Download section d: high school - Fairbanks North Star Borough School District

SECTION D:
HIGH SCHOOL
(9-12)
HIGH SCHOOL OVERVIEW
The goal of this Social Studies curriculum is to prepare students to meet and exceed identified state
standards and skills with an emphasis on disciplinary knowledge, critical thinking, democratic values and
citizen participation. In addition, the aim is to provide a guaranteed and viable curriculum for students
across the district. The basis for the curriculum is the literary standards for history with specific content
assigned to each course. Although different courses may be available to students at various schools in the
district, depending on student and staffing needs, all students receive comparable instruction on specific
skills and concepts as well as opportunities to participate in citizenship activities that model democratic
principles and provide decision-making and problem solving experiences.
Continuity between schools benefits both students and teachers. Common practices include an emphasis
on the use of primary sources; critical thinking about cause and effect; analysis of historical
interpretation; respect for diversity of cultures, their accomplishments, and contributions; and
opportunities to grow as effective participatory citizens. Depending on students’ needs, a variety of levels
of instruction, including Honors and Advanced Placement, may be offered at different schools.
Alaska Studies
This course is designed to meet the state mandated requirement for all students graduating from public
high schools in Alaska. Specific content and mastery core objectives reflect the culmination of study
begun in Kindergarten.
World Studies
Students complete two semesters of studies that survey events and conditions in world history beginning
with the development of ancient civilizations and culminating with the development of a true global
society in the 21st century.
American Studies
In Recent U.S. History 1 and 2, students explore specific eras beginning with foundations of democracy
and culminating with a study of the contemporary United States. Both semesters focus on the
development of democratic principles and civic responsibility.
Government Studies
Students complete a one-semester course designed to help prepare students to be informed and active
participants in our democratic republic. Students learn about the structure and function of our government
and the role played by politics in America.
Contemporary Economic Studies
Students choose a course designed to prepare students to become effective citizens, productive workers
and informed investors in a global economy.
Electives
Elective courses are offered at different schools when possible to address students’ needs and interests.
Elective courses are one semester in length and cover a range of special interests from Psychology to
Women’s History.
Fairbanks North Star Borough School District
Social Studies Curriculum
60
High School Overview
Adopted: April 16, 2013
FNSBSD SOCIAL STUDIES
High School Social Studies Graduation Requirements
Three and one half (3.5) credits (7 semesters) are required for graduation, including .5 credit Alaska Studies.
Alaska Studies/9th-12th
World Studies Options/9th-10th
(One semester required)
(Two semesters required, which must include at least one semester of Core)
• Alaska Studies
•
•
•
•
•
Core
World History 1
World History 2
World History Honors
AP World History
AP European History/Literature
Alternate for
World History 1
• Comparative Religions
• World Geography
Alternate for
World History 2
• Global Issues
American Studies
Options/11th
Government Studies
Options/12th
(Two semesters required)
• Recent U.S. History 1
• Recent U.S. History 2
(One semester required)
• American Government
• American Legal Systems
• AP United States
Government & Politics
OR
Contemporary
Economic Studies
Options/12th
• AP U.S. History
(One semester required)
•
•
•
•
•
Principles of Economics
General Economics
U.S. in a Global Economy
AP Macroeconomics
AP Microeconomics
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Social Studies Curriculum
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61
High School Social Studies Graduation Requirements
Adopted: April 16, 2013
ONGOING LEARNER GOALS
SECONDARY
These objectives are fostered and reinforced on every suitable occasion throughout
the 7-12 curriculum. Mastery is not assigned to a specific course.
HISTORICAL THINKING SKILLS
Chronological Thinking
• Interpret data presented in
timelines and create
timelines.
Historical
Comprehension
• Differentiate between
historical facts and
historical interpretations.
• Evaluate historical
perspectives.
• Practice historical empathy
as opposed to presentmindedness.
• Analyze cause and effect
relationships and multiple
causation.
• Compare and contrast
historical topics including
eras and regions.
• Analyze both primary and
secondary sources.
• Interpret data presented in a
variety of formats including
maps, graphs, charts and
tables.
• Draw inferences based upon
a variety of historical
sources.
SOCIAL/CIVIC DEVELOPMENT
AND GOVERNMENT
• Identify issues and problems
in the past.
• Gather evidence of relevant
historical antecedents.
• Evaluate alternative courses
of action.
• Formulate a position or
course of action on an issue.
• Evaluate the implementation
of a decision.
HISTORY
• Place major world and American events in
• Identify major beliefs that are the basis for legal and
political institutions. (G/C.A.1-3; G/C.B.1-9)
• Participate as active citizens in the classroom, school,
community and global society.
(G/C.C.1-2, 6-7; C/G.E.1-7)
• Critically evaluate current issues and public policies to
develop and express informed opinions.
(H.D.2,6; G/C.E.3, 6-7; CS.A.6-7; CS.E.8)
• Apply democratic principles to problem solving and
decision-making. (G/C.A.2; G/C.B.1, 8-9)
•
•
•
•
GEOGRAPHY
chronological sequence and in time periods.
(H.A.1, 7; H.B.2; H.C.1)
Identify the causes and effects of major U.S. historical
events and place these events in chronological order.
(H.A.1, 7-8; H.B.1-2, 4-5; H.C.2-3)
Identify connections and parallels between current and
historic events. (H.A.8-9; H.B.5; H.C.4)
Utilize primary sources to evaluate historical
interpretations. (H.C.1-2)
Recognize the forces that lead to conflict, war,
revolution and change. (H.B.1)
CULTURAL STUDIES
• Explain the impact of geography on historic events
using the five themes of location, place, region,
movement and human/environment interaction.
(GY.D.1-5; GY.F.1-2)
• Understand how the nation’s unique geographic features
have shaped our political, economic and social
development. (GY.B.1; GY.D.1-5; GY.F.1-2, 5)
• Identify needs and experiences common to all people.
(GY.B.3; GY.D.1-2; CS.B.1)
• Demonstrate a knowledge of differences in people and
cultures and their impact on our world.
(CS.B.1-2; CS.C.4; CS.E.1, 8)
• Describe the influences of cultural diversity and
assimilation in shaping present U.S. society.
(G/C.B.2-3; CS.E.1, 4-7)
ECONOMICS
• Apply economic concepts to describe historic events.
(H.B.2; H.D.6; G/C.F.1-10; G/C.G.1)
• Understand the economic incentives and economic
forces that shape our daily lives. (G/C.F.1-10)
• Understand the role and the impact of government in a
market economy. (G/C.F.1, 6, 8-9)
Fairbanks North Star Borough School District
Social Studies Curriculum
Historical IssuesAnalysis &
Decision-Making
Historical Analysis &
Interpretation
ALASKA STUDIES
• Understand the role Alaska has played in American and
world history. (AH.CC.5-6; AH.ICGP.8, 10, 12;
AH.PPE.4, 7; H.A.1, 5-9)
• Understand the role and influence of Alaska’s resources
in the global economy. (AH.CPD.5; G/C.F.9-10)
• Demonstrate an appreciation and respect for the diverse
cultures of Alaska.
(AH.ICGP.8, 10; AH.PPE.7; CS.B.1; CS.E.7-8)
62
High School Ongoing Learner Goals
Adopted: April 16, 2013
ALASKA STUDIES
Grades: 9-12
Length: One Semester
Overview: In this one-semester survey course, students will become familiar with the historic, economic, political, geographic, and cultural
influences on Alaska and the ways these forces have shaped modern day Alaskan society. This course fulfills the Alaska state history
graduation requirement.
