactscivil society

● Useofgraphicorganizertocompareand contrastHobbesvsLocke.

● Useinteractivegamesandquizzestopractice structuredresponsesonthenatureofpower politicsandgovernment.

● Studentsubmissionofgoogletemplate identifyingmainideasonintroductionto democracylectureandvideoon“Why ordinarycitizensneedtounderstandpower”.

● Studentsturninprojecttopicproposalfor

● Analysis(DBQ):Examinemultiplesources todevelopaclaimonastudents perspectiveonthenatureofman, anduse evidencetosupportthatclaim

STAGE3:LEARNINGPLAN

Topic:TheFoundationsofGovernmentand UnderstandingPoliticalPower

LearningTargets:

● (S1)Icandrawonmyknowledgeofmy audiencetocommunicatemoreclearly, effectively,andpersuasively.

● (S2)Icanusepreparednotestoorganize andreflectonmythinkingtodeepenmy Civicsunderstandingandbebetter preparedforclassdiscussion.

● (S3)Icanresearchandsummarizea contemporarylocalissuethatIwantto change.

● (S4)Icanpresentresearch findingsonan issueIwanttochangetoanaudienceofmy peers.

LearningActivities:

Estimated#ofLessons:7

EssentialQuestions:

● Whatgovernmentalapproachesareneeded giventhetumultuoustimeswelivein?

● Wherecanstudentsidentifythegovernment roleintheirdaytodaylives?

● Videoresource-TEDTalkonthenatureofpower

● Projectintroduction-generatingarangeoflocalissuesthatmaybeofinterest

● Inclass-guidedinstructionactivityonthepracticalapplicationsofthenatureofpowerinstitutionsandactorsintheirlife.Studentsresearchtypesofpowerwiththelocaltopicsthat studentswouldliketochangeandinvestigatetheprocessandpracticalstepsrequiredtoimpact changewiththeirtopic.

● Videoresource-Analysisonwhatpublicgoodsareandtheroletheyplayincitizenslives(rational choicetheory)

● Small/Largegroupdebateoverwhatissuesshouldbeclassifiedaspublicgoodsandwhy

● Introductionpresented-methods,purposeandtypesofSocratictypeseminars

● UsingdiscussionprotocolsfromHarvard’steachingandlearninglab-Small/Largegroupdiscussion examiningstrategiespeopleusetotoinfluenceothersforpoliticalends.onpurposeofgovernment includingtherolepublicgoods,coercionandrevenuecollectionplayinpublicpolicy.

SecondTopic:Governmentlegitimacyandpolitical influence.

LearningTargets:

● (S1)Icandrawonmyknowledgeofmy audiencetocommunicatemoreclearly, effectively,andpersuasively.

● (S2)Icanusepreparednotestoorganize andreflectonmythinkingtodeepenmy Civicsunderstandingandbebetter preparedforclassdiscussion.

● (S5)Icancomparedifferenttypesof constitutionaldemocraciesacrossthe world.

LearningActivities:

Estimatednumberoflessons:3

EssentialQuestions:

● Whohasthepower?Howdoesmeaningful changehappenwithintheirauthority?

● Howdocitizenswhoengageinpolitical activityinfluenceothers?

● Video-Examiningthenatureofthehumancondition(Hobbesvs.Locke).

● (graphicorganizerex,Canva,noodletools)discussion,outliningHobbesvsLockepositions ontheSocialContact.

● IntroducestudentstoprotocolsandrubricsthatcanbeusedforSocraticseminars.

● UsingdiscussionprotocolsfromHarvard’steachingandlearninglabSmall/Largegroup discussionexaminingstrategiespeopleusetotoinfluenceothersforpoliticalends.Video resource:Machiavelli-(backgroundandcontroversyoverMaciavelli’sperspectiveson governance).

● Guidednotetakingactivity(Example,KAMI,GINGKO)-professor-onlinepresentation

● Interactivegamesandquizzestopracticestructuredresponses(TCI)textonlinesupport

UnitOverview:Inthisunit,studentswillexamineandproposehowpoliticalandeconomicpowershouldbe distributedinasocietythroughtheanalysisofdifferentformsofgovernment.Studentsthenapplythat learningthroughthelensofthreefundamentaleconomicquestions:whattoproduce,how,andforwhom?

● CIV9-12.6Critiquerelationshipsamong governments,civilsocieties,andeconomic markets

Examineevidencetobetterunderstand complexissues,identifypatterns,and/ordraw conclusions

● CIV9–12.9Useappropriatedeliberative processesinmultiplesettings.

● HIST9–12.1Analyzehowhistorical contextsshapedandcontinuetoshape people’sperspectives.

● INQ9–12.1Explainhowaquestionreflects anenduringissueinthe field.

● INQ9–12.2Explainpointsofagreement anddisagreementexpertshaveabout interpretationsandapplicationsof disciplinaryconceptsandideasassociated withacompellingquestion.

● INQ9–12.11Constructexplanationsusing soundreasoning,correctsequence(linear ornonlinear),examples,anddetailswith significantandpertinentinformationand data,whileacknowledgingthestrengths andweaknessesoftheexplanationgivenits purpose(e.g.,causeandeffect, chronological,procedural,technical).

Research&Understanding:

● Analyzehowgovernmentrulesandlaws impactthelivesofpeople

● Analyzehowgovernmentrulesandlaws impactthelivesofpeople Communication:

● Developandpresentanidea,argument,or solutionthroughexplanationofcompelling claimswithsupportingevidence

Understandings EssentialQuestions

● Everyformofgovernmenthasclear advantagesanddisadvantagesforthe governed.

● Politicalideologiesrepresentpeople's feelingsoverhowmuchpowerthe governmentshouldhaveintheirsocialand economiclives.

● Differenteconomicsystemsinvolve politicalandeconomictradeoffsthat impactcitizens'lives.

● Howdoesthegovernment“sitwith”the people?Whendothetideschange?Whendo leadersandgovernmentsfalloutoffavor?

● Whatdopoliticalideologiessayaboutthe rolethegovernmentshouldplayinourlife?

● Howdogovernmentsdecidewhattoproduce, howandforwho?

Knowledge Skills(FramedasLearningTargets)

● Therearevaryingassumptionsonhuman naturethatleadtovaryingbeliefsaboutthe purposeandformsofgovernment.

● Roledifferenteconomicsystemsplayin tryingtoanswerthethreequestionsof whattoproduce,howtoproduceitand howitshouldbedistributed.

● (S1)Icanusegraphicorganizerstoshowthe advantagesanddisadvantagesofdifferent typesofgovernmentsaroundtheworld.

● (S2)Icanexaminethecharacteristicsof contemporaryformsoftotalitarianism.

● (S3)Icandistinguishbetweenliberalism, conservatism,libertarianism,andpopulism.

● (S4)Icanengageindiscussionsaboutthe impactpoliticalideologieshaveinmodern politicaldebatesusingmypreparednotes.

● (S5)Icancompareandcontrastamarket

economy,commandeconomy,traditional economyandmixedeconomies.

STAGE2:DETERMINEACCEPTABLEEVIDENCE

SummativeAssessment

● Analysis:Basedontheexaminationof selectedvideos:CommandvsMarket Economy,TypesandFormsofGovernment, IntroductiontoDemocracyII

○ Summarizekeyevidencepresented basedonclaimspresented

○ Reflectonthevalidity/perspectives ofthoseclaims

● UnitTest:rangeofstructuredresponses (e.g.,multiplechoice,shortanswer)to evaluatetheoriginsandevolutionof government,formsofgovernmenttoday, andeconomicsystemsaroundtheworld.

FormativeAssessment

● SmallandlargeSocraticdiscussionsonwhere governmentauthorityshouldbelocated,how muchshouldthegovernmentdoandthe debatesbetweendifferentpolitical ideologicalgroups.

● Useinteractivegamesandquizzes(TCI softwareprogram)topracticestructured responsesontheunitcomparingformsof government.

● Studentsubmissionofgoogletemplate identifyingmainideasoflectureon IntroductiontodemocracypartII,videoon commandvsmarketeconomies

● Googleforms-quizontypesandformsof governmentvideolessons.

FirstTopic:TypesandFormsofGovernments Estimated#ofLessons:4

RelevantLearningTargets(fromStage1):

● (S1)Icanusegraphicorganizerstoshowthe advantagesanddisadvantagesofdifferent typesofgovernmentsaroundtheworld.

● (S4)Icanengageindiscussionsaboutthe impactpoliticalideologieshaveinmodern politicaldebatesusingmypreparednotes.

LearningActivities:

RelevantEssentialQuestions(fromStage1):

● Howdoesthegovernment“sitwith”the people?Whendothetideschange?Whendo leadersandgovernmentsfalloutoffavor?

● Videoresource:Typesandformsofgovernment(howgovernmentsoperate,whoholdspowerand howtheyareorganized)

● Professoronlinepresentation-IntroductiontodemocracyII.-Videoresource-(elementsweneed fordemocracytosurvive)

● Guidednotetakingactivity(Example,KAMI,GINGKO)-professor-onlinepresentation

STAGE3:LEARNINGPLAN

● Videoresource-Whorules-differenttypesofgovernmentaroundtheworld

● Investigateusing(graphicorganizerex,,Canva,noodletools)-Advantagesofdifferenttypesof democraciesaroundtheworld

● Studentscompleteaselfreflectionontheirexperienceparticipatinginseminarbasedlearning.

● UsingdiscussionprotocolsfromHarvard’steachingandlearninglab-Small/Largegroupdiscussion overadvantagesanddisadvantagesofdifferenttypesofgovernmentsaroundtheworld.

SecondTopic:Howmuchpowershould governmentshave?

LearningTargets:

● (S2)Icanexaminethecharacteristicsof contemporaryformsoftotalitarianism.

● (S3)Icandistinguishbetweenliberalism, conservatism,libertarianism,andpopulism.

● (S4)Icanengageindiscussionsaboutthe impactpoliticalideologieshaveinmodern politicaldebatesusingmypreparednotes.

LearningActivities:

Estimated#ofLessons:4

EssentialQuestions:

● Whatdopoliticalideologiessayaboutthe rolethegovernmentshouldplayinourlife?

● Professoronlinepresentation-IntroductiontodemocracyII.-Videoresource-(Political ideologies)Studentsexamineliberalism,conservatism,libertarianism,andpopulism.

● Guidednotetakingactivity(Example,KAMI,GINGKO)onlinepresentation

● UsingdiscussionprotocolsfromHarvard’steachingandlearninglab-Small/Largegroupdiscussion overimpactpoliticalideologieshaveinmodernpoliticaldebates.

ThirdTopic:Thedistributionofeconomicpowerin governments

LearningTargets:

● (S1)Icanusegraphicorganizerstoshowthe advantagesanddisadvantagesofdifferent typesofgovernmentsaroundtheworld.

● (S4)Icanengageindiscussionsaboutthe impactpoliticalideologieshaveinmodern politicaldebatesusingmypreparednotes.

Estimated#ofLessons:3

EssentialQuestions:

● Howdogovernmentsdecidewhattoproduce, howandforwho?

LearningActivities:

● Guidednotetakingactivity(Example,KAMI,GINGKO,NoodleTools,Googledocs/forms)-on CommandvsMarketEconomies.

● Videoresource-CommandvsMarketEconomies,basiceconomicconcepts-differentwaysof structuringeconomies.

● Investigateusing(graphicorganizerex,,Alphabetbrainstorming,Canva,NoodleTools)-Three fundamentaleconomicquestions:Whattoproduce,howandforwhomandcompareandcontrasta marketeconomyvsacommandeconomy.

● UsingdiscussionprotocolsfromHarvard’steachingandlearninglab)-Small/Largegroupdiscussion overdebateaboutbenefitsofcommandtypeeconomiesvsmarkettypeeconomies. CourseName:Civics-AmericanGovernment

UnitOverview:Inthisunit,studentswillexaminepoliticalparties,interestgroups,technologyandtheir influenceonpoliticaldecisions.Studentsthenapplythatlearningbyidentifyingthekeytenetsofpolitical parties.Inadditionstudentsidentifytheirownpoliticalmindsetandidentifyanddevelopstrategiesthat leadtoproductivepoliticaldialogue.

STAGE1:DESIREDRESULTS

EstablishedGoals TransferGoals

● INQ9–12.1Explainhowaquestionreflects anenduringissueinthe field

● INQ9-12.3Explainpointsofagreement anddisagreementexpertshave interpretationsandapplicationsof disciplinaryconceptsandideasassociated withasupportingquestion

● CIV9–12.7Applycivicvirtuesand democraticprincipleswhenworkingwith others.

● CIV9-12.10Analyzetheimpactandthe appropriaterolesofpersonalinterestsand perspectivesontheapplicationofcivic virtues,democraticprinciples, constitutionalrightsandhumanrights.

CriticalThinking:

● Examineevidencetobetterunderstand complexissues,identifypatterns,and/ordraw conclusions

Research&Understanding:

● Evaluatehowindividualsorgroupschange society

● Findandmakeproductiveuseofmeaningful information.

Communication:

● Developandpresentanidea,argument,or solutionthroughexplanationofcompelling claimswithsupportingevidence

Understandings

● Politicalpartiesarebuiltoncommon philosophiesandpositionstogettheir candidateselectedtooffice.

● Interestgroupsaredesignedtoprovide peopleandorganizationswithan opportunitytohavetheirvoicesheard.

● Aperson’slifeexperienceandvalues influencetheirpoliticalchoices.

Knowledge

Studentswillknow…..

● Politicalpartiesrecruitcandidates,support campaigns,helporganizeelectionsand informvotersalltohelpgettheir candidateselectedtooffice.

● Thestructureofpoliticalpartiesatthe local,stateandnationallevelisdesignedto helptheircandidatesgetelectedtooffice.

● Thetwopartysystemtodayhasevolved andchangedashastheirbasesofsupport.

● Regionalandculturaldifferencescontinue toprovideamajorimpactonwhich politicalpartyapersonmaybelongto.

● Interestgroupsareorganizedandfundedin responsetotheneedforcitizenstobe heard.

EssentialQuestions

● Howdopoliticalpartiesandinterestgroups shapeourdiscussionsaboutimportanttopics?

● Howcanweworktounderstandan individual/group’sperspectivetoengagein moreproductivepoliticaldialogues?

● Howdopoliticalpartiesandinterestgroups provideopportunitiestoinfluenceour government?

Skills(FramedasLearningTargets)

● (S1)Icandrawonmyknowledgeofmy audiencetocommunicatemoreclearly, effectively,andpersuasively.

● (S2)Icanusepreparednotestoorganizeand reflectonmythinkingasIengageinclass discussion.

● (S3)Icanidentifywaysthatcitizenscan interactwithpoliticalpartiesandinterest groups.

● (S4)Icanlearnaboutmypoliticalphilosophy withtheuseofonlinesurveys.

● (S5)Icanengageinmoreproductivepolitical conversationsbyraisingquestions,listening tootherspointsofviewandcomparingthatto myownideas.

STAGE2:DETERMINEACCEPTABLEEVIDENCE

● Analysis:Basedontheexaminationof selectedvideos:

○ Summarizekeyevidencepresented basedonclaimspresented

○ Reflectonthevalidity/perspectives ofthoseclaims

● UnitTest:rangeofstructuredresponses (e.g.,multiplechoice,shortanswer)Political

● SmallandlargegroupSocraticdiscussionson thenatureofpoliticaldivisionandhowthat impactscivilsociety

● Useofgoogledocumentassignmentto synthesizeandsummarizethehistoryof politicaldivisionanditsimpacttoday.

● Useinteractivegamesandquizzestopractice structuredresponsesonthenatureofpolitical

partiesintheUnitedStates,Interestgroups inAmerica

● Analysis(DBQ):Examinemultiplesources todevelopaclaimonthequestionof whetherinterestgroupsaregoodorbadfor democracy. partiesandinterestgroups

● Videosummaryresponseonhowpolitical partiesalignthemselvestocontroversial topicsintheUnitedStates.

● UseofRFI’stosupportlearningonpolitical partystructureandinterestgroupsin America

● Studentsubmissionofanalysisandresponse ofonlinesurveyonpoliticaltypology

STAGE3:LEARNINGPLAN

FirstTopic:PoliticalPartiesInterestGroupsand howtheyimpactourpoliticaldecisions

RelevantLearningTargets(fromStage1):

● (S1)Icandrawonmyknowledgeofmy audiencetocommunicatemoreclearly, effectively,andpersuasively.

● (S2)Icanusepreparednotestoorganize andreflectonmythinkingasIengagein classdiscussion.

● (S3)Icanidentifywaysthatcitizenscan interactwithpoliticalpartiesandinterest groups,

LearningActivities:

Estimated#ofLessons:6

RelevantEssentialQuestions(fromStage1):

● Whataredifferentwayspeoplecaninteract withpoliticalpartiesandinterestgroups?

● Howdopoliticalpartiesshapeourdiscussions aboutimportanttopics?

● Howdopoliticalpartiesandinterestgroups provideopportunitiestoinfluenceour government?

● Videoresource-TEDTalk-Americanpartisanship

● Useofgoogledocumentassignmenttosynthesizeandsummarizethehistoryofpoliticaldivision anditsimpacttoday.

● Videoresource-KhanAcademyvideo-politicalpartiesalignment

● Videosummaryresponseonhowpoliticalpartiesalignthemselvestocontroversialtopicsinthe UnitedStates.

● Inclass-guidedinstructionactivityonthenatureandcharacteristicsofpoliticalpartiesand interestgroupsintheUnitedStates

● UsingdiscussionprotocolsfromHarvard’steachingandlearninglab-Small/Largegroup discussionsexamining“HamiltonvsMadison,andthebirthofpoliticalpartisanship”,contemporary relevanceofpoliticalideologicalstancesoncontroversialtopics,thequestionof“areinterest groupsgoodorbadforsociety”?

SecondTopic:Mindsetanditsimpactonpolitical discourseinAmerica

LearningTargets:

● (S4)Icanlearnaboutmypolitical philosophywiththeuseofonlinesurveys.

● (S5)Icanengageinmoreproductive politicalconversationsbyraisingquestions, listeningtootherspointsofviewand comparingthattomyownideas.

LearningActivities:

Estimated#ofLessons:4

EssentialQuestions:

● Howcanunderstandingaperson’smindset leadtoproductivepoliticaldialogue?

● VideoResource-TEDTalk-TheMoralRootsofLiberalsandConservatives

● Studentparticipationinanalysisandresponseofonlinesurveyonpoliticaltypology

● VideoResource-TEDTalk-HowtoHaveBetterPoliticalConversations

● StudentselfreflectionsonSocraticseminarperformance

● UsingdiscussionprotocolsfromHarvard’steachingandlearninglab-Small/Largegroup discussionsexaminingthemoralrootstoourpoliticalideologies.Discussiononhowtohavemore productivepoliticalconversationsatatimeofgrowingpolarizationinAmerica.

UnitOverview:Inthisunit,studentswillexaminehowpoliticalcampaignsandelectionsimpactcitizens' abilitytofeelapartoftheirdemocracy.Studentswillapplytheirknowledgeofthenatureoftheirelectoral systemtoengageinadebateovertheeffectivenessoftoday’selectoralprocess.

● INQ9–12.1Explainhowaquestionreflects anenduringissueinthe field

● INQ9-12.4Explainhowsupporting questionscontributetoaninquiryandhow, throughengagingsourcework,newand compellingandsupportingquestions emerge

CriticalThinking:

● Examineevidencetobetterunderstand complexissues,identifypatterns,and/ordraw conclusions Research&Understanding:

● Findandmakeproductiveuseofmeaningful information.

STAGE1:DESIREDRESULTS

● CIV9–12.7Applycivicvirtuesand democraticprincipleswhenworkingwith others.

● CIV9-12.10Analyzetheimpactandthe appropriaterolesofpersonalinterestsand perspectivesontheapplicationofcivic virtues,democraticprinciples, constitutionalrightsandhumanrights.

Understandings

● Democracyisbasedonelectionsthatare fair,whereeligiblepeoplevote,and revolutionshappenattheballotbox.

● Votingrightshaveexpandedthroughout Americanhistorybuttherearestill challengestomakeeveryone’svotecount.

● Politicalcampaignfundraisinghasevolved overtime.

Knowledge

● IntheU.S.therehasbeenagradualexpansion oftherighttovote.

● Basicrequirementsarenecessarytovote.

● Nominationprocessforcandidateselection

● Typesofprimaryelections:open,closed,and blanket,

● Votingpatternsandvoterbehaviorchange overtime.

● Processofgeneralelections

● Keyissuesonelections:gerrymandering, electoralcollege,andcampaign financereform

● Evaluatehowindividualsorgroupschange society Communication:

● Developandpresentanidea,argument,or solutionthroughexplanationofcompelling claimswithsupportingevidence

EssentialQuestions

● Isvotingaright,privilege,orresponsibility?

● Towhatextentdoelectionsempowergroups andindividualstomakechange?

● Howdopoliticalcampaignsengagepeopleto getthemtocareenoughtovote?

● Howdoescampaign financeimpactthe electoralprocess?Howdoesitinfluencethe behaviorofcandidatesandwhogetstobea candidate?