Prerequisites: None
Suggested
Units
Standards/
NCSS Themes
Reading
Essential
Vocabulary
and Concepts
Essential
Learnings
Alaska Reading • Students will read
Standards for
for understanding
Throughout the Literacy in History and to construct
entire course and Social Studies historical meaning.
•
•
•
•
•
•
primary source
secondary source
compare/contrast
cause/effect
central idea
bias/point of
view
Suggested Content Objectives to Support Essential Learnings
• Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features
as the date and origin of the information.
• Determine the central ideas or information of a primary or secondary source; provide accurate summary of
how key events or ideas develop over the course of the text.
• Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or
simply preceded them.
• Determine the meaning of words and phrases as they are used in a text, including vocabulary describing
political, social or economic aspects of history/social studies.
• Compare the point of view of two or more authors for how they treat the same or similar topics, including
which details they include and emphasize in their respective accounts.
• Compare and contrast treatments of the same topic in several primary and secondary sources.
Writing
Alaska Writing • Students will
• thesis/claim
Standards for
produce clear and • formal voice
Throughout the Literacy in History coherent writing, to • supporting fact
entire course and Social Studies include a strong
thesis statement and
supporting
historical evidence.
• Write arguments focused on discipline-specific content.
• Write a thesis statement: introduce precise claim/thesis, and create an organization that establishes a clear
relationship between the claim and support/reasoning.
• Develop claim/thesis fairly, supplying data and evidence while pointing out the strengths and limitations of the
claim.
• Use varied transition and sentence structures to link the major sections of the text, create cohesion and clarify
the relationships among ideas and concepts.
• Use precise vocabulary and domain-specific vocabulary to manage the complexity of the topic and convey a
style appropriate to the discipline and context as well as to the expertise of likely readers.
• Establish and maintain a formal style and objective tone while attending to the norms and conventions of the
discipline in which they are writing.
• Provide a concluding statement or section that follows from and supports the argument presented.
• Develop and strengthen writing as needed by planning, revising, editing, rewriting or trying a new approach,
focusing on addressing what is most significant for a specific purpose and audience.
Fairbanks North Star Borough School District
Social Studies Curriculum
63
Alaska Studies
Adopted: April 16, 2013
Suggested
Units
Research
Throughout the
entire course
Standards/
NCSS Themes
Essential
Learnings
Essential
Vocabulary
and Concepts
Alaska Writing • Students will
• plagiarism
Standards for
conduct research to • citation
Literacy in
answer a question or • reliable source
History and
solve a problem.
Social Studies
Units of
Instruction
Standards/
NCSS Themes
Indigenous
Alaskans
Before
Western
Contact
Alaska
Content
Standards:
GY.A.1;
GY.B.7
GY.D.2
GY.F.1
G/C.A.4
G/C.G.2
H.A.4, 6
H.B.1a
H.C.3-4
Essential
Learnings
• Students will be
•
able to analyze,
•
create and interpret •
visual data; map of •
Alaska.
•
• Students will be
•
able to compare and •
contrast the lives of •
the five main
•
Native Alaskan
groups.
Suggested Content Objectives to Support Essential Learnings
Conduct short as well as more sustained research projects.
Narrow or broaden the inquiry when appropriate.
Synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Gather relevant information from multiple authoritative print and digital sources, using advanced searches
effectively.
• Assess the usefulness of each source in answering the research question.
• Integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following
a standard format of citation.
• Draw evidence from information texts to support analysis, reflection and research.
•
•
•
•
Essential
Vocabulary
and Concepts
kamleika
baidarka
umiak
umialik
potlatch
barabara
matrilineal
qasigih
moiety
Suggested Content Objectives
Notes
• Review geographic regions and major landforms and the impact of
geography on indigenous lifestyles and culture.
• Compare and contrast the Athabascan culture with other Alaska Native
cultures.
Alaska
Cultural
Standards:
B1-4; D1-6;
E1-2, 5-7
NCSS
Themes:
I
Suggested Activities and
Resources
Field trip to Museum of the North at UAF.
PowerPoint project on native cultures.
World Eskimo Indian Olympics demonstrations.
Class potlatch.
*Additional resources are included in the Appendix.
•
•
•
•
Fairbanks North Star Borough School District
Social Studies Curriculum
64
Alaska Studies
Adopted: April 16, 2013
Units of
Instruction
Colonial Era:
The Russian
Period
(1741-1867)
and the
United States
Period
(1867-1912)
Standards/
NCSS Themes
Alaska Content •
Standards:
GY.A.1, 5
GY.D.1
GY.E.1, 5
G/C.A.3
G/C.B.2, 8
G/C.G.2
•
H.A.1-2, 7
H.B.1b, 2, 4
H.C.2
NCSS Themes:
VII, X
Suggested Activities and
Resources
Essential
Vocabulary
and Concepts
Essential
Learnings
Students will be able
to compare and
contrast the
relationship between
the Native Alaskans,
Russians and
Americans.
Students will
analyze primary and
secondary sources in
relation to the Gold
Rush.
•
•
•
•
•
•
•
•
promyshlenniki
stampeder
sternwheeler
creole
placer mining
First Organic Act
Second Organic Act
assimilation
Suggested Content Objectives
Notes
• Analyze cultures of indigenous Alaska Native people
and the effects of interactions with other societies and
cultures.
• Describe the purchase of Alaska and the U.S.
colonization era.
• Analyze earliest forms of government under U.S.
control.
• Recognize the significance of the First and Second
Organic Acts.
• Trace formation of Territorial Legislature.
• Describe the Gold Rush era.
• Analyze economic impact of mineral and marine
industries.
Student created skits.
Activities from Alaska History and Cultural Studies online lessons (www.akhistorycourse.org).
Field trip to the UAF Archives.
Examine the Gold Rush in photos, State Library: http://library.state.ak.us/hist/goldrush/table.html.
PowerPoint on an aspect of a Russian-American Company.
Read a book on the Gold Rush and develop a class presentation.
Read a book on the Gold Rush and develop a class presentation, colonization and the economic impact of the Russian-American Company.
Trace Russian exploration and student created skits.
*Additional resources are included in the Appendix.
•
•
•
•
•
•
•
•
Fairbanks North Star Borough School District
Social Studies Curriculum
65
Alaska Studies
Adopted: April 16, 2013
Units of
Instruction
Standards/
NCSS Themes
Alaska as a
Territory
(1912-1959)
Alaska Content
Standards:
GY.A.1-2, 6
G.B.4
G.D.4-5
G.E.6
G/C.A.2
G/C.C.4
GC.F.1
H.A.3, 5
H.B.5
H.C.1
H.D.2
NCSS Themes:
VIII, X
Suggested Activities and
Resources
Fairbanks North Star Borough School District
Social Studies Curriculum
Essential
Learnings
• Students will
•
demonstrate an
•
understanding of
•
the historical rights •
and responsibilities •
of Alaskans by
•
conducting
historical inquiry
(i.e., Alaskans quest
for selfdetermination,
Native people’s
quest for civil
rights).
Essential
Vocabulary
and Concepts
non-voting delegate
territory
statehood
Constitution
self-determination
federalism
Suggested Content Objectives
Notes
• Explain the impact of the Alaska Railroad,
Matanuska Colony and military bases.
• Describe how modern technology, science and
medicine have provided solutions and raised new
concerns for Alaska’s indigenous people.
• Identify the first attempts at statehood.
• Explain the Great Depression and New Deal
Programs that impacted Alaska (e.g., Matanuska
Colony, Indian Reorganization Act).
• Analyze the impact of World War II on Alaska
(e.g., Alaska/Canada Highway, Aleut Internment,
Lend/Lease Act).
• Explore the impact of Alaska’s strategic location
and the Cold War.
• Evaluate the development of the post-war statehood
movement.
• Describe the Constitutional Convention and
ratification.
One-pagers.
Alaska newspaper on World War II.
Journal/letter writing on Aleut Evacuation.
Roundtable discussion on subsistence issues.
Sourdough interview: students interview someone who lived in Alaska 30 years ago, 20 years ago and present day; compare and contrast.
Socratic discourse: students articulate, develop and defend essential questions related to territorial days.
*Additional resources are included in the Appendix.
•
•
•
•
•
•
66
Alaska Studies
Adopted: April 16, 2013
Units of
Instruction
Standards/
NCSS Themes
Alaska Content • Students will
Alaska
Standards:
demonstrate an
as a State
GY.A.3
understanding of
(1959-Present)
GY.B.2
GY.D.3
GY.E.3
G/C.B.4-5
G/C.C.1, 3
G/C.D.3
G/C.E.4
G/C.F.2
H.B.3
H.C.3
H.D.4
the chronology of
Alaska history
through the
sequencing of key
events.
• Students will
compare and
contrast the Alaska
Constitution and the
U.S. Constitution.
NCSS Themes:
VII-VIII
Suggested Activities and
Resources
Essential
Vocabulary
and Concepts
Essential
Learnings
•
•
•
•
constitution
legislature
government
federalism
Suggested Content Objectives
Notes
• Recognize challenges of early state government (e.g.,
funding government, state land selection).
• Understand the development and purpose of ANCSA and
ANILCA.
• Recognize and evaluate the challenges of preserving
Alaska Native heritage, language and identity (e.g.,
Molly Hootch case, subsistence, Howard Rock/Tundra
Times).
• Trace the development of the oil industry and pipeline
construction.
• Describe the development and diversification of Alaska’s
economy (e.g., timber, fisheries, tourism).
• Understand the character of the Alaska State
Government.
• Examine the unique features of Alaska’s economy and
the relationship between state government and economy.
• Understand their civic responsibilities as Alaskans.
• Constitutional Convention simulation.
• Posters on rights protected by the Alaska Constitution.
• People of the Alaska poster project.
*Additional resources are included in the Appendix.
Fairbanks North Star Borough School District
Social Studies Curriculum
67
Alaska Studies
Adopted: April 16, 2013
Units of
Instruction
Modern Issues
Standards/
NCSS Themes
Essential
Learnings
Essential
Vocabulary
and Concepts
Alaska Content • Students will be able • subsistence
Standards:
to support an
• dividend
argument with
GY.B.8
specific evidence
GY.C.2
based on current
GY.E.4
issues in Alaska
GY.F.3-4, 6
today (i.e., the
G/C.A.1
Pebble Mine, the
G/C.B.7
Susitna Dam).
G/C.C.2, 5-8
GC.E.1
GC.F.9
H.B.1e
Suggested Content Objectives
Notes
• Understand the development of the Permanent Fund
and the Dividend Program.
• Understand the growth of modern mineral and fishing
industries and Alaska’s role in the global economy
(e.g., relationship with Pacific Rim countries).
• Recognize that social, political and economic
differences exist between urban and rural cultures.
• Follow the development of natural gas resources.
• Understand how transportation affects urban and rural
communities.
NCSS Themes:
IX
Suggested Activities and
Resources
Fairbanks North Star Borough School District
Social Studies Curriculum
Project Chariot investigation.
Trial simulation: Molly Hootch.
Field trip to Fort Knox Gold Mine.
Class debate: The Pipeline and the Oil Industry.
Between Two Worlds series, published in the Juneau Empire.
Alaska case study: students work together using materials they have developed to solve a current Alaskan problem.
*Additional resources are included in the Appendix.
•
•
•
•
•
•
68
Alaska Studies
Adopted: April 16, 2013
WORLD STUDIES
Grade: 9-10
Length: Two Semesters
Prerequisites: None
Honors:
(9th Grade) English 9 Honors or Teacher Recommendation;
(10th Grade) Teacher Recommendation
AP:
Teacher recommendation and enrollment in English 10 Honors or College
Preparatory Composition (either previously or concurrently)
The World Studies requirement may be met with successful completion of any of the following courses.
The courses below address the World Studies Mastery Core Objectives.
World History 1 & 2: (two semesters) The course will emphasize the use of primary sources, critical
thinking about cause and effect and analysis of historical interpretation.
• World History 1: Focus will be on global developments from the creation of early societies in
Mesopotamia, Egypt and the Indus Valley to empires of the Classical Age and from the emergence of
the first global age to the rise of absolutism and the revolutionary response of the early 19th century.
th
• World History 2: Focus will be on the global impacts of imperialism and industrialization in the 19
century and the development of a true global society in the 21st century.
World History Honors: (two semesters) This course is designed for students who are reading and
writing above grade level, capable of in-depth analysis and motivated to take this challenging course.
• World History 1: Focus will be on global developments from the creation of early societies in
Mesopotamia, Egypt and the Indus Valley to empires of the Classical Age and from the emergence of
the first global age to the rise of absolutism and the revolutionary response of the early 19th century.
th
• World History 2: Focus will be on the global impacts of imperialism and industrialization in the 19
st
century and the development of a true global society in the 21 century.
Advanced Placement (AP) World History: (yearlong) This course is designed for students capable of
college level work, follows the description put forward by the College Board and prepares students to
take the Advanced Placement exam. Through extensive experience with document-based, free-response
and change-over-time essay writing, students will combine selective factual knowledge and appropriate
analytical skills to better understand the evolution of global processes and contacts interacting with
different types of human societies. Students will master the basic skills of historical chronology and
comprehension and will develop historical analysis and interpretation skills, research capabilities and
issues-analysis and decision-making skills. A summer reading list or assignment may be required prior to
the course.
Advanced Placement (AP) European History/Literature: (yearlong) This two semester, two period
course is designed for students capable of college level work and combines the course work and skills of
AP European History with the study of the primary literature relevant to a review of European history.
Students will master the basic skills of historical chronology and comprehension and will develop
historical analysis and interpretation skills, research capabilities and issues-analysis and decision-making
skills through extensive experience with document-based, free-response and change-over-time essay
writing. Students meet all the objectives of English 10 Honors for writing and literature. In addition,
students will be prepared for the AP European History exam. This course follows the description set
forth by the College Board. The AP exam is strongly encouraged. This course fulfills two semesters of
the English 10 requirement and two semesters of the World Studies requirement. A summer reading list
or assignment may be required prior to the course.
Fairbanks North Star Borough School District
Social Studies Curriculum
69
World Studies
Adopted: April 16, 2013
WORLD HISTORY 1
Overview: The focus will be on global developments from the empires of the classical age to the emergence of the first global age
to the rise of absolutism and revolutionary response of the early 19th century. World History 1 will emphasize the use of primary
sources critical thinking about cause and effect and analysis of historical interpretation.