Skills(FramedasLearningTargets)

● (S1)Icanidentifypublicpolicieswheremy votemayimpacttherights,freedoms,and opportunitiesofmyselfandothers.

● (S2)Icananalyzedataonvotingpatternsin Americatoexplainwhoandhowoftenpeople vote.

● (S3)Icanexaminethestrengthsandissuesof moderndaypoliticalcampaigns.

● (S4)Icanexplainwhatgerrymanderingisand identifyitsimpactoverthepast5-50years.

● (S5)Icanapplymyunderstandingofthe electoralcollegetoengageinadiscussionon theappropriatenessofusingthatlaw.

● (S6)Icanusepreparednotestoorganizeand reflectonmythinkingtodeepenmyCivics understandingandbebetterpreparedfor classdiscussion.

SummativeAssessment

● Analysis:Basedontheexaminationof selectedvideos:

○ Summarizekeyevidencepresented basedonclaimspresented

○ Reflectonthevalidity/perspectives ofthoseclaims

● UnitTest:rangeofstructuredresponses (e.g.,multiplechoice,shortanswer)to evaluate:therighttovote,thenomination process,campaigningingeneralelections, financingelectioncampaigns,voter behavior

● Analysis(DBQ):Examinemultiplesources todevelopaclaimonastudents perspectivethedebateoverthemeritsof theelectoralcollege

FormativeAssessment

● SmallandlargegroupSocraticdiscussionson historicaldataonvoting,thechangingnature ofpoliticalcampaignsandthepoliticaldebate overgerrymanderingandtheelectoralcollege

● Useofgoogledocumentassignmentto synthesizeandsummarizethediscussionon campaignsandelections

● AnnotationassignmentusingKAMIonthe debateoverthemeritsoftheuseofthe electoralcollege

● GoogleformtoassessRFIassignmenton electoralcollege.

● Useinteractivegamesandquizzestopractice structuredresponsesonpoliticalcampaigns andelections.

● OnlineassessmentusingEdPuzzleon filmon Voting,campaignsandelectionsinAmerica.

STAGE3:LEARNINGPLAN

FirstTopic:PoliticalElectionsandVoting Estimated#ofLessons:4

RelevantLearningTargets(fromStage1):

● (S1)Icanidentifypublicpolicieswheremy votemayimpacttherights,freedoms,and opportunitiesofmyselfandothers.

● (S2)Icananalyzedataonvotingpatternsin Americatoexplainwhoandhowoften peoplevote.

● (S6)Icanusepreparednotestoorganize andreflectonmythinkingtodeepenmy Civicsunderstandingandbebetter preparedforclassdiscussion.

LearningActivities:

RelevantEssentialQuestions(fromStage1):

● Isvotingaright,privilege,orresponsibility?

● Towhatextentdoelectionsempowergroups andindividuals?

● Datadiscoveryactivity-studentsdiscussandgatherdataonwebsiteslike“fivethirtyeight”,“real clearpolitics”andthe“economist”tousefordiscussion.

● Useofgoogledocumentassignmenttosynthesizeandsummarizethediscussiononcampaignsand elections

● VideoResource-Professorlectureoncampaignsandelections

● StudentselfreflectionsonSocraticseminarperformance

● UsingdiscussionprotocolsfromHarvard’steachingandlearninglab-Small/Largegroup discussionsexamininghistoricaldataonvoting,andthechangingnatureofpoliticalcampaigns

SecondTopic:PoliticalCampaignsandCampaign Reform

LearningTargets:

● (S3)Icanexaminethenatureofpolitical campaignsandseetherelationshipsto today’spoliticaldebatesoverpolitical campaigns.

● (S4)Icanexplainwhatgerrymanderingis andidentifyitsimpactoverthepast5-50 years.

● (S5)Icanapplymyunderstandingofthe electoralprocesstoengageinadiscussion

● (S6)Icanusepreparednotestoorganize andreflectonmythinkingtodeepenmy Civicsunderstandingandbebetter preparedforclassdiscussion.

LearningActivities:

Estimated#ofLessons:4

EssentialQuestions:

● Howdopoliticalcampaignsengagepeoplein thevotingprocess?

● Howdoescampaign financeimpactthe electoralprocess?Howdoesitinfluencethe behaviorofcandidatesandwhogetstobea candidate?

● AnnotationassignmentusingKAMIonthedebateoverthemeritsoftheuseoftheelectoralcollege

● GoogleformtoassessRFIassignmentonelectoralcollege.

● UsingdiscussionprotocolsfromHarvard’steachingandlearninglab-Small/Largegroup discussionsdebatinggerrymanderingandthemeritsoftheelectoralcollege

● Videoresource-teachereditiondocumentaryontheelectoralprocessinAmerica

CourseName:Civics-AmericanGovernment

UnitOverview:Inthisunit,studentswillexamineandanalyzetheBillofRights.Studentswillapplytheir knowledgeofthecharacteristicsoftheBillofRightstodebatetheroletheyplayintheirownlives. StudentswillendtheunitbycompletingaprojectthatcompareshowtheUnitedStatesandothercountries definecitizen’srightsandliberties,andthenrankcountriesbasedonthelevelofindividualfreedoms citizenshaveineachcountry.

● INQ9-12.4Explainhowsupporting

questionscontributetoaninquiryandhow, throughengagingsourcework,newand compellingandsupportingquestions emerge

● INQ9–12.10Constructargumentsusing preciseandknowledgeableclaims,with evidencefrommultiplesources,while acknowledgingcounterclaimsand evidentiaryweaknesses

● CIV9-12.4ExplainhowtheU.S. Constitutionestablishesasystemof governmentthathaspowers, responsibilities,andlimitsthathave changedovertimeandthatarestill contested.

● CIV9–12.7Applycivicvirtuesand democraticprincipleswhenworkingwith others.

● CIV9-12.10Analyzetheimpactandthe appropriaterolesofpersonalinterestsand perspectivesontheapplicationofcivic virtues,democraticprinciples, constitutionalrightsandhumanrights.

Understandings

● TheBillofRightswas(andstillis)intendedto defineandprotectcitizens’individualrights andliberties.

● Examineevidencetobetterunderstand complexissues,identifypatterns,and/ordraw conclusions

Research&Understanding:

● Findandmakeproductiveuseofmeaningful information.

● Createcompellingquestionsorstatementsto driveresearchandanalysis

● Analyzehowgovernmentrulesandlaws impactthelivesofpeople

Communication:

● Developandpresentanidea,argument,or solutionthroughexplanationofcompelling claimswithsupportingevidence

● TheBillofRightsclarifiedindividualrights andlibertiestoprotectagainstfederal overreach.

● TheSupremeCourt’sjobistointerpretthe Constitutionbasedonissuesthatarelong

EssentialQuestions

● HowdoesanunderstandingoftheBillofRights shapeourviewofourrightsandliberties?

● HowandtowhatextentdoestheBillofRights impactourdailylives?

● IstheUSAresponsibleforpromotingdemocracy aroundtheworld?

● Doesourunderstandingofourcivillibertiesand rightsholdusresponsibleforpromoting democracy?

● (S1)Icanapplymyunderstandingoftopics relatedtomylearningontheBillofRightsto engageindiscussionswithmypeers.

● (S2)IcanresearchandsummarizespecificBill ofRightsand findconnectionstothoserights

standingandnew.

● The firstamendment’sfreedomofspeech clauseactslikeananchorforalltheother rightsintheamendment.

● Americahassomeofthemostrobust protectionsofindividualfreedomsinthe world. andcontroversialtopicsbeingdiscussed today.

● (S3)Icananalyzethelanguageofan amendmentandexistingSupremeCourt decisionstoinformmyownviewsonagiven rightsandlibertiestopic.

● (S4)Icandrawonmyknowledgeofmy audiencetocommunicatemoreclearly, effectively,andpersuasively.

● UnitTest:rangeofstructuredresponses (e.g.,multiplechoice,shortanswer) Definingandprotectingcitizensrightsand liberties,Firstamendmentrights, protectionsagainstabusesofgovernment power,citizensrightsinthelegalsystem, rightsandpowerofthestatesandpeople

● Analysis(DBQ):Examinemultiplesources todevelopaclaimonthestudents perspectiveonacontemporary controversialtopicthatinvolvesoneofthe specifictenamendments.

● SmallandlargeSocraticdiscussionson:Who theBillofRightswasmeanttoprotect,the relationshipoftheBillofRightstosomeof today’scontroversialtopics,thescopeand natureofthesecondamendment,theBillof RightsroleintheoverturningofRoevWade andthescopeofindividualrightsandliberties aroundtheworld.

● Useofgraphicorganizertoinvestigatebillof rightstopreparefordiscussion

● Useinteractivegamesandquizzestopractice structuredresponsesonthecharacteristics andnatureoftheBillofRights

● Studentswillcompletealessonanalyzingand assessingtheirownviewsonthetwelve amendmentsoriginallysenttothestates(libraryofcongress).

● Studentswillcompleteanactivityrestating andsummarizingintheirownwordsspecific BillofRightsoftheirownchoosingandthen presentingtheirversiontotheclass.

LearningTargets:

● (S1)Icanapplymyunderstandingoftopics relatedtomylearningontheBillofRights toengageindiscussionswithmypeers.

● (S2)Icanresearchandsummarizespecific BillofRightsand findconnectionstothose

EssentialQuestions:

● Howdoesanunderstandingofthepurposeof theBillofRightsshapeourviewofour liberties?

● HowandtowhatextentdoestheBillofRights impactourdailylives?

STAGE2:DETERMINEACCEPTABLEEVIDENCE

STAGE3:LEARNINGPLAN

rightsandcontroversialtopicsbeing discussedtoday.

● (S3)Icananalyzethelanguageofan amendmentandexistingSupremeCourt decisionstoinformmyownviewsona givenrightsandlibertiestopic.

● (S4)Icandrawonmyknowledgeofmy audiencetocommunicatemoreclearly, effectively,andpersuasively.

● Areweresponsibleforpromotingdemocracy aroundtheworld?

● Doesourunderstandingofourcivilliberties andrightsholdusresponsibleforpromoting democracy?

CourseName:AbnormalPsychology

Unit1-AbnormalPsychologyPastandPresent

Est.#ofLessons:5

UnitOverview:

Inthisunit,studentswillbeintroducedtomentaldisordersinadulthumans.Theywilldiscussthehistoryof mentalillness,aswellastheevolutionofdiagnosis,causes,andtreatments.

STAGE1:DESIREDRESULTS

EstablishedGoals

● D3.2.9-12.Evaluatethecredibilityofa sourcebyexamininghowexpertsvaluethe source.

● D4.1.9-12.Constructargumentsusing preciseandknowledgeableclaims,with evidencefrommultiplesources,while acknowledgingcounterclaimsand evidentiaryweaknesses.

● D4.4.9-12.Critiquetheuseofclaimsand evidenceinargumentsforcredibility.

● D4.6.9-12.Usedisciplinaryand interdisciplinarylensestounderstandthe characteristicsandcausesoflocal,regional, andglobalproblems;instancesofsuch problemsinmultiplecontexts;and challengesandopportunitiesfacedbythose tryingtoaddresstheseproblemsovertime andplace.

Understandings

● Mentalillnesscarriesastigma

● Diagnosisofmentalillnessissubjective

● Diagnosisofmentalillnessisgroundedin cultureandsocietalnorms

TransferGoals

RESEARCHANDUNDERSTANDING:CRITICAL THINKING

● Findandmakeproductiveuseofmeaningful information.

● Haveagreaterawarenessandknowledgeof psychopathologyinhopesofreducingthe sufferingandstigmaassociatedwithmental disorders.

● Haveagreaterawarenessandknowledgeof psychopathologyinhopesofreducingthe sufferingandstigmaassociatedwithmental disorders.

RESPONSIBLECITIZENSHIP

● Examineevidencetobetterunderstand complexissues,identifypatterns,and/ordraw conclusions.

EssentialQuestions

● Whenisbehavior“abnormal”?

● Whatcausesmentalillness?

● Hasthetreatmentofthementallyill improved?Explain.

● Whataretheeffectsofdiagnosticlabels?

Knowledge

● Definitionofdeviance,distress, dysfunction,anddanger

● Differencebetweenthesomatogenicand psychogeniccausesofmentalillness

● Howthementallyillhavebeentreated throughouthistory(ancientandmodern) andaroundtheworld

● Whatprofessionalsworkwiththementally illinAmerica

Chapter1Exam:MCAndShortEssayQuestions

Essayquestionsmayinclude:

1.Psychologicalabnormalitymayincludedeviance, distress,dysfunction,anddanger.

a.Explainwhateachoftheseterms meanregardingpsychological abnormality.

b.Provideanexampleofatime when each aspectofabnormality would NOT beconsidered abnormal.

2.Thefollowingtypesofmentalhealth professionalsworkintheareaofpsychological abnormality;describethedifferencesinhowthey areeducated,andinwhattheydo.

a.clinicalpsychologists

b.psychiatrists

c.clinicalresearchers

3.Defineandcontrast:

a.Somatogenicandpsychogenic perspectives

b.Provideatleastoneexampleof evidencesupportingeach perspective.

Skills(FramedasLearningTargets)

● (S1)Icanidentifyanddiscussrealworld applicationsofthefourD’sofabnormal psychology:Deviance,Distress,Dysfunction, Danger.

● (S2)Icanevaluatethehistoryandcurrent stateoftreatmentofthementallyill.

● EccentricsversusAbnormalChart

● EarlyMedicalProceduresandLobotomies Chart

● Study.comQuiz

STAGE2:DETERMINEACCEPTABLEEVIDENCE

FirstTopic:EccentricorAbnormal

LearningTargets:

STAGE3:LEARNINGPLAN

● (S1)Identifyanddiscussrealworld applicationsofthefourD’sofabnormal psychology:Deviance,Distress, Dysfunction,Danger.

LearningActivities:

Estimated#ofLessons:2

EssentialQuestion: Whenisbehavior“abnormal”?

● Chapter1PP(Contains:definitionsandexamplesofthefour“d’s”)(S1,S2)

● Chapter1Prezi(S1)

● “EccentricsversusAbnormal”Reading(S1)

● Study.comvideo(S1,S2)

SecondTopic:CausesandTreatmentofthe MentallyIll

LearningTargets:

● (S2)Evaluatethehistoryandcurrentstate oftreatmentofthementallyill.

LearningActivities:

Estimated#ofLessons:3

EssentialQuestions:

● Whatcausesmentalillness?

● Hasthetreatmentofthementallyill improved?

● Whataretheeffectsofdiagnosticlabels?

● Chapter1PP(Contains:treatmentofthementallyillandprevalenceofmentalillnessinminorities) (S2)

● EarlyMedicalProceduresandLobotomiesReading(S2)

● Rosenhanexperiment(S2)

● Study.comvideos(S2)

CourseName:AbnormalPsychologyUnit2-ResearchMethodsinPsychologyEst.#ofLessons:6

UnitOverview:

Inthisunit,studentswilldiscussdiagnosticissuesandmethodsusedtostudypsychopathology.Theywill alsobrieflyexamineethicalandlegalissuespertainingtopsychopathology.

● D3.2.9-12.Evaluatethecredibilityofa sourcebyexamininghowexpertsvaluethe

source.

● D3.3.9-12.Identifyevidencethatdraws informationdirectlyandsubstantiallyfrom multiplesourcestodetectinconsistencies inevidenceinordertoreviseorstrengthen claims.

● D4.1.9-12.Constructargumentsusing preciseandknowledgeableclaims,with evidencefrommultiplesources,while acknowledgingcounterclaimsand evidentiaryweaknesses.

● D4.4.9-12.Critiquetheuseofclaimsand evidenceinargumentsforcredibility.

● D4.6.9-12.Usedisciplinaryand interdisciplinarylensestounderstandthe characteristicsandcausesoflocal,regional, andglobalproblems;instancesofsuch problemsinmultiplecontexts;and challengesandopportunitiesfacedbythose tryingtoaddresstheseproblemsovertime andplace.

Understandings

● Psychologyinvolvesresearch.

● Psychologistsusethescientificmethodto studymentalillness.

● Therearelimitationstoclinicalresearch.

● Findandmakeproductiveuseofmeaningful information.

● Haveagreaterawarenessandknowledgeof psychopathologyinhopesofreducingthe sufferingandstigmaassociatedwithmental disorders.

RESPONSIBLECITIZENSHIP

● Examineevidencetobetterunderstand complexissues,identifypatterns,and/ordraw conclusions.

EssentialQuestions

● Whatresearchmethodsaremostappropriate forclinicalresearchersversusclinical practitioners?

● Whichresearchmethodsprovidevalidityand reliability?

● Whataretheethicallimitationsinclinical research?

● Whatarethebiaseswithinclinicalresearch?

Knowledge Skills(FramedasLearningTargets)

● Differencebetweennomotheticand idiographicresearch

● Threemainresearchmethodsinthe fieldof psychology:casestudy,correlational method,andtheexperimentalmethod

● Strengthsandweaknessesofeachofthe threeresearchmethods

● Whatitmeansforresearchtobevalidand reliable

● (S1)Icanuseevidencecollectedthroughcase study,correlational,andexperimental researchtoevaluatementalillness.

● (S2)Icanexplaincorrelationalrelationships.

● (S3)Icanidentifyimportantaspectsof experimentaldesign.

● (S4)Icandesignauthenticresearch.

● APAethicalguidelinesforresearch

● Howhistoricallyclinicalresearchsamples havebeenculturallybiased.(W.E.I.R.D.)

STAGE2:DETERMINEACCEPTABLEEVIDENCE

SummativeAssessment

Chapter2Examandshortanswer: Youarearesearchpsychologist.Youwanttoknow ifwatchingafunnyTVshowdecreasesstress. Explainhowyouwoulduseeachofthethree methodsofresearchtohelpyoureacha conclusion,andexplainwhyallthreearenecessary. Thinkaboutthestrengthsandweaknessesofeach method.

FormativeAssessment

● 5LandmarkCaseStudies

● CorrelationalRelationships

● IdentificationinExperimentalDesign

● Study.comquizzes

● DesignAuthenticResearch

STAGE3:LEARNINGPLAN

FirstTopic:CaseStudies

LearningTargets:

● (S1)Usecasestudy,correlational,and experimentalresearchtoevaluatemental illness.

LearningActivities:

● Discussionofproverbs(S1)

● PsychologyisW.E.I.R.D.(S1),(S4)

● Chapter2PP(S1)

● 5LandmarkCaseStudies(S1)

● Study.comvideo(S1)

SecondTopic:CorrelationalResearch

LearningTargets:

● (S1)Usecasestudy,correlational,and experimentalresearchtoevaluatemental illness.

● (S2)Explaincorrelationalrelationships.

Estimated#ofLessons:2

EssentialQuestions:

● Whatresearchmethodsaremostappropriate forclinicalresearchersversusclinical practitioners?

● Whichresearchmethodsprovidevalidityand reliability?

● Whataretheethicallimitationsinclinical research?

● Whatarethebiaseswithinclinicalresearch?

Estimated#ofLessons:2

EssentialQuestions:

● Whatresearchmethodsaremostappropriate forclinicalresearchersversusclinical practitioners?

● Whichresearchmethodsprovidevalidityand reliability?

● Whataretheethicallimitationsinclinical research?

LearningActivities:

● Chapter2PP(S1,S2)

● CorrelationalRelationships(S2)

● Study.comvideos(S2)

ThirdTopic:ExperimentalResearch Estimated#ofLessons:2

LearningTargets:

● Usecasestudy,correlational,and experimentalresearchtoevaluatemental illness.(S1)

● Identifyimportantaspectsofexperimental design.(S3)

● Designauthenticresearch.(S4)

LearningActivities:

● Chapter2PP(S1,S3,S4)

● IdentificationinExperimentalDesign(S3)

● AuthenticResearchDesign(S4)

● Study.comvideos(S3),(S4)

EssentialQuestions:

● Whatresearchmethodsaremostappropriate forclinicalresearchersversusclinical practitioners?

● Whichresearchmethodsprovidevalidityand reliability?

● Whatarethebiaseswithinclinicalresearch?

CourseName:AbnormalPsychologyUnit3:ModelsofAbnormality&ClinicalAssessmentandDiagnosis Est.#ofLessons:7

UnitOverview:

Inthisunit,studentswill…examineavarietyofmentaldisordersfromseveraldifferenttheoreticaland treatmentperspectives.Focuswillbeondiagnosis,epidemiology,courseofthedisorder,etiology,and treatmentissues.

STAGE1:DESIREDRESULTS

EstablishedGoals

● D3.2.9-12.Evaluatethecredibilityofa sourcebyexamininghowexpertsvaluethe source.

● D3.3.9-12.Identifyevidencethatdraws informationdirectlyandsubstantiallyfrom multiplesourcestodetectinconsistencies inevidenceinordertoreviseorstrengthen

TransferGoals

RESEARCHANDUNDERSTANDING:CRITICAL THINKING

● Findandmakeproductiveuseofmeaningful information.

● Haveagreaterawarenessandknowledgeof psychopathologyinhopesofreducingthe sufferingandstigmaassociatedwithmental disorders..

claims.

● D3.4.9-12.Refineclaimsandcounterclaims attendingtoprecision,significance,and knowledgeconveyedthroughtheclaim whilepointingoutthestrengthsand limitationsofboth.