Grades: 9-10
Length: One Semester
Prerequisites: None
Suggested
Units
Reading
Throughout the
entire course.
Standards/
NCSS Themes
Essential
Vocabulary
and Concepts
Essential
Learnings
Alaska Reading • Students will read
Standards for
for understanding
Literacy in
and to construct
History and
historical meaning.
Social Studies
•
•
•
•
•
•
primary source
secondary source
compare/contrast
cause/effect
central idea
bias/point of view
Suggested Content Objectives to Support Essential Learnings
• Cite specific textual evidence to support analysis of primary and secondary sources, attending to such
features as the date and origin of the information.
• Determine the central ideas or information of a primary or secondary source; provide accurate summary of
how key events or ideas develop over the course of the text.
• Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or
simply preceded them.
• Determine the meaning of words and phrases as they are used in a text, including vocabulary describing
political, social or economic aspects of history/social studies.
• Compare the point of view of two or more authors regarding how they treat the same or similar topics,
including which details they include and emphasize in their respective accounts.
• Compare and contrast treatments of the same topic in several primary and secondary sources.
Writing
Throughout the
entire course.
Alaska Writing • Students will
• thesis/claim
Standards for
produce clear and • formal voice
Literacy in
coherent writing, to • supporting fact
History and
include a strong
Social Studies
thesis statement
and supporting
historical evidence.
• Write arguments focused on discipline-specific content.
• Write a thesis statement: introduce precise claim/thesis, and create an organization that establishes a clear
relationship between the claim and support/reasoning.
• Develop claim/thesis fairly, supplying data and evidence while pointing out the strengths and limitations of
the claim.
• Use varied transition and sentence structures to link the major sections of the text, create cohesion and clarify
the relationships among ideas and concepts.
• Use precise vocabulary and domain-specific vocabulary to manage the complexity of the topic and convey a
style appropriate to the discipline and context as well as to the expertise of likely readers.
• Establish and maintain a formal style and objective tone while attending to the norms and conventions of the
discipline in which they are writing.
• Provide a concluding statement or section that follows from and supports the argument presented.
• Develop and strengthen writing as needed by planning, revising, editing, rewriting or trying a new approach,
focusing on addressing what is most significant for a specific purpose and audience.
Fairbanks North Star Borough School District
Social Studies Curriculum
70
World History 1
Adopted: April 16, 2013
Suggested
Units
Research
Throughout the
entire course.
Units of
Instruction
Rise of
Civilizations
(10000 BCE
– 2000 BCE)
Standards/
NCSS Themes
Essential
Learnings
Essential
Vocabulary
and Concepts
Alaska Writing • Students will
• plagiarism
Standards for
conduct research to • citation
Literacy in
answer a question • reliable source
History and
or solve a problem.
Social Studies
Standards/
NCSS Themes
Essential
Learnings
Alaska Content • Students will
•
Standards:
evaluate how the •
GY.A.1-6;
Neolithic
•
GY.B.1-5, 7;
Revolution
•
GY.D.1-5;
contributed to the •
GY.F.1;
rise of civilizations. •
G/C.A.1;
H.A.1, 6;
H.B.1
Suggested Content Objectives to Support Essential Learnings
Conduct short as well as more sustained research projects.
Narrow or broaden the inquiry when appropriate.
Synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Gather relevant information from multiple authoritative print and digital sources, using advanced searches
effectively.
• Assess the usefulness of each source in answering the research question.
• Integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following
a standard format of citation.
• Draw evidence from information texts to support analysis, reflection and research.
•
•
•
•
Essential
Vocabulary
and Concepts
revolution
Neolithic
economic
political
social
civilization
Suggested Content Objectives
Notes
• List the major characteristics of a civilization.
• Explain the relationship between the elements essential to the
development of civilization.
NCSS Themes:
III, VIII
Suggested Activities and
Resources
• Code of Hammurabi: a Babylonian law code (est. 1772 B.C.)
• Poem: Epic of Gilgamesh by Mesopotamia.
*Additional resources are included in the Appendix.
Fairbanks North Star Borough School District
Social Studies Curriculum
71
World History 1
Adopted: April 16, 2013
Units of
Instruction
Classical and
Early Empires
2000 BC-500 AD
Standards/
NCSS Themes
Alaska Content • Students will
Standards:
analyze the rise and
GY.A.1;
fall of empires and
GY.B.1-5;
identify their major
GY.D.1-5;
contributions.
G/C.A.1-3;
H.A.1-9
NCSS Themes:
I, VI
Suggested Activities and
Resources
Essential
Vocabulary
and Concepts
Essential
Learnings
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
economic
social
political
empire
oligarchy
republic
democracy
religion
Buddhism
Judaism
Christianity
Islam
Hinduism
Confucianism
autocracy
Suggested Content Objectives
Notes
• Identify early African empires and their influence on the
region.
• Describe the emergence of Aegean civilizations and
interplay of trade with other groups.
• Describe the role of geography in the emergence and
development of early and classical civilizations.
• Understand the development of early democracies and
other forms of government by describing the sequence of
events that led to the formation of these governments.
• Summarize the rise and fall of the Roman Republic.
• Trace the development of new religions and large-scale
empires in the Mediterranean Basin, China and India.
• Socratic dialogue: The Republic by Plato (380 B.C.).
• Writings of Confucius.
*Additional resources are included in the Appendix.
The Middle Ages Alaska Content • Students will
Standards:
compare and
500-1200 AD
•
•
contrast Medieval
•
Europe, the Islamic •
Empire and the Tang •
Dynasty as
•
expanding zones of •
exchange and
•
encounter.
•
•
•
•
G/C.A.2, 4;
H.A.3-5;
H.B.1
NCSS Themes:
II
feudalism
monarchy
theocracy
dynasty
crusades
social hierarchy
Islamic Empire
Tang Dynasty
secular
anti-Semitism
Christianity
Jerusalem
• Analyze the consequences of the collapse of the Roman
Empire and the emergence of the Byzantine Empire.
• Compare and contrast the development and spread of
Christianity and Islam and their influences on the world.
• Describe the development of feudal societies in Europe
and the political, social and economic changes.
• Describe the rise of the Islamic Empire and its impact on
increasing cultural and economic exchanges.
• Explain the emergence of new dynasties in China and
their major contributions.
• Sequence the rise and fall of empires in the Middle Ages.
• Compare the differing historical perspectives of the
Crusades.
Suggested Activities and
Resources
• Feudal contract.
• Black Death game/simulation.
• Crusades simulation.
• Mapping.
• Individual mini-research presentations.
*Additional resources are included in the Appendix.
Fairbanks North Star Borough School District
Social Studies Curriculum
72
World History 1
Adopted: April 16, 2013
Units of
Instruction
Renaissance:
Reformation
and
Exploration
(1300-1750)
Standards/
NCSS Themes
Essential
Vocabulary
and Concepts
Essential
Learnings
Alaska Content • Students will explain •
Standards:
the forces that led to •
GY.A.1-6;
globalization and the •
GY.D.1-5;
consequences of
•
GY.E.1;
contact between
•
H.B.1a-e; 4-5
societies.