● D4.4.9-12.Critiquetheuseofclaimsand evidenceinargumentsforcredibility.

● D4.6.9-12.Usedisciplinaryand interdisciplinarylensestounderstandthe characteristicsandcausesoflocal,regional, andglobalproblems;instancesofsuch problemsinmultiplecontexts;and challengesandopportunitiesfacedbythose tryingtoaddresstheseproblemsovertime andplace.

Understandings

Studentswillunderstandthat...

● Psychologyinvolvesdifferenttheoretical perspectives.

● Mentalillnesscanbecausedbyboth psychogenicandsomatogenicfactors.

● Cultureplaysaroleinthediagnosisof mentalillness.

Knowledge

● Psychodynamicapproachtopsychology andtheroleoftheunconscious

● Biologicalapproachtopsychologyandthe roleofneurotransmittersandthebrainin mentalillness

● Behavioralapproachtopsychologyandthe roleoflearningandmodelinginmental illness

● Cognitiveapproachtopsychologyandthe roleofthoughtprocessesinmentalillness

● Humanistic-existentialapproachto psychologyandtheroleofunconditional positiveregardinmentalillness

● Socioculturalapproachtopsychologyand theroleofcultureinmentalillness

EssentialQuestions

● Howdodifferenttheoreticalperspectives explainthecausesofabnormalbehavior?

● Whattreatmentplansdodifferenttheoretical perspectivesemploy?

● Whatroledobiologicalandcognitivefactors playinmentalillness?

● Howdoescultureplayaroleinthediagnosis ofmentalillness?

Skills(FramedasLearningTargets)

● (S1)Icandifferentiatebetweenthemajor theoristsandtheoreticalorientationsin psychology.

● (S2)Icanidentifythebasicstandardsforthe diagnosisandclassificationofmajor psychologicaldisorders.

● (S3)Icanevaluatethemultipleinfluenceson abnormalbehaviorasviewedfromdifferent theoreticalperspectives.

● (S4)Icanrecognizeandapplythediagnostic criteriaappliedintheinterventionand preventionofabnormalbehavior.

● (S5)Icanexploretheroleofbiologyasit pertainstohumanbehavior.

● (S6)Icanwriteandroleplayexamplesof

Chapter3Exam

1.Howwouldeachofthe fivemajor approachestopsychologydescribethe causesofBilly’sproblems?(Keepinmind thateachapproachwouldsingleouta differentproblemthatBillyishaving.)

2.WhatwouldeachsuggestthatBillydoto improvehisfuture?(Itisnotenoughto simplylistatreatment,youmust specificallyapplyittoBilly’scase)

FirstTopic:BiologicalApproach

LearningTargets:

Freud’sdefensemechanisms

● (S7)IcancreateexamplesofClassicaland OperantConditioning

● (S8)Icanroleplayusingcognitive,humanistic, andexistentialtherapies

● (S9)IcandiscusstheroleoftheDSM-Vin patientdiagnosis,regardlessofthetherapist’s theoreticalperspective

● (S10)Icanusean“OutrageousCelebrity”to applythedifferenttheoreticalperspectivesto explaintheirabnormalbehavior.

● TheRootsofMentalIllness

● DefenseMechanisms

● OperantandClassicalConditioning

● IllogicalThoughtProcesses

● “OutrageousCelebrity”

STAGE3:LEARNINGPLAN

Estimated#ofLessons:1

EssentialQuestions:

● (S2)Identifythebasicstandardsforthe diagnosisandclassificationofmajor psychologicaldisorders.

● (S3)Evaluatethemultipleinfluenceson abnormalbehaviorasviewedfrom differenttheoreticalperspectives.

● (S4)Recognizeandapplythediagnostic criteriaappliedintheinterventionand preventionofabnormalbehavior.

● (S5)Exploretheroleofbiologyasit pertainstohumanbehavior.

LearningActivities:

● DefiningYourView(S1),(S3)

● Chapter3PP(Contains:Biologicaltherapies)(S5)

● Howdodifferenttheoreticalperspectives explainthecausesofabnormalbehavior?

● Whattreatmentplansdodifferenttheoretical perspectivesemploy?

● Whatroledobiologicalandcognitivefactors playinmentalillness?

STAGE2:DETERMINEACCEPTABLEEVIDENCE

● TheRootsofMentalIllness(S5)

● BiologyandBehavior(S5)

● Study.comvideo(S2),(S3),(S4)

SecondTopic:Psychodynamic,Behaviorist, Cognitive,Humanistic-ExistentialApproach

LearningTargets:

● (S1)Differentiatebetweenthemajor theoristsandtheoreticalorientationsin psychology.

● (S2)Identifythebasicstandardsforthe diagnosisandclassificationofmajor psychologicaldisorders.

● (S3)Evaluatethemultipleinfluenceson abnormalbehaviorasviewedfrom differenttheoreticalperspectives.

● (S4)Recognizeandapplythediagnostic criteriaappliedintheinterventionand preventionofabnormalbehavior.

● S6)WriteandroleplayexamplesofFreud’s defensemechanisms.

● (S7)CreateexamplesofClassicaland OperantConditioning.

● (S8)Roleplayusingcognitive,humanistic, andexistentialtherapies.

LearningActivities:

Estimated#ofLessons:5

EssentialQuestions:

● Howdodifferenttheoreticalperspectives explainthecausesofabnormalbehavior?

● Whattreatmentplansdodifferenttheoretical perspectivesemploy?

● Whatroledobiologicalandcognitivefactors playinmentalillness?

● Chapter3PP(Contains:Freud’sdefensemechanisms,ClassicalandOperantConditioning,Roleplay usingcognitive,humanistic,andexistentialtherapies)(S6),(S7),(S8)

● DefenseMechanisms(S6)

● OperantandClassicalConditioning(S7)

● IllogicalThoughtProcesses(S8)

● Study.comvideos(S6),(S7),(S8)

ThirdTopic:SocioculturalApproachand Eclecticism

LearningTargets:

● (S1)Differentiatebetweenthemajor theoristsandtheoreticalorientationsin psychology.

● (S2)Identifythebasicstandardsforthe diagnosisandclassificationofmajor psychologicaldisorders.

● (S3)Evaluatethemultipleinfluenceson abnormalbehaviorasviewedfrom differenttheoreticalperspectives.

Estimated#ofLessons:1

EssentialQuestions:

● Howdodifferenttheoreticalperspectives explainthecausesofabnormalbehavior?

● Whattreatmentplansdodifferenttheoretical perspectivesemploy?

● Whatroledobiologicalandcognitivefactors playinmentalillness?

● Howdoescultureplayaroleinthediagnosis ofmentalillness?

● (S4)Recognizeandapplythediagnostic criteriaappliedintheinterventionand preventionofabnormalbehavior.

● (S9)DiscusstheroleoftheDSM-Vin patientdiagnosis,regardlessofthe therapist’stheoreticalperspective

● (S10)Usingan“OutrageousCelebrity” applythedifferenttheoreticalperspectives toexplaintheirabnormalbehavior.

LearningActivities:

● Chapter3PP(Contains:Socioculturaltherapies)(S9)

● DSM-V(S9)

● “OutrageousCelebrity”(S10)

● Study.comvideos(S9),(S10)

UnitOverview:

Inthisunit,studentswill…examinepersonalitydisordersfromseveraldifferenttheoreticalandtreatment perspectives.Focuswillbeondiagnosis,epidemiology,courseofthedisorder,etiology,andtreatment issues.

STAGE1:DESIREDRESULTS

● D3.2.9-12.Evaluatethecredibilityofa sourcebyexamininghowexpertsvaluethe source.

● D3.3.9-12.Identifyevidencethatdraws informationdirectlyandsubstantiallyfrom multiplesourcestodetectinconsistencies inevidenceinordertoreviseorstrengthen claims.

● D3.4.9-12.Refineclaimsandcounterclaims attendingtoprecision,significance,and knowledgeconveyedthroughtheclaim whilepointingoutthestrengthsand limitationsofboth.

● D4.4.9-12.Critiquetheuseofclaimsand evidenceinargumentsforcredibility.

● D4.6.9-12.Usedisciplinaryand

RESEARCHANDUNDERSTANDING:CRITICAL THINKING

● Findandmakeproductiveuseofmeaningful information.

● Haveagreaterawarenessandknowledgeof psychopathologyinhopesofreducingthe sufferingandstigmaassociatedwithmental disorders.

RESPONSIBLECITIZENSHIP

● Examineevidencetobetterunderstand complexissues,identifypatterns,and/ordraw conclusions.

interdisciplinarylensestounderstandthe characteristicsandcausesoflocal,regional, andglobalproblems;instancesofsuch problemsinmultiplecontexts;and challengesandopportunitiesfacedbythose tryingtoaddresstheseproblemsovertime andplace.

● D4.8.9-12.Applyarangeofdeliberative anddemocraticstrategiesandprocedures tomakedecisionsandtakeactionintheir classrooms,schools,andout-of-schoolcivic contexts.

Understandings EssentialQuestions

● Personalityis thecombinationof characteristicsorqualitiesthatforman individual'sdistinctivecharacter.

● Personalityevolvesfrombothbiological andenvironmentalfactors.

● Personalitytraitsthatarerigidand maladaptivemaybesignsofapersonality disorder.

● Whendopersonalitytraitsjustifya personalitydisorderdiagnosis?

● Isthereabetterwaytoclassifypersonality disordersthanthecategoricalapproach?

● Doesculturalbiasexistinpersonalitydisorder diagnosis?

● Whatdopsychologistsbelievearethecauses ofpersonalitydisorders?

● Whattherapiesaremosteffectiveintreating personalitydisorders?

Knowledge Skills(FramedasLearningTargets)

● Tenpersonalitydisordersandtheir characteristictraits

● Characteristicsymptomsofthethree clustersofpersonalitydisorders

● Theoreticalcausesofpersonalitydisorders

● Commontherapiesusedforpersonality disorders

● (S1)Icanidentifythebehavioralcriteriaofthe majorDSM-Vcategoriesofpersonality disorders.

● (S2)Icandescribetheprevalenceandcauses ofpersonalitydisorders.

● (S3)Icanexaminecontemporaryapproaches, basedontheoreticalmodelsandcurrent researchthatareusedforthetreatmentof personalitydisorders.

● (S4)Icancompareandcontrastthe categoricalanddimensionalapproachesto diagnosingpersonalitydisorders.

● (S5)Icanresearchandcreatepowerpointsto teachclassmatesaboutoneofthe10 personalitydisorders.

● (S6)Icanread10casestudiesandidentifythe personalitydisorder,aswellasthepervasive symptoms.Identifythebestcourseof

treatment,andhypothesizepotentialcauses basedonthedifferenttheoretical perspectives.

STAGE2:DETERMINEACCEPTABLEEVIDENCE

SummativeAssessment

Chapter16Exam

Choosethreeofthecasesandgivemeaplausible causefortheirpersonalitydisorder.Youmustrefer toatheoreticalperspectiveandbespecificinyour explanation.(Forexample,“apoorchildhood” wouldnotscore.)

FormativeAssessment

● GrouppresentationsonPersonalityDisorders

● CaseStudyChart

FirstTopic:PersonalityDisorders

LearningTargets:

● (S1)Identifythebehavioralcriteriaofthe majorDSM-Vcategoriesofpersonality disorders.

● (S2)Describetheprevalenceandcausesof personalitydisorders.

● (S3)Examinethecontemporary approaches,basedontheoreticalmodels andcurrentresearchthatareusedforthe treatmentofpersonalitydisorders.

● (S4)Compareandcontrastthecategorical anddimensionalapproachestodiagnosing personalitydisorders.

LearningActivities:

Estimated#ofLessons:2

EssentialQuestions:

● Whendopersonalitytraitsjustifya personalitydisorderdiagnosis?

● Isthereabetterwaytoclassifypersonality disordersthanthecategoricalapproach?

● Doesculturalbiasexistinpersonalitydisorder diagnosis?

● Chapter16PP(Contains:behaviorscriteriaforpersonalitydisorders,prevalenceandpotential causesofpersonalitydisorders,treatmentforpersonalitydisorders,andcategoricalv.dimensional approachtopersonalitydisorders)(S1),(S2),(S3),(S4)

● OverviewofPersonalityDisorders(S1),(S2)

● Study.comvideo(S1),(S2),(S3),(S4)

SecondTopic:GroupPersonalityDisorder Presentations

LearningTargets:

● (S5)Researchandcreatepowerpointsto teachclassmatesaboutoneofthe10 personalitydisorders.

Estimated#ofLessons:5

EssentialQuestions:

● Whendopersonalitytraitsjustifya personalitydisorderdiagnosis?

● Whatdopsychologistsbelievearethecauses

STAGE3:LEARNINGPLAN

LearningActivities:

● GrouppresentationsonPersonalityDisorders

● StudentPresentationNotes

ThirdTopic:CaseStudies

LearningTargets:

● (S6)Read10casestudiesandidentifythe personalitydisorder,aswellasthe pervasivesymptoms.Identifythebest courseoftreatment,andhypothesize potentialcausesbasedonthedifferent theoreticalperspectives.

LearningActivities:

ofpersonalitydisorders?

● Whattherapiesaremosteffectiveintreating personalitydisorders?

Estimated#ofLessons:1

EssentialQuestions:

● Whatdopsychologistsbelievearethecauses ofpersonalitydisorders?

● Whattherapiesaremosteffectiveintreating personalitydisorders?

● Exampleofpersonalitydisordercasestudy:schizotypalpd(S6)

CourseName:AbnormalPsychologyUnit5:SchizophrenicDisorders

UnitOverview:

Inthisunit,studentswill…examineschizophrenicdisordersfromseveraldifferenttheoreticaland treatmentperspectives.Focuswillbeondiagnosis,epidemiology,courseofthedisorder,etiology,and treatmentissues.

D3.2.9-12.Evaluatethecredibilityofasourceby examininghowexpertsvaluethesource.

D3.3.9-12.Identifyevidencethatdraws informationdirectlyandsubstantiallyfrom multiplesourcestodetectinconsistenciesin evidenceinordertoreviseorstrengthenclaims.

D3.4.9-12.Refineclaimsandcounterclaims attendingtoprecision,significance,andknowledge conveyedthroughtheclaimwhilepointingoutthe strengthsandlimitationsofboth.

RESEARCHANDUNDERSTANDING:CRITICAL THINKING

● Findandmakeproductiveuseofmeaningful information.

● Haveagreaterawarenessandknowledgeof psychopathologyinhopesofreducingthe sufferingandstigmaassociatedwithmental disorders.

RESPONSIBLECITIZENSHIP

● Examineevidencetobetterunderstand complexissues,identifypatterns,and/ordraw conclusions.

D4.4.9-12.Critiquetheuseofclaimsandevidence inargumentsforcredibility.

D4.6.9-12.Usedisciplinaryandinterdisciplinary lensestounderstandthecharacteristicsandcauses oflocal,regional,andglobalproblems;instancesof suchproblemsinmultiplecontexts;andchallenges andopportunitiesfacedbythosetryingtoaddress theseproblemsovertimeandplace.

D4.8.9-12.Applyarangeofdeliberativeand democraticstrategiesandprocedurestomake decisionsandtakeactionintheirclassrooms, schools,andout-of-schoolciviccontexts.

Understandings

● Thereisastigmaassociatedwithmental illness,andspecificallyschizophreniainthe UnitedStates.

● Schizophreniaevolvesfrombothbiological andenvironmentalfactors.

● Drugtherapyisnecessaryforthetreatment ofschizophrenia.

Knowledge

● Characteristicsymptomsofschizophrenia

● Biologicalcausesofschizophrenia

● Potentialenvironmentalcausesof schizophrenia

● Typicalcourseoftreatmentfor schizophrenia

● Positiveandnegativesymptomsaref schizophrenia

● Sideeffectsofdrugtherapy

● Whatprevalenceandincidenceratesare, andhowtheypertaintoschizophrenia

EssentialQuestions

● Whatcansocietydotoreducetheprevalence ofschizophrenia?

● WhatdomorepeopleinAmericansociety needtoknowaboutschizophreniaandother psychoticdisorders?

● Whatdopsychologistsbelievearethecauses ofschizophrenicdisorders?

● Whattherapiesaremosteffectiveintreating schizophrenicdisorders?

Skills(FramedasLearningTargets)

● (S1)Icanexplain“psychosis”andthe symptomsinvolvedwithasuchadiagnosis

● (S2)Icanidentifythebehavioralcriteriaofthe majorDSM-Vcategoriesofschizophrenic disorders

● (S3)Icandescribetheprevalenceandcauses ofschizophrenicdisorders

● (S4)Icanexaminethecontemporary approaches,basedontheoreticalmodelsand currentresearchthatareusedforthe treatmentofschizophrenicdisorders

● (S5)Icanidentifypossibleriskfactors associatedwithagreatervulnerabilityto schizophrenia

● (S6)Icanevaluatethesideeffectsofdrugs usedtotreatschizophrenia

● (S7)Icandiscussthedifferencebetween positiveandnegativesymptoms.

STAGE2:DETERMINEACCEPTABLEEVIDENCE

SummativeAssessment

Chapter14Exam

1.First,definewhatismeantbyapositive symptomofschizophrenia.Then,describe indetailfourpositivesymptomsof schizophrenia.

2.First,definewhatismeantbyanegative symptomofschizophrenia.Then,describe indetailfournegativesymptomsof schizophrenia.

3.Explainthediathesis-stressmodelof schizophrenia.Then,utilizingthree componentsofthebiologicalviewonthe developmentofschizophrenia,discusshow thediathesismodelcanbeappliedtothe developmentofschizophreniainagiven individual.

FormativeAssessment

● “TheBeginningsofMentalIllness”

● Study.coms

● BiologicalMarkersandtheFutureofEarly DiagnosisandTreatmentinSchizophrenia Questions

● Researchonworldwideprevalenceof schizophreniaandfamousexamples.

● FirstPersonJournalEntry

STAGE3:LEARNINGPLAN

FirstTopic:Schizophrenia:Prevalence,Symptoms, andDiagnosis

LearningTargets:

● (S1)Explain“psychosis”andthesymptoms involvedwithsuchadiagnosis.

● (S2)Identifythebehavioralcriteriaofthe majorDSM-Vcategoriesofschizophrenic disorders.

● (S3)Describetheprevalenceandcausesof schizophrenicdisorders.

● (S7)Discussthedifferencebetween positiveandnegativesymptoms.

LearningActivities:

Estimated#ofLessons:2

EssentialQuestions:

● Whatcansocietydotoreducetheprevalence ofschizophrenia?

● WhatdomorepeopleinAmericansociety needtoknowaboutschizophreniaandother psychoticdisorders?

● Chapter14PP(Contains:positiveandnegativesymptomsandprevalenceofschizophrenia)(S1), (S2),(S3),(S7)

● AndreaYatescourtcase(S1),(S2)

● Researchonworldwideprevalenceofschizophreniaandfamousexamples.(S3)

● “TheBeginningsofMentalIllness”andauditoryhallucinations(S7)

● Study.comvideo(S1),(S2),(S3),(S7)

SecondTopic:SchizophreniaCausesand Treatments

LearningTargets:

● (S4)Examinethecontemporary approaches,basedontheoreticalmodels andcurrentresearchthatareusedforthe treatmentofschizophrenicdisorders

● (S5)Identifypossibleriskfactorsassociated withagreatervulnerabilityto schizophrenia

● (S6)Evaluatethesideeffectsofdrugsused totreatschizophrenia

LearningActivities

Estimated#ofLessons:5

EssentialQuestions:

● WhatdomorepeopleinAmericansociety needtoknowaboutschizophreniaandother psychoticdisorders?

● Whatdopsychologistsbelievearethecauses ofschizophrenicdisorders?

● Whattherapiesaremosteffectiveintreating schizophrenicdisorders?

● Chapter14PP(Contains:causesandtreatments)(S4),(S5),(S6)

● BiologicalMarkersandtheFutureofEarlyDiagnosisandTreatmentinSchizophrenia(S4),(S5)

● TedTalkElynSaksonschizophrenia(S5),(S6)

● FirstPersonJournalEntry(S4),(S5)

UnitOverview:

Inthisunit,studentswill…examinesomatoformanddissociativedisordersfromseveraldifferent theoreticalandtreatmentperspectives.Focuswillbeondiagnosis,epidemiology,courseofthedisorder, etiology,andtreatmentissues.

EstablishedGoals TransferGoals

● D3.2.9-12.Evaluatethecredibilityofa sourcebyexamininghowexpertsvaluethe source.

● D3.3.9-12.Identifyevidencethatdraws informationdirectlyandsubstantiallyfrom multiplesourcestodetectinconsistencies inevidenceinordertoreviseorstrengthen claims.

● D3.4.9-12.Refineclaimsandcounterclaims attendingtoprecision,significance,and knowledgeconveyedthroughtheclaim whilepointingoutthestrengthsand limitationsofboth.

RESEARCHANDUNDERSTANDING:CRITICAL THINKING

● Findandmakeproductiveuseofmeaningful information.

● Haveagreaterawarenessandknowledgeof psychopathologyinhopesofreducingthe sufferingandstigmaassociatedwithmental disorders.