•
•
•
•
•
•
•
NCSS Themes:
VII, IX
Suggested Activities and
Resources
exploration
globalization
Renaissance
Reformation
Silk Road
epidemic
capitalism
African kingdoms
Columbian Exchange
Ottoman Empire
imperialism
Atlantic Slave
Triangle
NCSS Themes:
VI, X
Suggested Activities and
Resources
Notes
• Analyze the rise of centers of civilization in Mesoamerica
and South America.
• Evaluate the consequences of world exploration by European
and Asian explorers.
• Describe the role of geography in world exploration.
• Identify developments in the arts and literature and their
impact on the societies of the world.
• Analyze religious, cultural and political developments in
Europe and the conflicts that occurred as a result.
• Describe and sequence advancements made in science and
technology and their impact.
• Interpret global transformations through the development of
global trade.
• Book: The Prince by Niccolò Machiavelli (1532).
• Selling Indulgences simulation.
• Mapping.
• Cause and effect timeline.
*Additional resources are included in the Appendix.
Absolutism and Alaska Content • Students will explain • revolution
Standards:
how the decline of • reform
Revolution
G/C.A.1-4;
monarchies and the • scientific revolution
1500–1850
H.A.7;
H.B.1, 5
Suggested Content Objectives
rise of nationalism
reshaped
government and
society through
revolution and
reform.
•
•
•
•
•
•
•
• Compare patterns of nationalism, state-building, social and
intellectual developments.
• Trace the emergence of powerful nation states in Europe and
enlightenment
the consequences of their power.
nation-state
• Analyze the causes and consequences of political revolutions
absolutism
in uprisings throughout Europe, specifically France and the
nationalism
Americas.
limited monarchy
• Describe the development and consequences of the
Magna Carta
unification of Italy and Germany.
democratic principles • Explain the emergence of the International Slave Trade,
including the role of geography and the consequences of the
slave trade worldwide.
• Conceptual timeline.
• Slave Trade simulation.
• Philosophers Road Trip simulation.
*Additional resources are included in the Appendix.
Fairbanks North Star Borough School District
Social Studies Curriculum
73
World History 1
Adopted: April 16, 2013
WORLD HISTORY 2
Overview: World History 2 will emphasize the use of primary sources critical thinking about cause and effect and analysis of historical interpretation.
The focus will be on the global impacts of imperialism and industrialization in the 19th century and the development of true global society in the 21st
Length: One Semester century.
Prerequisites: None
Grades: 9-10
Suggested
Units
Standards/
NCSS Themes
Essential
Vocabulary
and Concepts
Essential
Learnings
Reading
Alaska Reading • Students will read
Standards for
for understanding
Literacy in
and to construct
Throughout the
History and
historical
entire course.
Social Studies
meaning.
Writing
•
•
•
•
•
•
Suggested Content Objectives to Support Essential Learnings
primary source
• Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the
secondary source
date and origin of the information.
compare/contrast • Determine the central ideas or information of a primary or secondary source; provide accurate summary of how key
cause/effect
events or ideas develop over the course of the text.
central idea
• Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply
bias/point of view preceded them.
• Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political,
social or economic aspects of history/social studies.
• Compare the point of view of two or more authors regarding how they treat the same or similar topics, including
which details they include and emphasize in their respective accounts.
• Compare and contrast treatments of the same topic in several primary and secondary sources.
Alaska Writing • Students will
• thesis/claim
Standards for
produce clear and • formal voice
Literacy in
coherent writing, • supporting fact
Throughout the
History and
to include a strong
entire course.
Social Studies
thesis statement
and supporting
historical
evidence.
• Write arguments focused on discipline-specific content.
• Write a thesis statement: introduce precise claim/thesis, and create an organization that establishes a clear
relationship between the claim and support/reasoning.
• Develop claim/thesis fairly, supplying data and evidence while pointing out the strengths and limitations of the claim.
• Use varied transition and sentence structures to link the major sections of the text, create cohesion and clarify the
relationships among ideas and concepts.
• Use precise vocabulary and domain-specific vocabulary to manage the complexity of the topic and convey a style
appropriate to the discipline and context as well as to the expertise of likely readers.
• Establish and maintain a formal style and objective tone while attending to the norms and conventions of the
discipline in which they are writing.
• Provide a concluding statement or section that follows from and supports the argument presented.
• Develop and strengthen writing as needed by planning, revising, editing, rewriting or trying a new approach, focusing
on addressing what is most significant for a specific purpose and audience.
Fairbanks North Star Borough School District
Social Studies Curriculum
74
World History 2
Adopted: April 16, 2013
Suggested Units
Research
Throughout the
entire course.
Units of
Instruction
Standards/
NCSS Themes
Essential
Vocabulary
and Concepts
Essential
Learnings
Alaska Writing • Students will • plagiarism
Standards for
• citation
conduct
Literacy in
• reliable source
research to
History and
answer a
Social Studies
question or
solve a
problem.
Standards/
NCSS Themes
NCSS Themes:
VII, IX
Suggested Activities and
Resources
revolution
impacted the
growth of
imperialism
and evaluate
the major
political,
economic and
social changes
that followed.
Conduct short as well as more sustained research projects.
Narrow or broaden the inquiry when appropriate.
Synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Gather relevant information from multiple authoritative print and digital sources, using advanced searches
effectively.
• Assess the usefulness of each source in answering the research question.
• Integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a
standard format of citation.
• Draw evidence from information texts to support analysis, reflection and research.
•
•
•
•
Essential
Vocabulary
and Concepts
Essential
Learnings
Imperialism and Alaska Content • Students will • industrial
explain how
revolution
Industrialization Standards:
GY.C.3;
the industrial • agricultural
1700-1900
GY.E.1, 5-6;
GY.F.5;
G/C.D.1-3;
H.A.4
Suggested Content Objectives to Support Essential Learnings
•
•
•
•
•
•
•
•
revolution
imperialism
colony
mercantilism
nationalism
empire
socialism
Marxism
sphere of
influence
Suggested Content Objectives
Notes
• Compare and contrast the causes and consequences of agricultural and
industrial revolutions.
• Describe the transformation of Eurasian and African societies resulting from
an era of global trades and rising European power.
• Compare patterns of nationalism and social reform in Europe and the
Americas.
• Analyze the consequences of the European Empire building on colonies and
mother countries.
• Poem: The White Man’s Burden by Rudyard Kipling (1899).
• Industrial Revolution Web Quest.
• Manuscript: Communist Manifesto by Karl Marx (1848).
• Mapping.
• Collaboration with English 10/All Quiet on the Western Front by Erich Remarque (1929).
*Additional resources are included in the Appendix.
Fairbanks North Star Borough School District
Social Studies Curriculum
75
World History 2
Adopted: April 16, 2013
Units of
Instruction
Standards/
NCSS Themes
Early
Twentieth
Century
1900-1930
Alaska Content • Students will
Standards:
explain how the
H.A.7;
tension created by
H.B.1c-e
new political
ideologies and
NCSS Themes:
technology led to
VI, VIII
conflict, the
breakup of empires
and WWI.
Depression
and War
1929-1945
Essential
Vocabulary
and Concepts
Essential
Learnings
nationalism
militarism
imperialism
alliances
Marxism
fascism
Bolshevik (Russian
Revolution)
• communism
• total war
• reparations
•
•
•
•
•
•
•
Alaska Content • Students will
•
Standards:
identify and explain •
GY.A.1-6;
the causes and
•
G/C.D.1-4;
consequences of
•
H.A.7;
WWII.
•
H.B.1c-e
•
•
•
•
•
•
•
NCSS Themes:
II, IV
Suggested Activities and
Resources
United Nations
NATO
Warsaw Pact
totalitarianism
fascism
economic depression
genocide
communism
propaganda
appeasement
holocaust
Treaty of Versailles
Suggested Content Objectives
Notes
• Describe the world economy during the early years of the 20th century
and the events that impacted it.
• Explain the causes, and both short term and long-term consequences of
World War I.
• Describe events that represent the search for peace and world stability
in the 1920s and 1930s.
• Compare the rise of Marxism, fascism, and communism and the
impact on the countries where each developed.
• Trace the rise of communism and fascism as a result of global events.
• Analyze the causes and consequences of the worldwide depression of
the 1920s and 1930s.
• Describe the role of the Treaty of Versailles in causing World War II.
• Analyze the causes and consequences of World War II.
• Trace the role of genocide in world events and compare it to genocide
during World War II.
• Book: Night by Elie Wiesel (1960), (Included in the English 10 curriculum).
• Book: Diary of a Young Girl by Anne Frank (1947).
• Book: Daniel’s Story by Carol Matas (1993).
• U.S. Holocaust Museum (www.ushmm.org).
*Additional resources are included in the Appendix.
Fairbanks North Star Borough School District
Social Studies Curriculum
76
World History 2
Adopted: April 16, 2013
Units of
Instruction
Standards/
NCSS Themes
Cold War
1945-1990
Alaska Content • Students will
Standards:
analyze the events
G/C.D.1-5;
that fueled the Cold
G/C.F.2-3;
War and explain
H.B.1-5
how these events
and conflicts have
NCSS Themes:
shaped modern
VI, VII
history.
Suggested Activities and
Resources
Independence
Movements
1945-Present
•
•
•
•
•
•
•
•
•
•
communism
capitalism
decolonization
arms race
democratic principles
Iron Curtain
containment
Cold War
Berlin Wall
economic
interdependence
Suggested Content Objectives
Notes
• Identify the economic, political and ideological origins of the Cold
War.
• Analyze the effects of the major events that fueled the Cold War
including the expansion of Soviet power, ideological differences
between communism and capitalism, the nuclear arms race and
proxy wars such as Vietnam.
• Explain how decolonization of Asia and Africa impacted the Cold
War and the competition for power between the U.S. and the
U.S.S.R.
• Explain the collapse of the Soviet Union and evaluate the
consequences including economic crisis in Eastern Europe,
increased nationalism, ethnic tensions and the spread of democratic
principles.
• Explain how countries developed command, market or mixed
economies.
Dr. Strangelove, film (1964).
Atomic Café, documentary film (1982).
Book: Hiroshima by John Hersey (1984).
Book: Sadako and the Thousand Paper Cranes by Eleanor Coerr (1997).
**Additional resources are included in the Appendix.
•
•
•
•
Alaska Content • Students will
Standards:
analyze the
H.A.7-9;
consequences of the
H.B.1c-d
collapse of
Imperialism, the
NCSS Themes:
evolution of selfX
determination and
the spread of
democratic
principles.
Suggested Activities and
Resources
Essential
Vocabulary
and Concepts
Essential
Learnings
• self-determination
• independence
• Identify how political borders created by imperialism and the
creation of new nations by post-World War II powers contributed to
movements
the development of new conflicts.
• universal declaration • Identify major independence movements throughout the colonial
of human rights
world of Asia and Africa and explain the economic, social and
• ethnic cleansing
political causes of their success (possibilities include:
• colonialism
India/Pakistan, Israel, Africa 1960 or Egypt).
• Analyze how the pursuit of self-determination and independence has
led to both conflicts as well as the spread of democratic principles
(possibilities include: South Africa and apartheid; China and
Tiananmen Square; Brazil’s transition to democracy (1980’s);
Cambodia and the Khmer Rouge; Rwandan Genocide; Bosnia; and
Arab Spring).
• Choices Curriculum Units, The Choices Program. History and Current Issues for the Classroom (www.choices.edu).
• Hotel Rwanda, film (2004).
• Amanda: A Revolution in Four Part Harmony film (2002).
*Additional resources are included in the Appendix
Fairbanks North Star Borough School District
Social Studies Curriculum
77
World History 2
Adopted: April 16, 2013
Units of
Instruction
Era of
Globalization:
Current Issues
and Trends
Standards /
NCSS Themes
Essential
Learnings
Alaska Content • Students will
•
Standards:
identify how
•
globalization has led •
to conflict as well as •
NCSS Themes:
compromise and
•
III, IX
cooperation, drawing •
connections between
current and historical •
events.
•
Suggested Activities and
Resources
Essential
Vocabulary
and Concepts
Suggested Content Objectives
Notes
globalization
• Define globalization and explain economic, social and
United Nations
political causes.
fundamentalism
• Analyze positive as well as negative impacts (economic,
developed nation
social, political) of globalization on both more and less
undeveloped nation
developed nations.
economic
• Use a case study based on previous units of study to extend
interdependence
historical understanding. Possibilities include:
diplomacy
o Arab Spring and the spread of democratic principles
international relations
and human rights.
o International trade policies.
o Role of international organizations that support
globalization and the spread of democratic principles
and human rights (e.g., government organizations:
UN, WTO, WHO, World Bank, African Union,
European Union; Non-Government organizations:
Red Cross, Amnesty International, OXFAM,
CARE).
o Impact and response to global terrorism, genocide
and ethnic cleansing.
o Global climate and environmental issues.
o Crisis in Zimbabwe.
o Nuclear proliferation-Iran and North Korea.
o Causes of famine and impact of national and
international policies.
o World health issues such as AIDS, Bird Flu,
Malaria, clean water, etc.
o Oil dependency and energy.
o Natural disasters and the global response/impact.
o Role of NATO in global stability.
• The Gods Must be Crazy, film (1980).
• Choices Curriculum Units, The Choices Program. History and Current Issues for the Classroom (www.choices.edu).
*Additional resources are included in the Appendix.
Fairbanks North Star Borough School District
Social Studies Curriculum
78
World History 2
Adopted: April 16, 2013
WORLD HISTORY HONORS 1 & 2
Grades: 9-10
Length: One or Two Semesters
Prerequisites: (9th Grade) Concurrent
enrollment in English 9 Honors or
Teacher Recommendation;
(10th Grade) Teacher Recommendation
Overview: This course is designed for students who are reading and writing above grade level, capable of in-depth analysis and
motivated to take this challenging course. Studies in this course will focus on greater depth of knowledge/taxonomy based upon
the stated literacy standards for Social Studies already outlined in the World History curriculum: Chronological Thinking,
Historical Comprehension, Historical Analysis and Interpretation, Historical Issues-Analysis and Decision-making.
Additional Skills and Expectations:
• Ability to read and comprehend multiple forms of writing including tests, primary sources and period literature at an
advanced level.
• Demonstrate advanced proficient writing skills.
ADVANCED PLACEMENT (AP) WORLD HISTORY
Overview: This yearlong course is designed for students capable of college level work, follows the description put forward by
the College Board, and prepares students to take the Advanced Placement exam. Through extensive experience with documentGrades: 10
based, free-response and change-over-time essay writing, students will combine selective factual knowledge and appropriate
analytical skills to better understand the evolution of global processes and interacting with different types of human societies.