RESPONSIBLECITIZENSHIP

● Examineevidencetobetterunderstand complexissues,identifypatterns,and/ordraw conclusions.

STAGE1:DESIREDRESULTS

● D4.4.9-12.Critiquetheuseofclaimsand evidenceinargumentsforcredibility.

● D4.6.9-12.Usedisciplinaryand interdisciplinarylensestounderstandthe characteristicsandcausesoflocal,regional, andglobalproblems;instancesofsuch problemsinmultiplecontexts;and challengesandopportunitiesfacedbythose tryingtoaddresstheseproblemsovertime andplace.

● D4.8.9-12.Applyarangeofdeliberative anddemocraticstrategiesandprocedures tomakedecisionsandtakeactionintheir classrooms,schools,andout-of-schoolcivic contexts.

Understandings

● Thereisarelationshipbetween somatoformanddissociativedisorders.

● Somatoformanddissociativedisordersare rootedinemotionaltrauma..

● Themindandthebrainarenotthesame.

EssentialQuestions

● Whataretherepercussionsofemotional trauma?

● Arerepressedmemoriesrealorfalse memories?

● Whatroledoesstressplayinmentalillness?

● Whatisthedifferencebetweenthemindand thebrain?

● Whatdopsychologistsbelievearethecauses ofsomatoformanddissociativedisorders?

● Whattherapiesaremosteffectiveintreating somatoformanddissociativedisorders?

Knowledge Skills(FramedasLearningTargets)

● Characteristicsymptomsofsomatoform anddissociativedisorders

● Theoreticalcausesofsomatoformand dissociativedisorders

● Typicalcourseoftreatmentforsomatoform anddissociativedisorders

● Whatthespecificsomatoformand dissociativedisordersare

● Whatpsychosomaticillnessesare

● (S1)Icanexaminetherolethatstressplaysin psychopathology

● (S2)Icanidentifythebehavioralcriteriaofthe majorDSM-Vcategoriesofsomatoformand dissociativedisorders

● (S3)Icandescribetheprevalenceandcauses ofsomatoformanddissociativedisorders

● (S4)Icanexaminethecontemporary approaches,basedontheoreticalmodelsand currentresearchthatareusedforthe treatmentofsomatoformanddissociative disorders

● (S5)Icandiscussthedifferencebetween

Chapter7Exam

1.ForMunchausensyndrome,listDSM-5 criteriafordiagnosis;populationsproneto developingthedisorder;causesofthe disorder.Additionally,discussreasonsthe disordermayoccurandwhyitisdifficultto diagnose.

2.Describeandprovideexamplesofthethree waysinwhichalternatepersonalitiesmight interactinsomeoneexperiencing dissociativeidentitydisorder.(Youmustuse properterminology.)

3.Describeindetailhowtreatmentfor dissociativeidentitydisordermightdiffer fromtreatmentfordissociativeamnesiaor fordissociativefugue.

factitiousdisorderandmalingering.

● (S6)Icandifferentiatethesymptomsof schizophreniaandDID.

● (S7)IcanresearchexamplesofMunchausen byproxy:KathyandJenniferBush

● (S8)Icanexaminethecaseof“TheTownwith Tics”,anexampleofconversiondisorder

DIDCaseStudyQuestions

STAGE3:LEARNINGPLAN

FirstTopic:SomatoformandDissociative Disorders:Prevalence,Symptoms,andDiagnosis

LearningTargets:

● (S1)Examinetherolethatstressplaysin psychopathology

● (S2)Identifythebehavioralcriteriaofthe majorDSM-Vcategoriesofsomatoform anddissociativedisorders

● (S3)Describetheprevalenceandcausesof somatoformanddissociativedisorders

● (S4)Icanexaminethecontemporary approaches,basedontheoreticalmodels andcurrentresearchthatareusedforthe

Estimated#ofLessons:2

EssentialQuestions:

● Whataretherepercussionsofemotional trauma?

● Arerepressedmemoriesrealorfalse memories?

● Whatroledoesstressplayinmentalillness?

● Whatisthedifferencebetweenthemindand thebrain?

STAGE2:DETERMINEACCEPTABLEEVIDENCE

treatmentofsomatoformanddissociative disorders

● (S5)Discussthedifferencebetween factitiousdisorderandmalingering.

● (S6)Differentiatethesymptomsof schizophreniaandDID.

LearningActivities:

● Chapter7PP(Contains:differencesbetweenfactitiousdisorderandmalingering,examplesofBDD) (S1),(S2),(S3),(S4),(S5),(S6)

● StoryofKathyandJenniferBush(S5),(S7)

● TheTownwithTics(S1),(S2),(S3),(S8)

● Study.comvideo(S1),(S2),(S3),(S4),(S5),(S6)

SecondTopic:SomatoformandDissociative Disorders:CausesandTreatments

LearningTargets:

● (S3)Examinethecontemporary approaches,basedontheoreticalmodels andcurrentresearchthatareusedforthe treatmentofsomatoformanddissociative disorders.

LearningActivities:

● DIDCaseStudy(S3),(S6)

Estimated#ofLessons:5

EssentialQuestions:

● Whatdopsychologistsbelievearethecauses ofsomatoformanddissociativedisorders?

● Whattherapiesaremosteffectiveintreating somatoformanddissociativedisorders?

UnitOverview:

Inthisunit,studentswillexplorethebeginningsoftheConnecticutColonyandhowthishistoryshapes currentConnecticutattitudes,traditionandlaws.Studentswillengageinactivitiesthatrequirethemto lookathistoricaleventsfrommultipleperspectivesandtracethoseperspectivesthroughthemodernday. TheywillalsoexamineboththebenefitsandissueswithmemorializinghistoryandlookattheCTfolklore thatpersiststoday.

STAGE1:DESIREDRESULTS

EstablishedGoals

● CIV9–12.2Evaluatetheeffectivenessof citizensandinstitutionsinsolvingsocial andpoliticalproblems.

● HIST9-12.1Analyzehowhistorical contextsshapedandcontinuetoshape people’sperspectives.

● HIST9–12.4Analyzecomplexand interactingfactorsthatinfluencedthe perspectivesofpeopleduringdifferent historicaleras.

● HIST9–12.7Explainhowtheperspectives ofpeopleinthepresentshape interpretationsofthepast.

TransferGoals

RESEARCH&UNDERSTANDING;CRITICAL THINKING

● Evaluatesourcesforcontent,reliability, accuracy,andbiastoensurethatthe informationisvalidandrepresentsarangeof viewpoints/perspectives

● Evaluatehowhistoricaleventsand developmentswereshapedbyunique circumstancesoftimeandplaceaswellas universalpatterns(e.g.,conflict,change, innovation,freedom)

● Examineevidencetobetterunderstand complexissues,identifypatterns,and/ordraw conclusions

● Identifyaproblemandactivelyengage throughcivicinvolvementand/orindependent research

Understandings EssentialQuestions

● Connecticut’scolonialtraditionofself governmenthasbeenapointofprideanda pointofconflict.

● Thedurabilityofselfgovernmentisoften underthreatbyoutsidepowersand disenfranchisedgroups.

● Inactioncanbeadeliberatechoiceinorder toprotectawayoflife.

● Sharedconflictandsharedsuccesscreatea senseofcommunityandcommonvalues.

● Historyisoftenmemorializedtorepresent aversionofhistorythatmightbeonesided.

● Howdoconflictandsharedsuccesscreatea senseofcommunity?

● Towhatextentarehistoricalidentitiesusedas bothexcusesandinspirationformodern actionorinaction?

● Whatisthepurposeofmemorializinghistory?

● Whodetermineswhohaspower?Howdoes institutionalsetupandcontrolpreservethis powerstructure?

● Howdoesfolklorebothreflectacultureand shapeit?

● Whydosomestoriesbecomelegendary? Knowledge

Studentswillknowthat:

● PuritansthatbrokewithMassBayCo. broughtwiththemvaluesoftolerance, collectiveresponsibility,workethicanda measuredtemperament.

● Celebrationsofselfgovernancepromote valuesofindependenceandfreedom.

● TheMysticMassacrewasoriginallya celebratedturningpointinthePequotWar

● Folkloreoftenplaysaroleinshapingbeliefs thatinfluenceaction.

● (S1)Icananalyzesourcestodeterminetheir validity.

● (S2)Icandeterminethebiasofasourceby contextualizing,corroborating,closereading andsourcing.

● (S3)Icananalyzethepurposeofnarrativesin history.

● (S4)Icanintegratemultiplesourcesof informationpresentedindiversemediawhile evaluatingthecredibilityofeachsource.

● (S5)Icananalyzethestrengthsand weaknessesofagoverningbody.

STAGE2:DETERMINEACCEPTABLEEVIDENCE

Findastatue,monumentormemorialinWaterford orNewLondon.(S1,S2,S3,S4)

● Researchthehistoryofthemonument,the monument’sreception(news,local interviews,etc),andthe symbolism/messageused.

● Createapresentationaboutthemonument inanyapprovedformatincludinga brochure,Slides,Prezi,etc.

LookthroughtheFlorenceGriswoldMuseum’sonline collectionsto findanexampleofCTartworkinthe 18/1900s.CreateaWhereI’mFrompoeminthe perspectiveoftheartisttoaccompanytheirartwork. (S3,S4)

ResearchLittlePoland(NewBritain),LittleItaly(New Haven),RussianVillage(Southbury),WestIndian diasporainHartford,FilipinosinLedyardandGroton, ortheJewishcommunityinWestHartford(S2,S3, S4)

● Makepamphlet-Reasonforcongregatingin theregion,acceptance,currentcultural centersinthecommunity

Oralhistory:Interviewa first,secondgenimmigrant intown.Whatistheirexperiencelike?Comparetheir experiencestothoseinearlyCThistory.(S3,S4)

STAGE3:LEARNINGPLAN

FirstTopic:NarrowingNarratives

LearningTargets:

● (S1)Icananalyzesourcestodetermine theirvalidity.

● (S2)Icandeterminethebiasofasourceby contextualizing,corroborating,close readingandsourcing.

● (S3)Icananalyzethepurposeofnarratives inhistory.

● (S5)Icananalyzethestrengthsand

Estimated#ofLessons:6

EssentialQuestions:

● Howdoconflictandsharedsuccesscreatea senseofcommunity?

● Towhatextentarehistoricalidentitiesusedas bothexcusesandinspirationformodern actionorinaction?

● Whatisthepurposeofmemorializinghistory?

weaknessesofagoverningbody.

LearningActivities:

● WhereI’mFromPoemLesson,writeyourown(S3)

● ThemissingandmovedmonumentsoftheMysticMassacrediscussion(S3)

○ IntelligenceSquaredpodcast:RevereorRemove?Activelistening

● FundamentalOrdersof1639Investigation(S5)

● Electioncakes-Whatdotheoldrecipesandtraditionaroundprovidingthesecakestovoters suggestwasavalueofConnecticutians?Whowasn’tallowedtopartake?(S3)

● Propaganda:Comparativetextsto findbias/purpose,ComparePeter’sBlueLawsvs.Trumbull’s True BlueLaws(S1,S2))

● ThefallofthelastBlueLawinCTin2012-ConceptMap(S3)

● HomegrownTerrorAnnotatingandanalyzinghowBenedictArnoldturncoatedandwhatitmean (S2,S3)

● MemorializingIndependence:ExploringhowCTnativeJohnTrumbullpaintedTheDeclarationof IndependenceatPresidentJefferson’ssuggestion(S2,S3)

● Changingnames?(S3)

○ CaseStudy:PonemahMillsinTaftville-changednamein1877afterHenryWadsworth Longfellowpoem“SongofHiawatha”inspiration

○ ThamesRivertoPequot?SilentDebate

SecondTopic:Liberty&Legends Estimated#ofLessons:4

LearningTargets:

● (S3)Icananalyzethepurposeofnarratives inhistory.

● (S4)Icanintegratemultiplesourcesof informationpresentedindiversemedia whileevaluatingthecredibilityofeach source.

LearningActivities:

EssentialQuestions:

● Howdoesfolklorebothreflectacultureand shapeit?

● Whydosomestoriesbecomelegendary?

● Hobbomock-Compare3versionsoftheNativeAmericanlegend.(S4)

○ Evaluatecurrentevents:SleepingGiantSignSprayPaintedOver

● CTfolkloreProject-produceacreativepresentationonthefolkloreofyourchoice(S3)

● AnalyzeSoutheasternCTfolklore-(S3)

○ FlockTheatre’sBurningofArnold’sEffigyinNewLondon fieldtripduringschool?(purpose ofnarratives)

○ ColonelLedyard’sLegend-TalkwithJohnSteward

○ SeasideSanitorium

● WriteoriginalfolkloreaboutWaterfordthatfocusesonaWaterfordhero,landform,etc(S3)

ThirdTopic:IncludingImmigrants Estimated#ofLessons:6

LearningTargets:

● (S2)Icandeterminethebiasofasourceby contextualizing,corroborating,close readingandsourcing.

● (S3)Icananalyzethepurposeofnarratives

EssentialQuestions:

● Howdoconflictandsharedsuccesscreatea senseofcommunity?

● Towhatextentarehistoricalidentitiesusedas bothexcusesandinspirationformodern

inhistory.

● (S4)Icanintegratemultiplesourcesof informationpresentedindiversemedia whileevaluatingthecredibilityofeach source. actionorinaction?

● Whodetermineswhohaspower?Howdoes institutionalsetupandcontrolpreservethis powerstructure?

LearningActivities:

● Ancestry.com-immigrationofyourfamilyorfamousConnecticutian?(S3)

● ConcentricCircleDiscussion-Howhasyourfamily’sculturalheritageaffectedyourlifetoday?(S3)

● NewHavenMuseumOutreachProgram-IntroductiontoCTprimarysourceslessonson immigration(S4)

● Irish&WindsorCanals-Explorehowreligionwasafactorinacceptance(ornot)ofearlyimmigrants (S2,S4)

● MakeahistoricalwelcomebasketandcampaignforpostWWISouthernBlackmigrantstoCT(S3)

● Evaluatecityzoning-Lookathistoricalzoning1927regulationsinCT(WestHartford’sKingswood Grocerydebate),categorizestatedandimpliedgoalsforprovidingzoningregulations(S2,S4)

LookatWaterford’scurrentzoning

● JapaneseAmericansrelocatetoCTafterExecutiveOrder9066-LookattheWRAphotosof JapaneseAmericansinCT.TowhatextentwereJapaneseAmericanswelcomedinCT?Analyzethe biasoftheWRAandwhyCTmighthavewelcomedmigrantsduringwartime(S3,S4)

● ExploretheEthnicHeritageCenter’sWalkNewHavenmaps.Groupproject:researchandcreate oneforWaterfordusingGoogleMappinsandcomments(S3,S4)

UnitOverview:

ThefocusofthisunitwillbethehistoryofdissentthatisoftenoverlookedinConnecticut.Studentswill learnaboutrevolutionariesfrombeforetheAmericanRevolutionandlookatConnecticut’scontinuedforay intopushingagainstinjusticeandsocialnorms.ThisunitwilltakealocalviewofCivilRightsmovements throughoutAmericanhistoryandunrecognizedrevolutionarieswillbehighlighted.

● CIV9–12.2Evaluatetheeffectivenessof citizensandinstitutionsinsolvingsocial andpoliticalproblems.

● HIST9-12.1Analyzehowhistorical contextsshapedandcontinuetoshape people’sperspectives.

● HIST9–12.4Analyzecomplexand interactingfactorsthatinfluencedthe perspectivesofpeopleduringdifferent historicaleras.

● HIST9–12.7Explainhowtheperspectives

RESEARCH&UNDERSTANDING;CRITICAL THINKING

● Evaluatesourcesforcontent,reliability, accuracy,andbiastoensurethatthe informationisvalidandrepresentsarangeof viewpoints/perspectives

● Evaluatehowhistoricaleventsand developmentswereshapedbyunique circumstancesoftimeandplaceaswellas universalpatterns(e.g.,conflict,change, innovation,freedom)

ofpeopleinthepresentshape interpretationsofthepast.

● Examineevidencetobetterunderstand complexissues,identifypatterns,and/ordraw conclusions

● Identifyaproblemandactivelyengage throughcivicinvolvementand/orindependent research

Understandings EssentialQuestions

● Outsiderscomingintoasocietycreate challengesandopportunities.

● Sharedconflictandsharedsuccesscreatea senseofcommunityandcommonvalues.

● Resistancetounjustgovernanceand societalnormscanbe“silent”andgo unrecognized.

● Struggleforrightscanmirrornational movementsandbeinresponsetothem.

● Thefederalgovernmentcanbeslowto changebutlocalgovernmentsoftenact aspetridishesfornewideas.

● Howdoconflictandsharedsuccesscreatea senseofcommunity?

● Howdotheinsightsofindividualsaffectour collectivepictureofhistory?

● Whodecideswhatisjust?

● Howdidfreedomandequality(citizens’ rights)evolveintheUnitedStates?

● Towhatextentshouldindividuals,groups, and/orinstitutionshavethepowertomake decisionsaboutthelivesandwelfareof others?

● Whenisresistanceand/orrevolution justified/glorified/condemned?

● Howhaveminoritygroupsfoughtfor freedomandjusticethroughouthistoryand today,andinwhatwayshavetheirstruggles beeninsolidaritywithvariousothergroups?

Knowledge Skills(FramedasLearningTargets)

● CTwasoneofthe firststatestotakeaction againstEngland

● IndividualsinCThavebeenthecatalysts formanycivilrightsmovementsthroughout Americanhistory.

● Minoritygroupshavefoughttopreserve theirhumanityandtodevelopacultureand institutionsthatreflectedtheirownvalues andbeliefs.

● CT’sgovernmentreflectedchangesinlocal societiesandcausedchangesinthe nationalone.

● (S1)Icananalyzeahistoricaleventusing multipleperspectives.

● (S2)Icananalyzethepurposeofnarrativesin history.

● (S3)Icanevaluatemovementsbasedontheir historicalcontexts.

● (S4)Icananalyzethestrengthsand weaknessesofagoverningbody.

● Celebratetheachievementsofone“notso famous”CTrevolutionaryfromthe

● CharterOakSearch- findtenplacesthe charteroakisusedinCTimagery,ads,slogans

RevolutionaryWartotheCivilRights Movements(S1,S2,S3,S4)

○ Createalessonplantoteachthird gradersabouttheperson

○ Providesourcestoreadthatare frommultipleperspectives

○ Makesuretheissuethepersonwas rallyingagainstisclearandpresent throughoutthelesson

FirstTopic:AmericanRevolutionRevolutionaries

LearningTargets:

● (S1)Icananalyzeahistoricaleventusing multipleperspectives.

● (S2)Icananalyzethepurposeofnarratives inhistory.

● (S3)Icanevaluatemovementsbasedon theirhistoricalcontexts.

● (S4)Icananalyzethestrengthsand weaknessesofagoverningbody.

LearningActivities:

today(S1,S2,S3)

○ Wherewasitusedmostoften?What doesthissymbolrepresentbasedon thatcontext?

○ Afterlearningthehistory,doesthis symbolmakesenseinthecontextitis usedtoday?

● Createan“evidenceJamboard”ofthe Ruggles’familyofNorwich,Beamanfamilyof Middletownandfutureabolitionmovements acrossAmerica(S1,S3)

EssentialQuestions:

● Howdoconflictandsharedsuccesscreatea senseofcommunity?

● Whodecideswhatisjust?

● Howdidfreedomandequality(citizens’ rights)evolveintheUnitedStates?

● Towhatextentshouldindividuals,groups, and/orinstitutionshavethepowertomake decisionsaboutthelivesandwelfareof others?

● Whenisresistanceand/orrevolution justified/glorified/condemned?

● CT’s firstforayintodissent:Dixwell,WhalleyandGoffe-WeretheCTcolonistswhohidthese3of the59English“regicides”traitorsorheroes?(S1,S2,S3,S4)

○ AnnotateandreadColonistThomasHutchinson’s1764article,TheRegicidesinNE.What wasHutchinson’spotentialbias?Howdoeshepainttheregicidesandtheirprotectors?Read AlexanderWinston’s1964articlewiththesamequestions.

● TheRogerenesinQuakerHill-HowdidtheRogerenespushthelimitsofreligiousfreedom?(S1,S2, S3)

○ Jigsaw:NewLondon’sLoneliestGrave,The1674CTRogerenespush..,Rogerenesleavetheir markonCT

● NathanHale-Analyzetheartwork,quotesandpoemscreatedaboutNathanHalesoonafterhis executionbytheBritish.HowwasNathanHaleportrayedafterhisdeath?Why?(S1,S2,S3)

SecondTopic:TheAbused,Advocates,&Allies Estimated#ofLessons:4

LearningTargets:

● (S1)Icananalyzeahistoricaleventusing multipleperspectives.

● (S2)Icananalyzethepurposeofnarratives inhistory.

EssentialQuestions:

● Towhatextentshouldindividuals,groups, and/orinstitutionshavethepowertomake decisionsaboutthelivesandwelfareof others?

STAGE3:LEARNINGPLAN

● (S3)Icanevaluatemovementsbasedon theirhistoricalcontexts.