Students will master the basic skills of historical chronology and comprehension and will develop historical analysis and
interpretation skills, research capabilities, and issues-analysis and decision-making skills. This course fulfills two semesters of
the World History requirement. A summer reading list or assignment may be required prior to the course. The class follows the
Length: Two Semesters
advanced placement course description and uses appropriate materials as set forth by the College Board. The AP exam is
strongly encouraged.
Additional Skills and Expectations:
• Willingness to accept and complete a rigorous reading schedule including text, primary sources and supplemental materials.
Prerequisites: Teacher Recommendation • Demonstrate advanced proficient writing skills.
and enrollment in English 10 Honors or
• Independently analyze literature.
College Preparatory Composition (either
• Demonstrate strong chronological thinking skills.
previously or concurrently)
• Capable of historical comprehension, analysis and interpretation processes.
Please visit the College Board-AP Central website for more information (http://apcentral.collegeboard.com).
Fairbanks North Star Borough School District
Social Studies Curriculum
79
World History Honors/AP World History
Adopted: April 16, 2013
ADVANCED PLACEMENT (AP) EUROPEAN HISTORY/LITERATURE
Overview: This yearlong, two period course is designed for students capable of college level work and combines the course work and
skills of AP European History with the study of the primary literature relevant to a review of European history. Students will master
Grades: 10
the basic skills of historical chronology and comprehension and will develop historical analysis and interpretation skills, research
capabilities and issues-analysis and decision-making skills through extensive experience with document-based, free-response and
change-over-time essay writing. Students meet all the objectives of English 10 Honors for writing and literature. In addition, students
will be prepared for the AP European History exam. This course follows the advanced placement course description and uses
appropriate materials as set forth by the College Board. The AP exam is strongly encouraged. This course fulfills two semesters of the
Length: Two Semesters
English 10 requirement and two semesters of the World History requirement. A summer reading list or assignment may be required
prior to the course.
Additional Skills and Expectations:
• Willingness to accept and complete a rigorous reading schedule including text, primary sources and supplemental materials.
Prerequisites: Teacher
• Demonstrate advanced proficient writing skills.
Recommendation and enrollment in
• Independently analyze literature.
English 10 Honors or College
• Demonstrate strong chronological thinking skills.
Preparatory Composition (either
• Capable of historical comprehension, analysis and interpretation processes.
previously or concurrently)
Please visit the College Board-AP Central website for more information (http://apcentral.collegeboard.com).
Fairbanks North Star Borough School District
Social Studies Curriculum
80
Advanced Placement (AP) European History/Literature
Adopted: April 16, 2013
AMERICAN STUDIES
Grade: 11
Length: Two Semesters
Prerequisites: None
AP: Teacher recommendation or enrollment in Advanced Composition, AP Language &
Composition or AP Language & American Literature (either previously or
concurrently)
The American Studies requirement may be met with successful completion of either of the
following courses.
The courses below address the American Studies Mastery Core Objectives.
Recent U. S. History 1 & 2: (two semesters)
• Recent U. S. History 1: This course reviews the foundations of democracy before focusing on the
people, cultures, issues and events that shaped the United States from Reconstruction to the 1930s.
Students explore the influences and challenges that have shaped our nation. This course emphasizes
the role of democratic principles and the civic responsibility and involvement that have guided the
United States.
• Recent United States History 2: This course focuses on the people, cultures, issues and events that
shaped the United States from the 1930s to the present. Students explore the influences and challenges
that have shaped our nation. This course emphasizes the role of democratic principles and the civic
responsibility and involvement that have guided the United States.
Advanced Placement (AP) United States History: (yearlong) This course is designed for students
capable of introductory college level work, follows the description put forward by the College Board and
prepares students to take the Advanced Placement exam. Through extensive experience with documentbased and free-response essay writing, students will move beyond the basic skills of historical chronology
and comprehension to develop historical analysis and interpretation skills, research capabilities and
issues-analysis and decision-making skills. A summer reading list or assignment may be required prior to
the course.
Fairbanks North Star Borough School District
Social Studies Curriculum
81
American Studies
Adopted: April 16, 2013
RECENT U.S. HISTORY 1
Grades: 11
Length: One Semester
Prerequisites: None
Suggested
Units
Reading
Throughout the
entire course.
Standards/
NCSS Themes
Overview: Recent U.S. History 1 reviews the foundations of democracy before focusing on the people, cultures, issues and events that shaped
the United States from Reconstruction to the 1930s. Students explore the influences and challenges that have shaped our nation. This course
emphasizes the role of democratic principles and the civic responsibility and involvement that have guided the United States.
Essential
Vocabulary
and Concepts
Essential
Learnings
Alaska Reading • Students will read
Standards for
for understanding
Literacy in
and to construct
History and
historical meaning.
Social Studies
•
•
•
•
•
•
primary source
secondary source
compare/contrast
cause/effect
central idea
bias/point of
view
Suggested Content Objectives to Support Essential Learnings
• Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as
the date and origin of the information.
• Determine the central ideas or information of a primary or secondary source; provide accurate summary of how
key events or ideas develop over the course of the text.
• Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or
simply preceded them.
• Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political,
social or economic aspects of history/social studies.
• Compare the point of view of two or more authors regarding how they treat the same or similar topics, including
which details they include and emphasize in their respective accounts.
• Compare and contrast treatments of the same topic in several primary and secondary sources.
Writing
Throughout the
entire course.
Alaska Writing • Students will
• thesis/claim
Standards for
produce clear and • formal voice
Literacy in
coherent writing, to • supporting fact
History and
include a strong
Social Studies
thesis statement and
supporting historical
evidence.
• Write arguments focused on discipline-specific content.
• Write a thesis statement: introduce precise claim/thesis and create an organization that establishes a clear
relationship between the claim and support/reasoning.
• Develop claim/thesis fairly, supplying data and evidence while pointing out the strengths and limitations of the
claim.
• Use varied transition and sentence structures to link the major sections of the text, create cohesion and clarify the
relationships among ideas and concepts.
• Use precise vocabulary and domain-specific vocabulary to manage the complexity of the topic and convey a style
appropriate to the discipline and context as well as to the expertise of likely readers.
• Establish and maintain a formal style and objective tone while attending to the norms and conventions of the
discipline in which they are writing.
• Provide a concluding statement or section that follows from and supports the argument presented.
• Develop and strengthen writing as needed by planning, revising, editing, rewriting or trying a new approach,
focusing on addressing what is most significant for a specific purpose and audience.
Fairbanks North Star Borough School District
Social Studies Curriculum
82
Recent U.S. History 1
Adopted: April 16, 2013
Suggested
Units
Research
Throughout the
entire course.
Units of
Instruction
Standards/
NCSS Themes
Essential
Learnings
Essential
Vocabulary
and Concepts
Suggested Content Objectives to Support Essential Learnings
Alaska Writing • Students will
• plagiarism
• Conduct short as well as more sustained research projects.
Standards for
• Narrow or broaden the inquiry when appropriate.
conduct research • citation
Literacy in
• reliable source • Synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
to answer a
History and
• Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively.
question or solve
Social Studies
• Assess the usefulness of each source in answering the research question.
a problem.
• Integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a
standard format of citation.