● (S4)Icananalyzethestrengthsand weaknessesofagoverningbody.

LearningActivities:

● Howdotheinsightsofindividualsaffectour collectivepictureofhistory?

● ExaminethelawsagainsthomosexualityintheCTandNewHavenColonies-Whatlanguageis similar?Wherediditcomefrom?Howmighttheselawshaveinfluencedattitudesofcolonists?(S1, S3,S4)

● ReadaboutRev.StephenGortonofWaterford-UsetheSecondarysourceanalysissheettorecord (S2,S3)

● ClickthroughtheCTHistoricalSociety’sLGBTQ+inCTtimelinefrom1970-whateventsledto futureLGBTQrightsinCT?Useacauseandeffectorganizertorecordyourthoughts.(S1,S2,S3,S4)

● Griswoldv.CT-casebriefing(S1,S2,S4)

○ Debate-istherearighttoprivacyupheldbytheConstitution?

ThirdTopic:CivilRightsRevolutionaries Estimated#ofLessons:5

LearningTargets:

● (S1)Icananalyzeahistoricaleventusing multipleperspectives.

● (S2)Icananalyzethepurposeofnarratives inhistory.

● (S3)Icanevaluatemovementsbasedon theirhistoricalcontexts.

● (S4)Icananalyzethestrengthsand weaknessesofagoverningbody.

LearningActivities:

EssentialQuestions:

● Towhatextentshouldindividuals,groups, and/orinstitutionshavethepowertomake decisionsaboutthelivesandwelfareof others?

● Howdotheinsightsofindividualsaffectour collectivepictureofhistory?

● AnalyzePrudenceCrandall’sSchoolforAfricanAmericanWomen&theBlackLawof1833through primarysources(S1,S3,S4)

○ Crandall’sletters

○ Crandall’sSong:FourLittleChildren

● BlackgovernorsofCT-wasCTbeingprogressiveorwasitjustafront?(S1,S4)

○ TalkwithCTExploredhistorianandauthorKatherineHarris

● CelebratethestilllifeofAfricanAmericanartist,CharlesEthanPorter-howwashissubjectmatter affectedbyhislifeinCT?HowwashisartaffectedbybeinganAfricanAmericanworkingjustafter theCivilWar?(S2)

● ExploretheUnrestinHartfordinthe1960sthroughtheperspectiveoftheBlackCaucus,theBlack Panthersandthepolice(S1,S4)

● InvestigatetheBlackPantherstrialsinNewHaven-Whatwastheoutcomeofthetrials?Whatisthe legacy?(S1,S3,S4)

○ WhyistheMayDayrallyontheGreen

● Sheffvs.O’Neill-cause&effectsofthecase(S3,S4)

○ InterviewElizabethHortonSheff?

● NewLondonBlackHeritageTrail fieldtrip(S1,S2)

CourseName:CreatingCTUnitTitle:OGImagineers

UnitOverview:

Inthisunit,studentswillexamineCT’sroleintransformingthegreaterAmericansocietythrough innovationandinvention.TheywillevaluateanotherofCT’snicknames,theProvisionsState,andanalyze thestate’srelationshipwiththemilitaryandagriculturethroughouthistory.Studentswillalsoinvestigate modernConnecticutinnovatorsthatareshapingthefoodtheyeat,jobstheyhaveandrecreationthey enjoy.

STAGE1:DESIREDRESULTS

EstablishedGoals

● HIST9-12.1Analyzehowhistorical contextsshapedandcontinuetoshape people’sperspectives.

● HIST9–12.4Analyzecomplexand interactingfactorsthatinfluencedthe perspectivesofpeopleduringdifferent historicaleras.

● HIST9–12.7Explainhowtheperspectives ofpeopleinthepresentshape interpretationsofthepast.

● GEO9–12.1Evaluatetheimpactof economicactivitiesandpoliticaldecisions onspatialpatternswithinandamongurban, suburban,andruralregions.

Understandings

● Innovations/Inventionsaimtomake progressbutcanalsohavedetrimental outcomes.

● Someregionsshapetheireconomiesto meetglobaldemand,transformingtheir societiestodoso

● Acapitalistsocietyseesvalueinattributing propercreditandpreservingintellectual propertyrights

● Societiesvenerateheroesandcelebrities similarlybutfordifferentreasons

TransferGoals

RESEARCH&UNDERSTANDING;CRITICAL THINKING

● Evaluatesourcesforcontent,reliability, accuracy,andbiastoensurethatthe informationisvalidandrepresentsarangeof viewpoints/perspectives

● Evaluatehowhistoricaleventsand developmentswereshapedbyunique circumstancesoftimeandplaceaswellas universalpatterns(e.g.,conflict,change, innovation,freedom).

● Examineevidencetobetterunderstand complexissues,identifypatterns,and/ordraw conclusions

● Identifyaproblemandactivelyengage throughcivicinvolvementand/orindependent research

EssentialQuestions

● Howcaninnovations/inventionsbeabenefit andhindrancetosociety?

● Howdoestheabundanceorscarcityof resourcesaffectthestabilityofaregion?

● Howconnectedareglobalconsumption patternstothesuccessesofacommunity?

● Whyisascribingpropercredittoinventions importanttoAmericans?

● Whatisthedifferencebetweenaheroanda celebrity?

● CThasatraditionofmilitaryandmaritime innovation

● Cottongin,sewingmachine, interchangeablepartsdrovetheIndustrial Revolution

● CT’sinventorswereinnovatorsinavariety of fields

● Controversialtradingindustrieslike whalingandivoryhaveleftanimpression onSECT

● Nuclearenergyhasbeenacontroversial butimportantpowerinCT’seconomy

● (S1)Icananalyzeahistoricaleventusing multipleperspectives.

● (S2)Icanevaluatehow political/social/economicsystemsareaffected byavailabilityofresourcesandgeographical accessibility.

● (S3)Icanevaluatethesuccessofthespreadof someideasoverothers.

STAGE2:DETERMINEACCEPTABLEEVIDENCE

SummativeAssessment

● GalleryWalkProject:Armor&Artillery(S1, S2,S3)

○ Modern-Sikorsky,Pratt&Whitney

■ Reviewcoltbankruptcy today

○ Frontier-Thegun(s)thatwonthe west-ColtArmory&Winchester RepeatingArms

■ Createanorganizer

FormativeAssessment

● Writeacomparativecasestudychanging consumptionpatterns&recoveringregions (S1,S2,S3)

○ WhalinginNL

○ Vs.IvoryinDeepRiver

● NuclearEnergySocraticSeminar-focusonthe Millstonepowerplant (S1,S2,S3)

○ TIME:NuclearWarriors

○ Governor’sCouncilonClimateChange

○ ProstonuclearenergyinCT

○ ConstonuclearenergyinCT

STAGE3:LEARNINGPLAN

FirstTopic:TheProvisionsState Estimated#ofLessons:5

LearningTargets:

● (S1)Icananalyzeahistoricaleventusing multipleperspectives.

● (S2)Icanevaluatehow political/social/economicsystemsare affectedbyavailabilityofresourcesand geographicalaccessibility.

● (S3)Icanevaluatethesuccessofthespread ofsomeideasoverothers.

LearningActivities:

EssentialQuestions:

● Howcaninventionsbeabenefitand hindrancetosociety?

● Howdoestheabundanceorscarcityof resourcesaffectthestabilityofaregion?

● Howconnectedareglobalconsumption patternstothesuccessesofacommunity?

● Whyisascribingpropercredittohistorical inventionsimportanttoAmericans?

● Investigatecongress’controversialdecisiontogiveWhitneythedefensecontractin1800(S1,S3)

○ Scavengerhuntraceto findproductsintheroomwithinterchangeableparts

● TheLegendandContributionsofEliWhitney-JigsawWhitney’sletters,articles&videosbothin defenseofthecottonginandcondemningit,ultimatelydiscussingthequestion:HowcanWhitney’s inventionsbeconsideredabenefitandhindrancetosociety?Answerusingfourcornersactivity(S1,

S2,S3)

● DowneasterAlexainitiation,whoisaffectedbychangingindustries?(S1,S2)

● Rememberinghistory-analyzehowthecontroversialindustryisrememberedusingtheWhale fountaininParadePlaza&theCharlesMorganinMystic(S1,S2)

○ VisittheMorgan,thelastof27,000woodenwhalingboatsintheUSA

● Research&makeaninfographiconan1800sCTinventionnotdiscussedinclass(S2,S3)

● Brainstormtheimportanceofbellsinhistory,culture,economy(S2,S3)

○ LearnaboutEastHampton’sBevin’sBells

SecondTopic:CadaverstoCircuses

● (S1)Icananalyzeahistoricaleventusing multipleperspectives.

● (S2)Icanevaluatehow political/social/economicsystemsare affectedbyavailabilityofresourcesand geographicalaccessibility.

● (S3)Icanevaluatethesuccessofthespread ofsomeideasoverothers.

LearningActivities:

Estimated#ofLessons:5

EssentialQuestions:

● Howcaninnovations/inventionsbeabenefit andhindrancetosociety?

● Howconnectedareglobalconsumption patternstothesuccessesofacommunity?

● Whatisthedifferencebetweenaheroanda celebrity?

● EvaluateGraveRobbingElis-wasYales’graverobbingaformofcommodifyingbodiesorscience? (S1,S2)

○ Crossunitconnections-Howdidthe1824dissectionriotsconnecttothePuritanidealsof CTatthetime?Knowingthistradition,whywasCTthe firststatetohaveanactlegalizing useof“criminalcorpses”formedicaldissection?

○ Readabouttheoutragein2017overtheYaleYearbookofCadaversversustheServiceof Gratitudetodonorfamilies-towhatextentaretheseareflectionofPuritanvalues(or somethingelse)?

● ReadaboutCT’sFarmforWomen-Whywasthewomen’sprisonconsideredsoinnovative?(S1,S3)

○ ComparetoprivateinstitutionslikeEastHaven’sHomefortheFriendless

● HeroorCelebrity?LearnaboutPTBarnuminCT(S1,S3)

○ ReadSaturdayEveningPost’sPlayingtheAmericanPublic1850sstyle-wasBarnumahero tothemisfitsorwasheexploitingthem?

● WaterburyRadiumgirls-“Observe,reflect,question”walkthroughprimarysourcesincludingads forbeauty,medicine,clockfacesandnewspaperarticlestohirewomenandtheiruntimelydemise.

○ Changestofederallaws&currentthinkingonradium

● MuseumExhibit:CelebrateeitherMarkTwainorWilliamGillete(S1,S3)

ThirdTopic:PresentPioneers

LearningTargets:

● (S1)Icananalyzeahistoricaleventusing multipleperspectives

● (S2)Icanevaluatehow political/social/economicsystemsare affectedbyavailabilityofresourcesand geographicalaccessibility

Estimated#ofLessons:5

EssentialQuestions:

● Howcaninventionsbeabenefitand hindrancetosociety?

● Howdoestheabundanceorscarcityof resourcesaffectthestabilityofaregion?

● Howconnectedareglobalconsumption patternstothesuccessesofacommunity?

● (S3)Icanevaluatethesuccessofthespread ofsomeideasoverothers

LearningActivities:

● Schoenknecht&MohawkMt’s firsteverartificialsnowindustry(S2,S3)

● Readanddiscussthearticle:FoodscapesbyNorahMackendrick(S2)

○ CollaborateonWaterford’sfoodscape

○ Jigsaw-eachgrouptakesalocalgrocerwithin5milesofschool,determineswhere10 fruits/vegetablesarefromafterexploringtheirwebsites,eachgroupgetsaregionofCTand makesalistofplacestobuylocallygrownfoodsinthatcounty

● Createacomparisonmatrix-HydroponicFarmsinGuilfordCTvs.theBlueEconomy/KelpFarming inStonington(S2,S3)

○ MeetwithSuzieFlores

● LakeTorpedoCompanyinBridgeport,CT,Vs.JohnHolland’sElectricBoat,Groton,CT-thetriumphs oftheQuakerandtheIrishImmigrant(S1,S2,S3)

○ Evaluateheadlines/politicalcartoonsfromnewspapersintheearly1900saboutthe competition

● KWLNuclearsubmarinesinGroton(S1)

○ ReciprocalTeaching-Costsofsubs,CTsubsinhistory,jobsatEB,theLilleyCharges

APU.S.GovernmentandPolitics

CourseOverview:APU.S.GovernmentandPoliticsprovidesacollege-level,nonpartisan introductiontokeypoliticalconcepts,ideas,institutions,policies,interactions,roles,and behaviorsthatcharacterizetheconstitutionalsystemandpoliticalcultureoftheUnitedStates. StudentswillstudyU.S.foundationaldocuments,SupremeCourtdecisions,andothertextsand visualstogainanunderstandingoftherelationshipsandinteractionsamongpoliticalinstitutions, processes,andbehaviors.Theywillalsoengageindisciplinarypracticesthatrequirethemtoread andinterpretdata,makecomparisonsandapplications,anddevelopevidence-basedarguments.In addition,theywillcompleteapoliticalscienceresearchorappliedcivicsproject.

CollegeCourseEquivalent:APU.S.GovernmentandPoliticsisequivalenttoaone-semester introductorycollegecourseinU.S.government.

CompleteCourseCurriculum:

https://apcentral.collegeboard.org/media/pdf/ap-us-government-and-politics-course-and-exam-d escription.pdf?course=ap-united-states-government-and-politics

APEuropeanHistory/UConnECEHIST1400ModernWesternTraditions

CourseOverview:

InAPEuropeanHistory/UConnECEHIST1400ModernWesternTraditions,students investigatesignificantevents,individuals,developments,andprocessesfrom approximately1450tothepresent.Studentsdevelopandusethesameskills,practices, andmethodsemployedbyhistorians:analyzingprimaryandsecondarysources; developinghistoricalarguments;makinghistoricalconnections;andutilizingreasoning aboutcomparison,causation,andcontinuityandchangeovertime.Thecoursealso providesseventhemesthatstudentsexplorethroughoutthecourseinordertomake connectionsamonghistoricaldevelopmentsindifferenttimesandplaces:interactionof Europeandtheworld,economicandcommercialdevelopment,culturalandintellectual development,statesandotherinstitutionsofpower,socialorganizationanddevelopment, nationalandEuropeanidentity,andtechnologicalandscientificinnovations.

CollegeCourseEquivalent: APEuropeanHistory/UConnECEHIST1400Modern WesternTraditionsisequivalenttoa3creditintroductorycollegecourse.Studentscan earncollegecreditbytakingtheAPEuropeanHistoryexam(scoring3-5,dependingon requirementsofthecollegethestudent finallyattends)and/orenrollingintheUConnECE program($150)andachievingagradeofCorhigher.StudentsenrollingintheUConnECE programwillreceiveanofficialUConntranscriptforHIST1400ModernWestern Traditionsthatmaybetransferredtootherinstitutionsaccordingtotheirspecifictransfer creditpolicies.

APCentralCompleteAPEuropeanHistoryCourseCurriculum: https://apcentral.collegeboard.org/media/pdf/ap-european-history-course-and-exam-des cription.pdf

UConnECEsyllabusforHIST1400: https://ece.uconn.edu/wp-content/uploads/sites/2571/2019/03/HIST_1400_sample_sylla bus_2009.pdf

BlackandLatinoStudies

CourseOverview: BlackandLatinoStudiesisafull-yearclass.Thecoursewillbetaughtascross-cultural, inquiry-based,andstudent-centered,focusingoncontentknowledgeandidentitydevelopment.BlackandLatino Studiesisanopportunityforyoutoexploretheaccomplishments,struggles,intersections,perspectives,and collaborationsofBlackandLatinopeopleintheUnitedStates.Wewillexaminehowhistoricalmovements, legislation,andwarsaffectedthecitizenshiprightsofthesegroupsandhowtheyworkedtobuildculturaland economicwealthandcreatemorejustsocietiesinlocal,national,andinternationalcontexts.Thecoursewill providestudentswithtoolstoidentifyhistoricandcontemporarytensionsaroundraceanddifference;map economicandracialdisparitiesovertime;strengthentheirownidentitydevelopment;andaddressbiasintheir communities.

CompleteCourseCurriculum: https://files.serc.co/pa1912/20211101-CT_BL_Curric_OCT21.pdf

CourseName:ContemporaryAffairsUnit1Title:RaceandRacismEst.#ofLessons:9

UnitOverview:

Inthisunit,studentswillexaminetheissuesofrace,racismandidentityincontemporaryAmerica.Students willexploretheirownattitudesaboutidentity,racialinequality,andtheirconnectionstocontemporary topics.Studentswillapplytheirlearningbyengagingincollaborativediscussionstomoredeeply understandtheroletheiridentityplaysintheirlivesandtheimportanceofracialequityandrespectforall citizens.

STAGE1:DESIREDRESULTS

● HIST9–12.1Analyzehowhistorical contextsshapedandcontinuetoshape people’sperspectives.

● CIV9–12.7Applycivicvirtuesand democraticprincipleswhenworkingwith others.

● CIV9–12.14Analyzehistorical, contemporary,andemergingmeansof changingsocieties,promotingthecommon good,andprotectingrights.

● INQ9-12.1Explainhowaquestionreflects anenduringissueinthe field.

● INQ9–12.5Determinethekindsofsources thatwillbehelpfulinansweringcompelling andsupportingquestions,takinginto considerationmultiplepointsofview representedinthesources,thetypesof sourcesavailable,andthepotentialusesof thesources.

● INQ9–12.10Constructargumentsusing preciseandknowledgeableclaims,with evidencefrommultiplesources,while acknowledgingcounterclaimsand evidentiaryweaknesses.

Understandings

● Ouridentityplaysaroleinthewaythatwe experiencetheworld.

● Howwelearnaboutprejudiceorracismis impactedbyourupbringingandour

CRITICALTHINKING:

● Examineevidencetobetterunderstand complexissues,identifypatterns,and/ordraw conclusions

● Identifyaproblemandactivelyengage throughcivicinvolvementand/orindependent research

RESEARCH&UNDERSTANDING:

● Analyzehowgovernmentrulesandlaws impactthelivesofpeople

● Evaluatehowindividualsorgroupschange society

● Findandmakeproductiveuseofmeaningful information RESPONSIBLECITIZENSHIP:

● Identifyaproblemandactivelyengage throughcivicinvolvementand/orindependent research COMMUNICATION:

● Developandpresentanidea,argument,or solutionthroughexplanationofcompelling claimswithsupportingevidence

EssentialQuestions

● DoothersseemethewayIseemyself?

● Howdoeshavingahistoricalunderstandingof racismhelpyouunderstandwhatishappening intheworldtoday?

ContemporaryAffairs

environment.

● Thedebateoverracismandprejudiceare partofalargerpoliticaldebateoverthe directionofthecountry.

Knowledge

● Howaperson’sidentityshapesthe potentialobstacles,discriminationand oppressionthatsomegroupsexperience overothers.

● Racismandprejudiceisalearnedbehavior.

● Thehistoricalrootsofracismwere economicandpoliticalinnature.

● Differentpoliticalideasshapeour perspectivesonthedebateoverracismand prejudiceinAmerica.

● Howdoeshavinganunderstandingofcurrent issuesaboutprejudiceandrace,helpyou connecttothoseideas?

Skills(FramedasLearningTargets)

● (S1)Icandrawonmyknowledgeofmy audiencetocommunicatemoreclearly, effectively,andpersuasively.

● (S2)Icanusepreparednotestoorganizeand reflectonmythinkingtodeepenmy understandingofcontemporaryaffairsandbe betterpreparedforclassdiscussion.

● (S3)Icanuseadoubleentryjournaltohelp organizemythoughtsafterwatchingavideo.

● (S4)Icandiscussandsummarize contemporarytopicsonnationalissuesthatI wanttounderstandmoredeeply.

● (S5)Icananalyzeselectedvideosand podcaststoassistinwrittenopinion responses.

● (S6)Icaninterpret findingsfromonline surveystohelpsynthesizeinformation.

● (S7)Icancommunicateclearlyusingwritten responsestoquestionsthatareofuseto myselfandothers.

● UnitTest:SocraticSeminar-usingprior discussions,videoanalysis,readings, projectimplicitassessmentandany documentbasedwritings,studentswill discussandanalyzecriticalthinking questionsonracialidentity,racism, prejudiceandcontemporarytopics.

● Analysis(DBQ):Examinesourcesto developaperspectiveonaprior contemporarytopiconracismand/or prejudicethathadbeenanalyzedand discussed.

● Writingprompts--“Howwouldyoudescribe youridentity”.

● LargeandsmallgroupSocraticdiscussionsondebateoverrestrictionsofcivildiscourse intheclassroom,ideasofidentity,Implicit bias,rootsofracialinjustice,rootsof children’sracialattitudes,debateoverifall Americansshouldreceiveantibiaseducation.

● Googledocumentcommentaryononline assessmentofimplicitbiastoidentify,debate andanalyzeresults.

● Writingprompt-ShouldallAmericansreceive anti-biaseducation?

● Analysis:Basedontheexaminationof selectedvideosandpodcasts:topicsinclude: gettingtotherootofracialinjustice,howto overcomeracialbias,potentialracialbias influencesonchildren,howracewasmade, explainingthedreamofracialjustice,Amanda Gorman’s”TheHillWeClimb”

○ Summarizekeyevidencepresented basedonclaimspresented.

○ Reflectonthevalidity/perspectivesof thoseclaims.

STAGE3:LEARNINGPLAN

Topic:Identity&ImplicitBias

LearningTargets:

● (S1)Icandrawonmyknowledgeofmy audiencetocommunicatemoreclearly, effectively,andpersuasively.

● (S2)Icanusepreparednotestoorganize andreflectonmythinkingtodeepenmy understandingofcontemporaryaffairsand bebetterpreparedforclassdiscussion.

● (S7)Icancommunicateclearlyusing writtenresponsestoquestionsthatareof usetomyselfandothers.

● (S3)Icanuseadoubleentryjournaltohelp organizemythoughtsafterwatchinga video.

● (S6)Icaninterpret findingsfromonline

Estimated#ofLessons:4

EssentialQuestions:

● DoothersseemethewayIseemyself?

surveystohelpsynthesizeinformation.

LearningActivities:

● Reading-Whyidentitymatters(S2)

● GraphicTool-Activity-IdentityChart(S2)

● Writingactivity--Howwouldyoudescribeyouridentity(S7)

● Writingactivity-Assumptionspeoplemakeaboutothers(S7)

● Reflectionusingdoubleentryjournalsanddiscussionactivityonshort filmsaboutidentity(S3)

● Readingandguidedinstructionactivity-Implicitorunconsciousbias/ExplicitBias(S6,S2,S7)

● Googledocumentcommentaryononlineassessmentofimplicitbiastoidentify,debateand analyzeresults.(S6,S7)

● Videoresource-Effectsofoursubconsciousonbias(S2)

● Googledocumentassignment-analysis-Video-Howtoovercomeourbiases(S7,S2)

● UsingdiscussionprotocolsfromHarvard’steachingandlearninglab-Small/Largegroupdiscussion onwhyaperson’sidentitymatters,assumptionspeoplehavemadeaboutus,howweconnecttoour heritage,doesyourteacher'sidentityaffectyourlearning?(S1,S2)

SecondTopic:Race&Racism

LearningTargets:

● (S1)Icandrawonmyknowledgeofmy audiencetocommunicatemoreclearly, effectively,andpersuasively.

● (S2)Icanusepreparednotestoorganize andreflectonmythinkingtodeepenmy understandingofcontemporaryaffairsand bebetterpreparedforclassdiscussion.

● (S3)Icanuseuseadoubleentryjournalto helporganizemythoughtsafterwatchinga video

● (S4)Icandiscussandsummarize contemporarytopicsonnationalissues thatIwanttounderstandmoredeeply.

● (S5)Icananalyzeselectedvideosand podcaststoassistinwrittenopinion responses.

● (S7)Icancommunicateclearlyusing writtenresponsestoquestionsthatareof usetomyselfandothers.

LearningActivities:

Estimatednumberoflessons-5

EssentialQuestions:

● Howdoeshavingahistoricalunderstandingof racismhelpyouunderstandwhatishappening intheworldtoday?

● Howdoeshavinganunderstandingofcurrent issuesaboutprejudiceandrace,helpshape youropinioninracialjusticeinAmerica?

● Videoresource-Historicalrootsonhowracewasmade-reflectionactivityusingdoubleentry journal.(S3)

● Videoresource-Therootsofracialinjustice-reflectionactivityusingdoubleentryjournal.(S3)

● Googledocumentassignment-Gettingtotherootofracialinjustice.(S2,S7)

● Podcasttemplateactivity-podcastonmedia’sroleindiscussiononracialjustice(S2,S5)

ContemporaryAffairs

● Guidednotetakingactivity(Ex-Kami)-Article-RacialJusticeinAmerica(S2))

● Writingactivities-ShouldallAmericansreceiveanti-biaseducation,haveyouexperiencedracistor extremistcontentonline,howmuchracismhaveyoufaced?Haveyouexperiencedracistor extremistcontentonline?(S7,S4)

● Primarysourceanalysisactivity-Canhistoryeverbeneutral?(S7)

● Videoresource-BeingblackinAmerica-reflectionusingdoubleentryjournal(S3)

● Readingandreflectionassignment-Whatotherstudentsaresayingaboutracism(S2,S7)

● Readingandreflectionactivity-Connectionstocurrenteventsonraceandracism(S2,S7)

● UsingdiscussionprotocolsfromHarvard’steachingandlearninglabSmall/Largegroupdiscussions examininghistoricalrootsofraceandracism,thechangingnatureofthemedia’sroleinthe discussionofracialjusticeinAmerica,theideaofracialjusticeintoday’sAmerica.Howrelevantis racismtoyouandhow?Studentperspectivesoncontemporarytopicsbeingdiscussedtodayonrace andracism.(S1,S4)

UnitOverview:

Inthisunit,studentswillanalyzethenatureandcharacteristicsofpostsecondaryeducationinAmerica, economicfactorsthatdriveuniversities,studentsandfamilies'decisions,andthecurrentdebateoverpost secondaryeducation'sroleinthechanginglabormarket.Studentswillapplytheirlearningbyusingcritical thinkingandreflectionskillstomakeinformedchoicesabouttherolethatpostsecondaryeducationcan playintheirfuture.

EstablishedGoals

● CIV9-12.6Critiquerelationshipsamong governments,civilsocieties,andeconomic markets

● CIV9–12.9Useappropriatedeliberative processesinmultiplesettings.

● HIST9–12.1Analyzehowhistorical contextsshapedandcontinuetoshape people’sperspectives.

● INQ9–12.1Explainhowaquestionreflects anenduringissueinthe field.

● INQ9–12.2Explainpointsofagreement anddisagreementexpertshaveabout interpretationsandapplicationsof disciplinaryconceptsandideasassociated withacompellingquestion.

● INQ9–12.11Constructexplanationsusing soundreasoning,correctsequence(linear ornonlinear),examples,anddetailswith significantandpertinentinformationand

TransferGoals

CRITICALTHINKING:

● Examineevidencetobetterunderstand complexissues,identifypatterns,and/ordraw conclusions

RESEARCH&UNDERSTANDING:

● Analyzehowgovernmentrulesandlaws impactthelivesofpeople

● Createcompellingquestionsorstatementsto driveresearchandanalysis

● Analyzehowgovernmentrulesandlaws impactthelivesofpeople

RESPONSIBLECITIZENSHIP:

● Examineevidencetobetterunderstand complexissues,identifypatterns,and/ordraw conclusions

COMMUNICATION:

● Developandpresentanidea,argument,or solutionthroughexplanationofcompelling claimswithsupportingevidence

STAGE1:DESIREDRESULTS

data,whileacknowledgingthestrengths andweaknessesoftheexplanationgivenits purpose(e.g.,causeandeffect, chronological,procedural,technical).

Understandings EssentialQuestions

● Globalizationandtechnological advancementshaveshiftedAmericans' ideasofposthighschooleducation.

● Accesstouniversitiesisbasedonpolitical, culturalandeconomicfactors.

Knowledge

● Thereisapoliticaldebateoverwhatrole universitiesshouldplayinadvancing society.

● Therearedifferentpoliticalperspectiveson increasinglevelsofstudentdebtin America.

● Theattitudesandperspectivesof America’scorporationsareshiftingover whattypesandlevelsofeducationare valuedintheglobaleconomy.

● Economicincentivesareattheheartof mostofthedecisionscollegesmake.

● Whatfactorsshapeyourvaluesandbeliefs aboutpostsecondaryeducation?

● Whatshouldbetheaimofhighereducation?

● Howdo financialconsiderationsimpact decisionsyoumakeonwhatyoudoafter highschool?

● Isposthighschooleducationnecessaryfor youtosucceed,intoday’sjobmarket?

Skills(FramedasLearningTargets)

● (S1)Icaninvestigateanddiscussattitudesand beliefsaboutthevalueofpostsecondary education

● (S2)Icanusea filmreviewtemplateto completeasummaryandanalysisofa filmon thepoliticsofhighereducation

● (S3)Icanexplainthedifferentsidesinthe argumentaboutfreecollegeforeveryone.

● (S4)Icandistinguishbetweenliberaland conservativeideasonhighereducation.

● (S5)Icanevaluatetheimpactpoliticalviews haveontherolehighereducationplaysin society.

● (S6)Icaninvestigateusingaonlinetoolto evaluateacollege’scommitmenttoeconomic diversity

● (S7)Icanresearchusinganonlinetoolto determineacollege'srealcost.

● (S8)Icanresearchgraphicillustrationsof studentloandebtinAmericatoexplainthe studentdebtcrisis.

● (S9)Icancitespecifictextualevidenceto supportprimarysources.

● (S10)Icanusepreparednotestoorganizeand reflectonmythinkingtodeepenmy understandingandbebetterpreparedfor classdiscussion.

● (S11)Icancommunicateclearlyusingwritten responsestoquestionsthatareofuseto

myselfandothers.

STAGE2:DETERMINEACCEPTABLEEVIDENCE

SummativeAssessment

● Assignmentwritten-Twoperspectives -Analysis-futureofpostsecondary educationthroughthelensofAmerica’s businessesandtoday’syouth.

● UnitTest:SocraticSeminar-usingprior discussions,videoanalysis,readings,online resourcesandanydocumentbased writings,studentswilldiscussandanalyze criticalthinkingquestionsonvalueson highereducation,theroleuniversities shouldplayinadvancingsociety,should postsecondaryeducationbeapublicgood, role financialincentivesplayinuniversities andstudentdecisions,predictiveanalytics, studentdebtcrisis,collegesroleinthenew globalizeddigitizedeconomy.

FormativeAssessment

● SmallandlargeSocraticdiscussionson studentvaluesonhighereducation,therole universitiesshouldplayinadvancingsociety, shouldpostsecondaryeducationbeapublic good,role financialincentivesplayin universitiesandstudentdecisions,predictive analytics,studentdebtcrisis,collegesrolein thenewglobalizeddigitizedeconomy.

● Student filmreview-PoliticsofHigher Education

● Documentanalysisassignment-feedback template-Topic-MythsaboutCollegeMajors

● Googledocumentassignments-DBQ’sCollegeAdmissionsarticles,studentdebt crisis

● Writingprompt-criticalthinking-Reflecting ondebateonadmissioncriteriadebate

● Analysis-studentassignmentusingCollege economicmobilitycalculatortosynthesize, andanalyzedatatodrawconclusions.

● DBQassignment-feedbackfordiscussionarticleonracialinequalityandcolleges

● Assignment-studentgeneratedsummaryof resultsofwebbasedserviceonlinetoolon collegecosts

● Assignment-graphicpresentationsof multipleperspectivesofstudentloandebtin America.Analysisofgraphictools.

● Financialsustainabilityassessment assignment-studentresearchonnonprofitor forprofitpostsecondaryinstitution financial health.

● Compare,contrastandanalysisassignment oncollegerankingssites.

● Analysis:Basedontheexaminationof selectedvideosandpodcasts:topicsinclude: IssuessurroundingtheCommonApplication, thedebateovercollegeadmissioncriteriaand processes,studentdebtcrisis

○ Summarizekeyevidencepresented

basedonclaimspresented

○ Reflectonthevalidity/perspectivesof thoseclaims

● Twoperspectivesassignment-futureofpost secondaryeducation

STAGE3:LEARNINGPLAN

FirstTopic:NatureandCharacteristicsofPost SecondaryEducation

LearningTargets:

● (S1)Icaninvestigateanddiscussattitudes andbeliefsaboutthevalueofpost secondaryeducation

● (S2)Icanusea filmreviewtemplateto completeasummaryandanalysisofa film onthepoliticsofhighereducation

● (S3)Icanexplainthedifferentsidesinthe argumentaboutfreecollegeforeveryone.

● (S4)Icandistinguishbetweenliberaland conservativeideasonhighereducation.

● (S5)Icanevaluatetheimpactpolitical viewshaveontherolehighereducation playsinsociety.

● (S6)Icaninvestigateusingaonlinetoolto evaluateacollege’scommitmentto economicdiversity

● (S7)Icanresearchusinganonlinetoolto determineacollege'srealcost.

● (S8)Icanresearchgraphicillustrationsof studentloandebtinAmericatoexplainthe studentdebtcrisis.

● (S9)Icancitespecifictextualevidenceto supportprimarysources.

● (S10)Icanusepreparednotestoorganize andreflectonmythinkingtodeepenmy understandingandbebetterpreparedfor classdiscussion.

● (S11)Icancommunicateclearlyusing writtenresponsestoquestionsthatareof usetomyselfandothers.

LearningActivities:

Estimated#ofLessons:11

EssentialQuestions:

● Whatfactorsshapeyourvaluesandbeliefs aboutpostsecondaryeducation?

● Whatshouldbetheaimofhighereducation?

● Shouldhighereducationbearightora privilege?

● Shouldcollegesincreasetheiraccessand diversityforstudentstoday?

● Whatimpactshouldauniversityeducation haveonyourfuture?

● Whatdouniversitiesortradeschools' economicincentiveshavetodowithyour decisionsafterhighschool?

● Howdo financialconsiderationsimpact decisionsyoumakeonwhatyoudoafter highschool?

● Isposthighschooleducationnecessaryfor youtosucceed,intoday’sjobmarket?

● SmallandlargeSocraticdiscussionsonstudentvaluesonhighereducation,theroleuniversities shouldplayinadvancingsociety,shouldpostsecondaryeducationbeapublicgood,role financial

incentivesplayinuniversitiesandstudentdecisions,predictiveanalytics,studentdebtcrisis, collegesroleinthenewglobalizeddigitizedeconomy.(S1,S2,S3,S5,S10)

● Student filmreview-PoliticsofHigherEducation(S2)

● Documentanalysisassignment-feedbacktemplate-Topic-MythsaboutCollegeMajors(S10,S11))

● Googledocumentassignments-DBQ’s-CollegeAdmissionsarticles,studentdebtcrisis(S10,S11)

● Writingprompt-criticalthinking-Reflectingondebateonadmissioncriteriadebate.(S11)

● Analysis-studentassignmentusingCollegeeconomicmobilitycalculatortosynthesize,andanalyze datatodrawconclusions.(S7.S9,S11)

● DBQassignment-feedbackfordiscussion-articleonracialinequalityandcolleges.(S11)

● Assignment-studentgeneratedsummaryofresultsofwebbasedserviceonlinetooloncollege costs.(S7)

● Assignment-graphicpresentationsofmultipleperspectivesofstudentloandebtinAmerica. Analysisofgraphictools.(S8)

● Financialsustainabilityassessmentassignment-studentresearchonnonprofitorforprofitpost secondaryinstitution financialhealth.(S9,S11)

● Compare,contrastandanalysisassignmentoncollegerankingssites.(S9,S10,S11)

● Analysis:Basedontheexaminationofselectedvideosandpodcasts:topicsinclude:Issues surroundingtheCommonApplication,thedebateovercollegeadmissioncriteriaandprocesses, studentdebtcrisis

○ Summarizekeyevidencepresentedbasedonclaimspresented

○ Reflectonthevalidity/perspectivesofthoseclaims(S9,S10,S11)

● Twoperspectivesassignment-futureofpostsecondaryeducation(S10,S11)

UnitOverview:

InthisunitstudentswillbeexploringthefundamentalsofthehealthcaresystemintheUnitedStates. Studentswillbeexaminingthevariousinstitutionsanddifferentparticipantsinhealthcare,andthe interactionsbetweenthem.Studentswillanalyzethecharacteristicsofphysicianpractices,hospitals, pharmaceuticals,andtheinsuranceand financingarrangementsthatexistbetweenthem.Studentswill applytheirlearningbyengagingincollaborativediscussionstodiscussanddebatethechallengesofrising healthcarecosts,qualityofcareandaccesstocarethatmayimpacttheirlivesnowandinthefuture.

● INQ9–12.3Explainpointsofagreement anddisagreementexpertshaveabout interpretationsandapplicationsof disciplinaryconceptsandideasassociated withacompellingquestion.

● INQ9-12.15Usedisciplinaryand interdisciplinarylensestounderstandthe

CRITICALTHINKING:

● Examineevidencetobetterunderstand complexissues,identifypatterns,and/ordraw conclusions

RESEARCH&UNDERSTANDING:

● Analyzehowgovernmentrulesandlaws impactthelivesofpeople

characteristicsandcausesoflocal,regional, andglobalproblems,instancesofsuch problemsinmultiplecontexts,and challengesandopportunitiesfacedbythose tryingtoaddresstheseproblemsovertime andplace.

● INQ9-12.16Assessoptionsforindividual andcollectiveactiontoaddresslocal, regional,andglobalproblemsbyengaging inselfreflection,strategyidentification, andcomplexcausalreasoning

● CIV9–12.7Applycivicvirtuesand democraticprincipleswhenworkingwith others.

● ECO9-12.1Analyzehowincentives influencechoicesthatmayresultinpolicies witharangeofcostsandbenefitsfor differentgroups

● ECO9-12.2Generatepossible explanationsforagovernmentrolein marketswhenmarketinefficienciesexist

● ECO9-12.3Describetherolesof institutionssuchasclearlydefinedproperty rightsandtheruleoflawinamarket economy.

● Findandmakeproductiveuseofmeaningful information. RESPONSIBLECITIZENSHIP:

● Identifyaproblemandactivelyengage throughcivicinvolvementand/orindependent research COMMUNICATION:

● Developandpresentanidea,argument,or solutionthroughexplanationofcompelling claimswithsupportingevidence

Understandings EssentialQuestions

● Providingaffordablequalitativehealthcare foreveryoneisachallengeforhealthcare systems.

● ThemajorchallengesfacingtheUS healthcaresystemarehavinganimpacton howcareisdeliveredinAmerica.

● Inafreemarket,acustomer'sdecisions impacthowthehealthcaresystemworks.

● Thegovernment'sroleinthehealthcare systemisshapinghowcustomersreceive care.

Knowledge

● Whatthemajorchallengesofthe healthcaresystemare

● Whothekeyorganizationsarewhohavean interestintheU.S.Healthcaresystem

● WillIhavethesamequalityofcareandaccess tocareasotherpeoplearoundmeasIgrow older?

● Howdoeshavingapracticalunderstandingof thehealthcaresysteminAmericahelpme bettermanagemyhealthinthefuture.?

● WhatroledoIplayasacustomerinimpacting healthcaredecisions?

● Whataretheimpactsofthegovernment's roleinthehealthcaresystemonme?

Skills(FramedasLearningTargets)

● (S1)Icandrawonmyknowledgeofmy audiencetocommunicatemoreclearly, effectively,andpersuasively.

● (S2)Icanusepreparednotestoorganizeand

● Issueswemayencounterinoureffortsto improvethehealthcaresystem

● HowthefreemarketandtheU.S. government’sinvolvementinthe healthcaresystemimpacthowcareis delivered

reflectonmythinkingtodeepenmy understandingofcontemporaryaffairsandbe betterpreparedforclassdiscussion.

● (S3)Icanuseuseadoubleentryjournalto helporganizemythoughtsafterwatchinga video

● (S4)Icandiscussandsummarize contemporarytopicsonnationalissuesthatI wanttounderstandmoredeeply.

● (S5)Icananalyzeselectedvideosand podcaststoassistinwrittenopinion responses.

● (S6)Icaninterpretdatafromonlinesourcesto helpsynthesizeinformation.

● (S7)Icancommunicateclearlyusingwritten responsestoquestionsthatareofuseto myselfandothers.

STAGE2:DETERMINEACCEPTABLEEVIDENCE

SummativeAssessment

● SocraticSeminar-usingpriordiscussions, videoanalysis,readings,andanydocument orvideobasedreflectionwritings,students willdiscussandanalyzecriticalthinking questionsonthedebateoverequalaccess toqualitative,affordablehealthcarein America,thegovernment'sroleinafree markethealthcaresystem,and contemporarytopicsonthechanging natureofthehealthcaredeliverysystem.

● UnitTest):rangeofstructuredresponses (e.g.,multiplechoice,shortanswer)to evaluateoverviewofthehealthcaresystem andchallengesitfaces,roleofphysiciansin thehealthcaresystem,hospitalsandother providerorganizations,healthinsurance plansandhealthcare financing,healthcare productsandprescriptionsdrugs,ethicsin healthcare.

FormativeAssessment

● AnnotationassignmentonKAMIplatformCDCarticleonthemeaningofhealthliteracy.

● Largegroupdiscussionontheroleofhealth literacyincontemporaryAmericansociety.

● Writingreflectionontheroleofinsurance companiesinthehealthcaresystem

● Podcasttemplateassignment-“The HealthcarePolicyPodcast”-contemporary topiconhealthcaredebate

● VideoReflectionorganizer-“TheHealthcare Divide”-PBSFrontline

● Analysis-datamapping-OECDHealth ExpenditureIndicators

● Writingreflection-physiciansroleinthe healthcaresystem.

● Videoreflectionorganizer-“WhyUS Hospitalsareclosing”

● LargegroupdiscussiononhealthcaretopicU.S.hospitalsareclosing.

● Writingreflection-Howhealthcare intermediariescontrolcostandthedebate overtheroleofpublicandprivate intermediariesincontrollingcosts.

● LargeandsmallgroupSocraticdiscussions-

ondebateovertheroleofMedicareand MedicaidintheU.S.medicalsystem.

● Writingreflection-prescriptiondrugs, regulationandpricing.

● Largegroupdiscussion-patents,regulatory oversight,theFDAandthedebateoverthe regulatoryprocess.

● Writingreflection-therolequality measurementinhealthcareplaysincostand deliveryofcare.

● Googleform-qualitymeasurement

● Writingreflectionsonethicsandhealthcare

○ AMAPrinciplesofMedicalEthics

○ AI-ArtificialIntelligenceandmedical ethics.

● Video-CriticalCareinAmericaandtheworld -Frontline-Videotemplateassignment

STAGE3:LEARNINGPLAN

FirstTopic:IntroductiontoHealthcare Estimated#ofLessons:10

LearningTargets:

● (S1)Icandrawonmyknowledgeofmy audiencetocommunicatemoreclearly, effectively,andpersuasively.

● (S2)Icanusepreparednotestoorganize andreflectonmythinkingtodeepenmy understandingofcontemporaryaffairsand bebetterpreparedforclassdiscussion.

● (S3)Icanuseuseadoubleentryjournalto helporganizemythoughtsafterwatchinga video

● (S4)Icandiscussandsummarize contemporarytopicsonnationalissues thatIwanttounderstandmoredeeply.

● (S5)Icananalyzeselectedvideosand podcaststoassistinwrittenopinion responses.

● (S6)Icaninterpretdatafromonlinesources tohelpsynthesizeinformation.

● (S7)Icancommunicateclearlyusing writtenresponsestoquestionsthatareof usetomyselfandothers.

LearningActivities:

EssentialQuestions:

● WillIhavethesamequalityofcareandaccess tocareasotherpeoplearoundmeasIgrow older?

● Howdoeshavingapracticalunderstandingof thehealthcaresysteminAmericahelpme bettermanagemyhealthinthefuture.?

● WhatroledoIplayasacustomerinimpacting healthcaredecisions?

● Whataretheimpactsofthegovernment's roleinthehealthcaresystemonme?

● AnnotationassignmentonKAMIplatform-CDCarticleonthemeaningofhealthliteracy.(S2)

● LargegroupdiscussionontheroleofhealthliteracyincontemporaryAmericansociety.(S1,S2,S4)

● Writingreflectionontheroleofinsurancecompaniesinthehealthcaresystem(S5,S7)

● Podcasttemplateassignment-“TheHealthcarePolicyPodcast”-contemporarytopiconhealthcare debate(S5)

● VideoReflectionorganizer-“TheHealthcareDivide”-PBSFrontline(S5)

● Analysis-datamapping-OECDHealthExpenditureIndicators.(S6)

● Writingreflection-physiciansroleinthehealthcaresystem.(S5,S7)

● Videoreflectionorganizer-“WhyUSHospitalsareclosing”(S5)

● Largegroupdiscussiononhealthcaretopic-U.S.hospitalsareclosing.(S1,S2,S4)

● Writingreflection-Howhealthcareintermediariescontrolcostandthedebateovertheroleof publicandprivateintermediariesincontrollingcosts.(S5,S7)

● LargeandsmallgroupSocraticdiscussions-ondebateovertheroleofMedicareandMedicaidin theU.S.medicalsystem.(S1,S2,S4)

● Writingreflection-prescriptiondrugs,regulationandpricing.(S5,S7)

● Largegroupdiscussion-patents,regulatoryoversight,theFDAandthedebateovertheregulatory process.(S1,S2,S4)

● Writingreflection-therolequalitymeasurementinhealthcareplaysincostanddeliveryof care.(S5,S7)

● Googleform-qualitymeasurement(S6,S7)

● WritingreflectionsonethicsandhealthcareS5,S7)

○ AMAPrinciplesofMedicalEthics

○ AI-ArtificialIntelligenceandmedicalethics.

● Video-CriticalCareinAmericaandtheworld-Frontline-Videotemplateassignment.(S5)

CourseName:ContemporaryAffairsUnit4Title:NewsLiteracy

UnitOverview:

Inthisunitstudents willinvestigatewhynewsliteracymattersincontemporaryAmericansociety,and analyzethekeyelementsofjournalisminAmerica.Studentswillexploretheirownattitudesabout“Fake News”andmediabias.Studentswillapplytheirlearningbyusingcriticalthinkingskillstodiscuss andassess thedifferencesbetweenfactandrumor,newsandadvertising,newsandopinion,andbiasandfairness.

CRITICALTHINKING:

● CIV9–12.7Applycivicvirtuesand democraticprincipleswhenworkingwith others.

● INQ9-12.1Explainhowaquestionreflects anenduringissueinthe field.

● INQ9–12.7Evaluatethecredibilityofa sourcebyexamininghowexpertsvaluethe

● Examineevidencetobetterunderstand complexissues,identifypatterns,and/ordraw conclusions

RESEARCH&UNDERSTANDING:

● Evaluatesourcesforcontent,reliability, accuracy,andbiastoensurethatthe informationisvalidandrepresentsarangeof

ContemporaryAffairs

source.

● INQ9–12.8Identifyevidencethatdraws informationdirectlyandsubstantiallyfrom multiplesourcestodetectinconsistencies inevidenceinordertoreviseorstrengthen claims.

viewpoints/perspectives

● Findandmakeproductiveuseofmeaningful information

RESPONSIBLECITIZENSHIP:

● Identifyaproblemandactivelyengage throughcivicinvolvementand/orindependent research

COMMUNICATION:

● Developandpresentanidea,argument,or solutionthroughexplanationofcompelling claimswithsupportingevidence.

Understandings

● Newsliteracyhelpsmaintainafunctioning democracy.

● Wherewelookfortrustworthynews informationcaninfluenceourdecisionson whoorwhatwebelieve.

● Newsliteracyskillshelpustoexplainthe worldinawaythatcanhelpsolve problems.

Knowledge

EssentialQuestions

● Howcanunderstandingtheroleofthenews mediainyourlifehelpyoubecomearesponsible consumerofnewsandinformationinthedigital age?

● Howdoessocialmediainfluencehowyou explaintheeventshappeningintheworldaround you?

● Whatroledobiasesandstereotypingplayinhow youunderstandandexplainnewsevents,and information?

● Howdoeshavinganunderstandingofhowtouse medialiteracyskillshelpmesolvechallengesI mayfaceasadigitalcitizen?

Skills(FramedasLearningTargets)

● Newsjournalismhaswelldefined characteristicsthataredifferentfromother typesofjournalism.

● Whythe firstthingatriskwhensocieties losetheirfreedomisafreepressandnews journalists.

● Thecharacteristicsandattributesthat makeinformationnewsworthy.

● Howjournalistsdefinetruth.

● Thevalueofevaluatingnewssources.

● Howtoapplybasicmedialiteracyskillsto differentinformationmedia

● Howdataisusedandreportedoninnews journalism.

● (S1)Icandrawonmyknowledgeofmy audiencetocommunicatemoreclearly, effectively,andpersuasively.

● (S2)Icanusepreparednotestoorganizeand reflectonmythinkingtodeepenmy understandingofcontemporaryaffairsandbe betterpreparedforclassdiscussion.

● (S3)Icanuseuseadoubleentryjournalto helporganizemythoughtsafterwatchinga video

● (S4)Icandiscussandsummarize contemporarytopicsonnationalissuesthatI wanttounderstandmoredeeply.

● (S5)Icananalyzeselectedvideosand podcaststoassistinwrittenopinion responses.

● (S6)Icaninterpretdatafromonlinesourcesto helpsynthesizeinformation.

● (S7)Icancommunicateclearlyusingwritten responsestoquestionsthatareofuseto myselfandothers.

STAGE2:DETERMINEACCEPTABLEEVIDENCE

SummativeAssessment

● SocraticSeminar-usingpriordiscussions, videoanalysis,readings,andanydocument orvideobasedreflectionwritings,students willdiscussandanalyzecriticalthinking questionsonthesignificanceofnews literacy,mediabias,fakenewsandsocieties shiftingperspectivesonthemedia.

● UnitTest):rangeofstructuredresponses (e.g.,multiplechoice,shortanswer)to evaluateoverviewofnewsliteracy,what newsisandisnotandwhodecides,where canwe findtrustworthyinformation,the conceptoffairandbalancednews,applying newsliteracyskills,understandingdataand statisticsinthenews.

FormativeAssessment

● Annotationassessment-KAMI-journalismin thedigitalage

● Large/smallgroupseminaron“whynews literacymatters”.

● Documentarymoviereview-Thecostoffake news.

● Discussionforum-documentary

● Small/largegroupdiscussion-readingonfake news.

● PodcastdiscussiontemplateformContemporaryTopics-Antivaccine controversy.

● Seminar-readings-“HowGutenbergchanged theworld,HowLutherwentviral,here’show scientific.misinformationspreadsthrough socialmedia,theroleofsocialmediainthe Arabuprisings”

● Googledocumentassignment-Thedangersof journalism.

● Journalismcriteriachart/MediaBiasChart

assignment.

● Newsliteracygoogleform

● SmallgroupdiscussiononNativeadvertising, whatjournalistsmeanbytruth,evidenceand whyverificationfails.

● Googledocumentassignment-Native advertising.

● Googleformassignment-truthinjournalism.

● Googleformonmediabiasandaudiencebias.

● Largegroupdiscussiononevaluatingsources, howthewebdistortsrealityandimpairs judgmentskillsandhowmisinformation spreadsonline.

● Conceptmap-evaluationofsources

● Deconstructionexercise-deconstructinga newsstory.

● Researchdataanalysis-ProjectLiteracy-12 reportsoncollegestudents.

STAGE3:LEARNINGPLAN

FirstTopic:NewsLiteracy

LearningTargets:

● (S1)Icandrawonmyknowledgeofmy audiencetocommunicatemoreclearly, effectively,andpersuasively.

● (S2)Icanusepreparednotestoorganize andreflectonmythinkingtodeepenmy understandingofcontemporaryaffairsand bebetterpreparedforclassdiscussion.

● (S3)Icanuseuseadoubleentryjournalto helporganizemythoughtsafterwatchinga video

● (S4)Icandiscussandsummarize contemporarytopicsonnationalissues thatIwanttounderstandmoredeeply.

● (S5)Icananalyzeselectedvideosand podcaststoassistinwrittenopinion responses.

● (S6)Icaninterpretdatafromonlinesources tohelpsynthesizeinformation.

● (S7)Icancommunicateclearlyusing writtenresponsestoquestionsthatareof usetomyselfandothers.

Estimated#ofLessons:11

EssentialQuestions:

● Howcanunderstandingtheroleofthenews mediainyourlifehelpyoubecomea responsibleconsumerofnewsandinformation inthedigitalage?

● Howdoessocialmediainfluencehowyou explaintheeventshappeningintheworld aroundyou?

● Whatroledobiasesandstereotypingplayin howyouunderstandandexplainnewsevents, andinformation?

● Howdoeshavinganunderstandingofhowto usemedialiteracyskillshelpmesolve challengesImayfaceasadigitalcitizen?

ContemporaryAffairs

LearningActivities:

● Annotationassessment-KAMI-journalisminthedigitalage(S2)

● Large/smallgroupseminaron“whynewsliteracymatters”.(S1,S2,S4)

● Documentarymoviereview-Thecostoffakenews.(S5)

● Discussionforum-documentary(S1,S4)

● Small/largegroupdiscussion-readingonfakenews.(S1,S2,S4)

● Podcastdiscussiontemplateform-ContemporaryTopics-Antivaccinecontroversy.(S2,S5)

● Seminar-readings-“HowGutenbergchangedtheworld,HowLutherwentviral,here’show scientific.misinformationspreadsthroughsocialmedia,theroleofsocialmediaintheArab uprisings”(S1,S2,S4)

● Googledocumentassignment-Thedangersofjournalism.(S7)

● Journalismcriteriachart/MediaBiasChartassignment.(S2,S6)

● Newsliteracyassignment-googleform(S6)

● SmallgroupdiscussiononNativeadvertising,whatjournalistsmeanbytruth,evidenceandwhy verificationfails.(S1,S2,S4)

● Googledocumentassignment-Nativeadvertising.(S5,S7)

● Googleformassignment-truthinjournalism.(S5,S7)

● Googleformonmediabiasandaudiencebias.(S5,S7)

● Largegroupdiscussiononevaluatingsources,howthewebdistortsrealityandimpairsjudgment skillsandhowmisinformationspreadsonline.(S1,S2,S4)

● Conceptmap-evaluationofsources(S6)

● Deconstructionexercise-deconstructinganewsstory.(S5,S6)

● Researchdataanalysis-ProjectLiteracy-12reportsoncollegestudents.(S6,S7)

UnitOverview:

Inthisunit,studentswillexaminehowtheBillofRights,Constitutionalamendments,andSupremeCourt decisionsclarifywhatprotectionsindividualshaveinthecriminaljusticesystem.Studentsthroughaseries ofactivitiesanddiscussionswillbeabletoidentifythekeyprotectionsoftheseamendments,butalsothe limitsandexceptionsassociatedwiththem.

STAGE1:DESIREDRESULTS

EstablishedGoals

● INQ9-12.2Explainpointsofagreement anddisagreementexpertshaveabout interpretationandapplicationsof disciplinaryconceptsandideasassociated withacompellingquestion.

● INQ9–12.10Constructargumentsusing preciseandknowledgeableclaims,with evidencefrommultiplesources,while acknowledgingcounterclaimsand evidentiaryweaknesses.

● INQ9–12.13Critiquetheuseofclaimsand evidenceinargumentsforcredibility.

● CIV9–12.4ExplainhowtheU.S. Constitutionestablishesasystemof governmentthathaspowers, responsibilities,andlimitsthathave changedovertimeandthatarestill contested.

● CIV9–12.5Analyzehowsocietiesinstitute changeinwaysthatbothpromoteand hinderthecommongoodandthatprotect andviolatecitizens’rights.

● CIV9–12.14Analyzehistorical, contemporary,andemergingmeansof changingsocieties,promotingthecommon good,andprotectingrights.

● HIST9–12.1Analyzehowhistorical contextsshapedandcontinuetoshape people’sperspectives.

Understandings

● TheConstitutionmaylimitgovernmentin ordertoprotectindividualrights.

TransferGoals

RESEARCHANDUNDERSTAND;CRITICAL THINKING

● Evaluatesourcesforcontent,reliability, accuracy,andbiastoensurethatthe informationisvalidandrepresentsarangeof viewpoints/perspectives

● Findandmakeproductiveuseofmeaningful information.

● Analyzehowgovernmentrulesandlaws impactthelivesofpeople

● Evaluatehowindividualsorgroupschange society

● Evaluatehowhistoricaleventsand developmentswereshapedbyunique circumstancesoftimeandplaceaswellas universalpatterns(e.g.,conflict,change, innovation,freedom).

RESPONSIBLECITIZENSHIP;CRITICALTHINKING:

● Examineevidencetobetterunderstand complexissues,identifypatterns,and/ordraw conclusions.

COMMUNICATION:

● Developandpresentanidea,argument,or solutionthroughexplanationofcompelling claimswithsupportingevidence

EssentialQuestions

● Whatisthecommongood?

● Whodefineswhatthecommongoodis?

● TheConstitutionmaylimitanindividual's rightstopromotethecommongoodby requiringthemtosubordinatetheir personaldesires,beliefs,andintereststo thepublicgood.

● TheBillofRightsandConstitutionallaw balancestheneedsofpublicsafetyagainst therightsofcriminaldefendants.

Knowledge(academicvocabulary)

Studentswillknowthat:

● TheBillofRightsandinparticular Amendments1,2,4,5,6,8,and14afford citizens’protectionagainstgovernment intrusiononindividualrights.

● AlthoughtheBillofRightsprovides individualrights,therearelimitsonthese rights.

● Importantcaselawshapestherightsthat wehaveascitizens.

● Shouldthegovernmentbalancetherightsof individualswiththecommongood?

● Shouldlimitsbeplacedonthegovernment?

● Whataretherightsandfreedoms individuals havebasedontheU.S.Constitution?Howare theyimpactedbypublicsafetyandthe commongood?

Skills(FramedasLearningTargets)

● (S1)Icanreadandinterprettherightsgranted intheBillofRights.

● (S2)Icananalyzeimportantcourtcasesto determinetheirimpactoncitizens’rights.

● (S3)Icanformulateareasonedargument assertingtheconstitutionalityor unconstitutionalityofagovernmentaction.

● (S4)Icanresearchandpresentcurrentevents thatrelatetoourrightsascitizens.

● (S5)Icanlistentoothers’pointsofviewand askquestionstobetterunderstandtheir reasoning.

STAGE2:DETERMINEACCEPTABLEEVIDENCE

BillofRightsUnitObjectiveTestandWritten Response

Casestudyanalysis.Studentsreviewoneofthe followingcasestodetermineandwriteacasebrief (Upfront’sCentralIdeas:WriteaCourtBrief template)

● Whatarethefactsofthecase?((Namethe caseandthepartiesinvolved.Explainwhat happened.)

● WhichamendmenttotheU.S.Constitution doesthecaserelateto?(Namethe amendmentandexplaintherightorrights thattheamendmentguarantees.)

● Howdidthelowercourtsrule?(Summarize theoriginalruling,thebasisforappeal,and howtheappellatecourtruled.)

● Whatisthecentralissue?(Intheformofa question,explainexactlywhattheSupreme Courthastodecide.)

Visual/keywordsrepresentationofAmendments1, 2,4,5,6,8,and14(inthisactivitystudentswill summarizeeachoftheAmendmentsinshortcaptions andsimplevisuals.

Casestudyanalysis:studentsreview Mirandav. Arizona(1966) andrespondtoprompts(seeprompts inSummativeAssessmentcolumn).SYNTHESIZE: Presentyourcasebrieftoyourclass.Discusshowyou wouldvoteifyouwereontheCourt.

Regularexitslipstocheckforunderstandingon comprehensionofBillofRights

Currenteventsresearchpresentation

● HowmighttheSupremeCourt’sruling shapelifeinAmerica?(Explaintheeffectsof upholdingandoverturningthelower court’sruling.)

● SYNTHESIZE:Discusshowyouwouldvote ifyouwereontheCourt.

STAGE3:LEARNINGPLAN

FirstTopic:TheBillofRights(1,2,4,5,6,8,and14) Estimated#ofLessons:10

RelevantLearningTargets:

● (S1)Icanreadandinterprettherights grantedintheBillofRights

● (S3)Icanformulateareasonedargument assertingtheconstitutionalityor unconstitutionalityofagovernmentaction.

● (S5)Icanlistentoothers’pointsofviewand askquestionstobetterunderstandtheir reasoning.

LearningActivities:

PART1:

RelevantEssentialQuestions:

● Whatisthecommongood?

● Whodefineswhatthecommongoodis?

● Shouldthegovernmentbalancetherightsof individualswiththecommongood?

● Shouldlimitsbeplacedonthegovernment?

● Whataretherightsandfreedoms individuals havebasedontheU.S.Constitution?Howare theyimpactedbypublicsafetyandthe commongood?

● BillofRightspre-teston fluencywithkeyphrasesofeachamendment(S1)

● NamethatAmendment!Focusonwhattheindividuallibertiesandfreedomsthatareprotectedin thatamendment(S1)

● BillofRightsactivity-isthisconstitutionalorunconstitutionalandwhy?(S1,S3)

● Initialconversationsaboutwhodefinesthecommongoodandthechallengesofputtingand upholdingindividualprotectionsforrightsandliberties(S1,S2,S5)

PART2:

● ArticlesandquestionsontheBillofRightstoengageindeeperdiscussiononthecoreissuesand interpretationofkeyphrasesineachoftheamendments. Upfront’sFirstAmendment101;Upfront’s ShouldtheFirstAmendmentprotecthatespeech?Upfront’s10CasesEveryTeenShouldKnowPartIand PartII;Upfront’sTheLimitsofStudentSpeech;Upfront’sWhyarewestillarguingaboutguncontrol? Upfont’s“Doweneedstrictergunlaws?” (S1)

● Study.comlesson“TheFourthAmendment:Search&Seizure”(S1)

● Study.comlesson“ExigentCircumstances:Definition&Cases”(S1)

● Draftaprofileofhowa fictitiousperson(oridentifyandfeaturearealperson)isimpactedbya contemporaryissueinvolvingoneofAmendments1,2,4,5,6,8,and14(S1)

● LineupontheSpectrum(leasttomost);Youareaprospectiveornewvoterandmustrankwhichof theBillofRights(1,2,4,5,6,8,and14)ismostimportantandwhichistheleastimportantandhow thatmightimpactyourvotingchoices(S1,S5)

● CreateavisualandoralpresentationonanAmendment(1,2,4,5,6,8,and14)(S1)

SecondTopic:BillofRightsLandmarkCases Estimated#ofLessons:5

LearningTargets:

● (S2)Icananalyzeimportantcourtcasesto determinetheirimpactoncitizens’rights.

● (S4)Icanresearchandpresentcurrent eventsthatrelatetoourrightsascitizens.

● (S5)Icanlistentoothers’pointsofviewand askquestionstobetterunderstandtheir reasoning.

LearningActivities:

EssentialQuestions:

● Whataretherightsandfreedoms individuals havebasedontheU.S.Constitution?Howare theyimpactedbypublicsafetyandthe commongood?

● Analysisofpoliticalcartoonson firstandsecondamendmentstoidentifywhatthecartoonistis tryingtotellus(hispointofview)andwhatthecoreissueisinrelationtotheamendment(S2)

● KeyCourtCasesinvolving firstandsecondamendments.VerdictActivity— howwouldyoudecide andwhy? Samplecases:Doningerv.Neihoff,Tinkerv.DesMoines,Hazelwoodv.Kuhlmeier,WestVirginia StateBoardofEdv.Barnette (S2,S5)

● Launchcurrenteventtopicsfortheremainderofthesemester.Studentsareexpectedtoidentify andsummarizecurrentissues/topicsthatinvolveAmendments1,2,4,5,6,8,or14(S4)

CourseName:LawandOrderUnit2Title:Crime,Court,andCorrectionsEst.#ofLessons:15

UnitOverview:

Inthisunit,studentswillexplorethreetopicsthatarethebasisofthecriminaljusticesystem:thecrime committed,therelatedcourtcase,andthesentencing.Studentswillworkthroughscenarios,both hypotheticalandrippedfromtheheadlines,tobetterunderstandtheamendmentsandunderlyingconcepts ofthejusticesystem.Studentsareexpectedtopresenttheirideas, findings,andconclusionsusingevidence andreason.

● INQ9–12.2Explainpointsofagreement anddisagreementexpertshaveabout interpretationsandapplicationsof disciplinaryconceptsandideasassociated withacompellingquestion.

● INQ9–12.10Constructargumentsusing preciseandknowledgeableclaims,with evidencefrommultiplesources,while acknowledgingcounterclaimsand evidentiaryweaknesses.

● INQ9–12.13Critiquetheuseofclaimsand evidenceinargumentsforcredibility.

● CIV9–12.4ExplainhowtheU.S. Constitutionestablishesasystemof governmentthathaspowers,

RESEARCHANDUNDERSTAND;CRITICAL THINKING:

● Evaluatesourcesforcontent,reliability, accuracy,andbiastoensurethatthe informationisvalidandrepresentsarangeof viewpoints/perspectives

● Findandmakeproductiveuseofmeaningful information.

● Analyzehowgovernmentrulesandlaws impactthelivesofpeople

● Evaluatehowindividualsorgroupschange society

● Evaluatehowhistoricaleventsand developmentswereshapedbyunique circumstancesoftimeandplaceaswellas

STAGE1:DESIREDRESULTS

responsibilities,andlimitsthathave changedovertimeandthatarestill contested.

● CIV9–12.5Evaluatecitizens’and institutions’effectivenessinaddressing socialandpoliticalproblemsatthelocal, state,tribal,national,and/orinternational level.

● CIV9–12.13Evaluatepublicpoliciesin termsofintendedandunintended outcomes,andrelatedconsequences.

● HIST9–12.1Analyzehowhistorical contextsshapedandcontinuetoshape people’sperspectives. universalpatterns(e.g.,conflict,change, innovation,freedom).

RESPONSIBLECITIZENSHIP;CRITICALTHINKING:

● Examineevidencetobetterunderstand complexissues,identifypatterns,and/ordraw conclusions.

● Identifyaproblemandactivelyengage throughcivicinvolvementand/orindependent research

COMMUNICATION:

● Developandpresentanidea,argument,or solutionthroughexplanationofcompelling claimswithsupportingevidence

Understandings EssentialQuestions

● Governmentattemptstobalanceindividual rightsandpublicsafetythroughoutthe criminaljusticesystem.

● CrimesthatarecommittedinAmerica affectallcitizens(e.g.,costofgoods, awarenessofsurroundings,levelof anxiety).

● TheU.S.criminaljusticesystemisuniquein itsstructureandprocesseswiththe conceptofdueprocessasthedrivingforce.

● Perspectiveonthepurposeofcorrectionsis impactedbasedonculturalviewpoints, personalexperience,andgeography.

Knowledge(academicvocabulary)

Studentswillknowthat:

● Manyfactorscontributetoacrime.

● Avarietyof“players”makeupthecriminal justicesystemfrompolicetojurors.

● Theburdenofproofstandardisbasedon theconceptof“beyondareasonabledoubt.”

● Thecriminalcourtcaseiscomposedof severalstepsfromarresttosentencing.

● Thecorrectionalsystemhasseveral functionsandgoals.

● TowhatextentistheUnitedStatesasafe placetolive?Isitsaferforsomegroupsmore thanothers?

● Howdoes beinginnocentuntilprovenguilty impacttheactionsoflawenforcementandthe court?

● Whatdoesjusticelooklike?Howisthat upheldbythecriminaljusticesystem? (individualrightsvs.publicsafety)

Skills(FramedasLearningTargets)

● (S1)Icandistinguishbetweenfeloniesand misdemeanorsandprovideexamplesofeach.

● (S2)Icananalyzecriminalconductintermsof act,intent,concurrenceofactandintent,and causation.

● (S3)Icanapplycriminallawtodrawa conclusionastowhetherthisisanarrestable offenseforagivenscenario.

● (S4)Icansummarizethefunctionofcourt professionals(e.g.,judge,bailiff,prosecutor) andbasicstepsinthecriminalcaseprocess.

● (S5)Icanapplythe“beyondareasonable doubt”standardtohypotheticalcourtcasesto determineguiltorinnocence.

● (S6)Icanstateandsupportareasoned

Crime,CriminalCourtCase,CorrectionsUnit ObjectiveTest

TOPIC1:CrimeScenarios:Identifywhattypeof crimeitisusingsupportingevidencebasedon act, intent,concurrenceofactandintent,andcausation.

TOPIC2:WrittenResponseononeofthefollowing threetopicsthatarerelatedtoCourttrials:

● Amendment5:InterrogationsandMiranda Warning

● Amendment6:Validityofwitness statements

● Amendment8:Useofcapitalpunishment (BostonMarathonbombingcase)

TOPIC3:CurrentEventsPresentationon Corrections:Presentacurrenteventthatclarifies yourperspectiveonthepurposeoftheCriminal JusticeSystem-topunish,torehabilitate,todeter, topromotepublicsafety.

defenseforasentencing.

● (S7)Icansharemythinkingwithsupporting evidenceonwhatthecorrectionalsystem shouldbedoing(e.g.,retribution, incapacitation,deterrence,restitutionand rehabilitation).

● (S8)Icanresearchandpresentonatopicthat relatestothecriminaljusticesystem.

● (S9)Icanlistentoothers’pointsofviewand askquestionstobetterunderstandtheir reasoning.

PracticewithEvaluatingCrimeScenarios:

● Inthishypotheticalhomicidecase,applythe factsofthecasetovarioushomicidecharges andcometoadecisionastotheappropriate charge.

● Inthishypotheticaltownwheretherearea seriesofcriminalactsthathappenedonaday, studentsmustdeterminetheappropriate larcenychargesforeachsuspectbasedonthe suspect’sactionsandthevariouscrimes relatedtotheft.

Crimeandlawprojectideas:generatepossibletopics anddoinitialbackground.Writea1paragraph summaryofyourtop2-3ideas.

LearningTargets:

● (S1)Icandistinguishbetweenfeloniesand misdemeanorsandprovideexamplesof each.

● (S2)Icananalyzecriminalconductinterms ofact,intent,concurrenceofactandintent,

EssentialQuestions:

● Shouldthegovernmentbalancetherightsof individualswiththecommongood?

● Whatinfluencesthecreationofcriminal laws?

● Whatfactorscontributetocrime?

STAGE2:DETERMINEACCEPTABLEEVIDENCE

andcausation.

● (S3)Icanapplycriminallawtodrawa conclusionastowhetherthisisan arrestableoffenseforagivenscenario.

● (S8)Icanresearchandpresentonatopic thatrelatestothecriminaljusticesystem.

LearningActivities:

● Crimepre-test(S1,S2,S3)

● EvaluatingCrimes-Determineifacrimehasbeencommittedbasedonthefourcomponentsofa crimeanddetermineitsseverity(S1,S2)

● Didtheycommitcrimes?-Analyzehypotheticalscenariostodeterminewhatcrimewascommitted (S1,S2,S3)

● CreateavisualandoralpresentationaboutaCriminalJusticerelatedtopic(S8)

SecondTopic:TheCriminalJusticeSystem(The CourtCase)

LearningTargets:

● (S4)Icansummarizethefunctionofcourt professionals(e.g.,judge,bailiff,prosecutor) andbasicstepsinthecriminalcaseprocess.

● (S5)Icanapplythe“beyondareasonable doubt”standardtohypotheticalcourtcases todetermineguiltorinnocence.

● (S8)Icanresearchandpresentonatopic thatrelatestothecriminaljusticesystem.

● (S9)Icanlistentoothers’pointsofviewand askquestionstobetterunderstandtheir reasoning.

LearningActivities:

● CriminalJusticeSystempre-test(S4)

Estimated#ofLessons:5

EssentialQuestions:

● IstheU.S.courtsystemafairandjustone? (basedonthestructureofthecourtsystem, doestheAmericanlegalprocessprovide justiceforallparties?)Whatarethemeanings ofthewords“justice”and“fairness”?

● Joeygoestotrialactivity-Inthisactivitystudentswillpredictthestepsinacriminalcasefrom arresttosentencing(S4)

● Study.comarticles(PoliceIntelligence,Interrogations&MirandaWarnings;Mirandav.Arizona: Summary,Facts&Significance)(S4)

● Applicationof5thand6thAmendmentstohypotheticalcourtcases(S4,S9)

● Keycourtcasesummaries-Studentswillresearchkeycourtcasesandsummarizetheirimportance tothecriminaljusticesystem(S4,S9)

● CreateavisualandoralpresentationaboutaCriminalJusticerelatedtopic(S8,S9)

ThirdTopic:Corrections

LearningTargets:

● (S6)Icanstateandsupportareasoned defenseforasentencing.

Estimated#ofLessons:5

EssentialQuestions:

● Howeffectiveisthecorrectionalsysteminthe UnitedStates?Whatisthepurposeof

● (S7)Icansharemythinkingwithsupporting evidenceonwhatthecorrectionalsystem shouldbedoing(e.g.,retribution, incapacitation,deterrence,restitutionand rehabilitation).

● (S8)Icanresearchandpresentonatopic thatrelatestothecriminaljusticesystem.

● (S9)Icanlistentoothers’pointsofviewand askquestionstobetterunderstandtheir reasoning. corrections?

LearningActivities:

● Study.comlesson“WhatIsCapitalPunishment?-Definition,History,Pros&Cons”(S7,S9)

● Study.comlesson“ArgumentsForandAgainstCapitalPunishment”(S7,S9)

● Upfrontarticle“LockedAwayforLife:Shouldjuvenilesbesentencedtolifewithoutthepossibilityof parole?(S7,S9)

● Study.comlesson“CapitalPunishment:Definition,Forms&MoralArguments”(S7,S9)

● LifeorDeath:YouDecide-Applicationofmitigatingandaggravatingfactorsinhomicidecases(S6)

● CreateavisualandoralpresentationaboutaCriminalJusticerelatedtopic(S8,S9)

UnitOverview:

Inthisunit,studentswillbeginwithlearningaboutthequalificationsandtrainingstandardsforlaw enforcement.Itwillthentracetherolethatlawenforcementplaysinoursocietythroughthefunctionsthat localpolicecarryoutdaytodayinourcommunity.Students,throughapartnershipwiththeWaterford PoliceDepartment,willgainagreaterunderstandingoflocallawenforcementthroughaseriesof presentations,activities,anddiscussions.

EstablishedGoals TransferGoals

● INQ9–12.2Explainpointsofagreement anddisagreementexpertshaveabout interpretationsandapplicationsof disciplinaryconceptsandideasassociated withacompellingquestion.

● INQ9–12.6Gatherrelevantinformation frommultiplesourcesrepresentingawide rangeofviewswhileusingtheorigin, authority,structure,context,and corroborativevalueofthesourcestoguide theselection.

RESEARCHANDUNDERSTAND;CRITICAL THINKING:

● Evaluatesourcesforcontent,reliability, accuracy,andbiastoensurethatthe informationisvalidandrepresentsarangeof viewpoints/perspectives

● Findandmakeproductiveuseofmeaningful information.

● Analyzehowgovernmentrulesandlaws impactthelivesofpeople

STAGE1:DESIREDRESULTS

● INQ9–12.7Evaluatethecredibilityofa sourcebyexamininghowexpertsvaluethe sources.

● INQ9–12.8Identifyevidencethatdraws informationdirectlyandsubstantivelyfrom multiplesourcestodetectinconsistencies inevidenceinordertoreviseorstrengthen claims.

● INQ9–12.10Constructargumentsusing preciseandknowledgeableclaims,with evidencefrommultiplesources,while acknowledgingcounterclaimsand evidentiaryweaknesses.

● CIV9–12.1Distinguishthepowersand responsibilitiesoflocal,state,tribal, national,andinternationalcivicand politicalinstitutions.

● CIV9–12.13Evaluatepublicpoliciesin termsofintendedandunintended outcomes,andrelatedconsequences.

● CIV9–12.14Analyzehistorical, contemporary,andemergingmeansof changingsocieties,promotingthecommon good,andprotectingrights.

● HIST9–12.1Analyzehowhistorical contextsshapedandcontinuetoshape people’sperspectives.

Understandings

● Nootherorganizationingovernment possessesasmuchimmediatecontrolover individuals’rightsthanlawenforcement.

● Avarietyoffactorsinfluencetheactionsof lawenforcement,includingthedoctrinesof reasonablenessanddiscretionarypower.

● Evaluatehowindividualsorgroupschange society

● Evaluatehowhistoricaleventsand developmentswereshapedbyunique circumstancesoftimeandplaceaswellas universalpatterns(e.g.,conflict,change, innovation,freedom).

RESPONSIBLECITIZENSHIP;CRITICALTHINKING:

● Examineevidencetobetterunderstand complexissues,identifypatterns,and/ordraw conclusions

COMMUNICATION:

● Developandpresentanidea,argument,or solutionthroughexplanationofcompelling claimswithsupportingevidence

EssentialQuestions

● Whatroledoeslawenforcementplayin today’ssocietyandwhatroleshouldlaw enforcementplayinsociety?

● Howhastheviewoflawenforcement changedovertimeandwhy?

● Whatisnecessarytoimprovethepublic’s currentperceptionoflawenforcement?

● Whatfactorsshouldinfluencethestandard operatingproceduresoflawenforcement?

Knowledge Skills(FramedasLearningTargets)

Studentswillknowthat:

● Lawenforcementistaskedwithmany functionsfromcommunityoutreachto enforcementoflaw.

● (S1)Icanexplainthesignificanceofthesteps tobecomingapoliceofficer.

● (S2)Icanexplainthevarietyofrolesthatthe localpolicedepartmentengageinduringa

● Policepowerandactionisinfluencedbya varietyoffactorsincludingdiscretionary power,reasonablesuspicion,andprobable cause.

● Solvingcrimesrequiresthegatheringof physicalevidenceandtestimonyandthe useofabductivereasoning.

● Profiling,althoughgenerallyconsideredto beillegalandimmoral,canbeusedfor legitimatemeans.

● Lawenforcement'suseofforceisbasedon thetotalityofthecircumstances. routineshift.

● (S3)Icandevelopaninvestigativemindsetto solveacrime.

● (S4)Icandraftapolicereportinwhichthe narrativeisclearandincludesobjectivefacts detailingallrelevantaspectsoftheincident.

● (S5)Icanidentifyanddiscusstheelementsof goodvsbadprofilingandexpressareasoned opiniononwhatcanbedonetoprevent“bad” profiling.

● (S6)Icanidentifyanddiscusstheelementsof thedoctrineofreasonableforce.

● (S7)Icanevaluatescenarios,both hypotheticalandreal,anddecidewhatlevelof forceisnecessarybasedontheevidenceand law.

STAGE2:DETERMINEACCEPTABLEEVIDENCE

LawEnforcementUnitTest:rolesandroutinesof policedepartments;dailychallengesforpolice officers

Review2-4useofforcepoliciesfromlocalpolice departmentsaroundthecountry.Describewhich oneismostjust/reasonablebothtothepolice officersandthecommunitytheyserve.

Draftapolicenarrativeforareportgivenanew scenario

LearningjournalbasedonWaterfordPolice Departmentpresentations

Practicedraftingpolicenarrativeswithfeedbackfora givenscenario

STAGE3:LEARNINGPLAN

FirstTopic:LawEnforcementToday

LearningTargets:

● (S1)Icanexplainthesignificanceofthe stepstobecomingapoliceofficer.

● (S2)Icanexplainthevarietyofrolesthat thelocalpolicedepartmentengagein duringaroutineshift.

● (S5)Icanidentifyanddiscusstheelements ofgoodvsbadprofilingandexpressa reasonedopiniononwhatcanbedoneto prevent“bad”profiling.

LearningActivities:

Estimated#ofLessons:5

EssentialQuestions:

● Whatroledoeslawenforcementplayin today’ssocietyandwhatroleshouldlaw enforcementplayinsociety?

● Howhastheviewoflawenforcement changedovertimeandwhy?

● Whatisnecessarytoimprovethepublic’s currentperceptionoflawenforcement?

● Whatfactorsshouldinfluencethestandard operatingproceduresoflawenforcement?

● WaterfordPoliceDepartmentpolicepresentations(withalearningjournalincludingwhatwas learned,whatwasmostinteresting,additionalquestions)(S1,S2,S5)

● Draftaonepagedocumentdetailingthestepstobecomingapoliceofficerwithalistofresources andadvicetopreparefortheapplicationprocess(S1)

● Createadailyjournalthatdetailsaweek’strainingatthepoliceacademy,includingthekey classroomandpracticaltrainingcomponents(S1)

● Writeadayinthelifeofa fictitiousWaterfordpoliceofficerdetailingwhatabusyshiftmightlook like(S2)

● Profilinglessoninwhichstudentsactivelyengageinadiscussionontheuseofprofilinginlaw enforcement(S5)

SecondTopic:SolvingaCrimeandReportWriting

LearningTargets:

● (S2)Icanexplainthevarietyofrolesthat thelocalpolicedepartmentengagein duringaroutineshift.

● (S3)Icandevelopaninvestigativemindset tosolveacrime.

● (S4)Icandraftapolicereportinwhichthe narrativeisclearandincludesobjective factsdetailingallrelevantaspectsofthe incident.

LearningActivities:

● ReelDangerPoliceReport(S4)

Estimated#ofLessons:5

EssentialQuestions:

● Whatroledoeslawenforcementplayin today’ssocietyandwhatroleshouldlaw enforcementplayinsociety?

● SamSmileyMurderMystery(withPoliceReport)(S3,S4)

● Mr.KelleyMurderMystery(withPoliceReport)(S3,S4)

● WaterfordPoliceDepartmentpolicepresentations(withalearningjournalincludingwhatwas learned,whatwasmostinteresting,additionalquestions)(S2,S3)

ThirdTopic:UseofForce

LearningTargets:

● (S4)Icandraftapolicereportinwhichthe narrativeisclearandincludesobjective factsdetailingallrelevantaspectsofthe incident.

● (S6)Icanidentifyanddiscusstheelements ofthedoctrineofreasonableforce.

● (S7)Icanevaluatescenarios,both hypotheticalandreal,anddecidewhatlevel offorceisnecessarybasedontheevidence.

LearningActivities:

● PoliceCall:EuliaandTonyscenarios(S6,S7)

● RolePlayingpolicecalls(S6,S7)

Estimated#ofLessons:5

EssentialQuestions:

● Whatfactorsshouldinfluencethestandard operatingproceduresoflawenforcement?

● PoliceOne’sarticle“Whyshootingtowounddoesn’tmakesensescientifically,legally,ortactically” (S6)

● UseofForce:Officerinvolvedshooting(WithPolicereport)(S4,S6)

● WaterfordPoliceDepartmentpolicepresentations(withalearningjournalincludingwhatwas learned,whatwasmostinteresting,additionalquestions)(S6,S7)

APPsychologyOverview

CourseOverview:

TheAPPsychologycourseintroducesstudentstothesystematicandscientificstudyofhuman behaviorandmentalprocesses.Whileconsideringthepsychologistsandstudiesthathaveshaped the field,studentsexploreandapplypsychologicaltheories,keyconcepts,andphenomena associatedwithsuchtopicsasthebiologicalbasesofbehavior,sensationandperception,learning andcognition,motivation,developmentalpsychology,testingandindividualdifferences, treatmentsofpsychologicaldisorders,andsocialpsychology.Throughoutthecourse,students employpsychologicalresearchmethods,includingethicalconsiderations,astheyusethescientific method,evaluateclaimsandevidence,andeffectivelycommunicateideas.

CollegeCourseEquivalent:

TheAPPsychologycourseisdesignedtobetheequivalentoftheIntroductiontoPsychology courseusuallytakenduringthe firstcollegeyear.

CompleteCourseCurriculum:

https://apcentral.collegeboard.org/media/pdf/ap-psychology-course-and-exam-description.pdf