• Draw evidence from information texts to support analysis, reflection and research.
Standards/
NCSS Themes
Essential
Learnings
Essential
Vocabulary
and Concepts
Suggested Content Objectives
Notes
• Manifest
Introduction Alaska Content • Students will
Standards:
understand the
Destiny
Unit:
GY.D.5;
major historical • propaganda
Review
• Review the conflict between settlers and Native Americans, such as the
Pequot Wars.
• Identify the three major colonial regions and their economic, social and
H.A.1, 7-8
events and
political difference.
• constitutional
demonstrate
•
Review events that led to the American Revolution.
compromises
NCSS Themes:
principals that
•
slavery
•
Review the use of propaganda during the American Revolution.
II
shaped American • nationalism
• Review the Constitutional Convention highlights.
history prior to • sectionalism • Review slavery generally.
the Civil War
• federalism
• Review major phases of Westward Expansion.
and
• Review nationalism and sectionalism.
Reconstruction.
• Map phases of Westward Expansion.
• Create a timeline of events that occurred in the colonies from 1763 to 1776.
Suggested Activities and
• Analyze the use of the press and propaganda during the American Revolution and create original students works.
• Look at a few of the arguments made by Thomas Paine in Common Sense and evaluate the persuasiveness of the arguments made.
Resources
• Reenact certain constitutional debates over the compromises made based upon the notes of James Madison.
*Additional resources are included in the Appendix.
Fairbanks North Star Borough School District
Social Studies Curriculum
83
Recent U.S. History 1
Adopted: April 16, 2013
Units of
Instruction
Standards/
NCSS Themes
Essential
Vocabulary
and Concepts
Essential
Learnings
• confederation
Civil War and Alaska Content • Students will
identify the tensions • union
Reconstruction Standards:
G/C.B.4;
H.A.1, 7;
H.B.1d
inherent in
Reconstruction:
protecting freed
persons and
unifying the
country and its
impact upon
federalism.
Suggested Content Objectives
Notes
• Describe the course and character of the Civil War and
explain its effects on the American people.
• Identify reasons that led to a Northern victory.
• Identify ways that Lincoln attempted to heal the nation and
adopted a moderate approach.
• Analyze how various Reconstruction plans succeeded or
failed.
• Identify the backlash to Reconstruction and the growth and
of the federal government: rise of the KKK, Jim Crow laws,
Grant's use of federal troops.
• Identify the conflicting interests of unifying the nation,
protecting the rights of former slaves, and the Compromise
Election of 1867.
• Compare and contrast the lives of slaves and freed persons;
slave life vs. sharecropping.
nationalist
sectionalism
Reconstruction
lynching
NCSS Themes:
emancipation
V, VI
abolitionist
Mason Dixon Line
sharecropping
Jim Crow laws
succession
Missouri
Compromise
• federal vs. state
rights
• Civil Rights Act
1875
• The Gettysburg Address (1863).
• Emancipation Proclamation (1863).
th
th
th
• The 13 , 14 , and 15 Amendments of the U.S. Constitution (1868).
• Read editorials reacting to the Dred Scott decision.
• U.S. Supreme Court Case: Plessy vs. Ferguson (1869).
Suggested Activities and
• Analysis of Harper’s Weekly political cartoons and editorials (www.harpweek.com).
Resources
nd
• Structured academic debate/Socratic dialogue: Was Reconstruction the 2 American Revolution?
• Identify ways that Reconstruction attempted to unify the nation and ways that it sought to protect the rights of former slaves.
• Glory, film (1989) (Need parental permission for R-rated movie).
• Reconstruction-The Second Civil War, PBS American Experience film series.
*Additional resources are included in the Appendix.
Fairbanks North Star Borough School District
Social Studies Curriculum
•
•
•
•
•
•
•
•
•
•
•
84
Recent U.S. History 1
Adopted: April 16, 2013
Units of
Instruction
Standards/
NCSS Themes
Essential
Learnings
Essential
Vocabulary
and Concepts
Suggested Content Objectives
Notes
Industrialization, Alaska Content • Students will
Standards
establish cause-andImmigration, the
GY.D.1-2;
effect relationships
Gilded Age and
GY.F.1;
of industrialization
Reforms
G/C.A.1;
and reform
1865- 1914
company town
• Analyze visual data depicting the growth of urban centers
and shifts in the work force.
union
• Describe how the rise of corporations, heavy industry and
monopoly
mechanized farming transformed the American people.
tenements
• Describe the massive immigration after 1870 and how new
capitalism
social patterns, conflicts and ideas of national unity
free market
developed amid growing cultural diversity.
Laissez Faire
• Analyze the rise of the American Labor Movement and
reform
how political issues reflected social and economic changes.
populists
•
Describe how Populists, Progressives and others addressed
temperance
problems of industrial capitalism, urbanization and political
Great Awakening
corruption.
assimilation
• Identify ways that the federal government assisted big
boom-bust cycle
business interests.
tariff
ICC
anti-trust
industrialization
urbanization
Gilded Age
Progressive
Movement
• suffrage
• Chinese Exclusion Act (1882).
• Writings of Booker T. Washington and W.E.B. DuBois; Dialogue: Who more adequately addressed the needs of the African-American
community?
• Primary source: William Jennings Bryan.
• Major strike jigsaw activity: Great Railway Strike, Homestead Strike, Pullman Strike, etc.
• Research key inventions innovations and how they changed people’s lives: communication, transportation and science/medicine.
• Identify new urban leisure activities available: silent movies, baseball games, boxing matches, etc.
• Chicago: City of the Century, PBS American Experience film series.
• Simulation: Ellis Island arrival.
• Espionage and Sedition Acts.
• Excerpts from Upton Sinclair’s book The Jungle (1906).
• Dialogue/Socratic method of the balance between free market and government regulation; identify examples of current government regulation and
discuss the merits.
• Discussion/research: Who are the new immigrants today and what challenges do they face?
• Debate: Were they captains of industry? Research one of the businessmen of the day: Rockefeller, Carnegie, Pullman, Mellon, etc.
*Additional resources are included in the Appendix.
•
•
•
•
•
G/C.B.9;
movements.
•
G/C.F.6
• Students will
•
categorize the social, •
NCSS Themes:
economic and
•
V
political changes in
•
general, and
•
specifically as they
•
pertain to
industrialization and •
reform movements. •
•
•
•
•
•
•
Suggested Activities and
Resources
Fairbanks North Star Borough School District
Social Studies Curriculum
85
Recent U.S. History 1
Adopted: April 16, 2013
Units of
Instruction
Standards/
NCSS Themes
Expansion and Alaska Content • Students will
Standards:
identify the causeImperialism
GY.F.1;
G/C.B.4, 6, 9;
G/C.D.1-2
NCSS Themes:
III
Suggested Activities and
Resources
Essential
Vocabulary
and Concepts
Essential
Learnings
and-effect
relationship, which
explains the causes
of Imperialism and
the effects domestic
and foreign.
•
•
•
•
•
•
•
•
•
•
•
•
•
imperialism
expansionism
Monroe Doctrine
Roosevelt Corollary
Panama Canal
reservation
Dawes Allotment Act
assimilation
land grant
Homestead Act
Square Deal
Social Darwinism
Progressive
Movement
Suggested Content Objectives
Notes
• Describe the Federal Indian Policy and United States
Foreign Policy after the Civil War.
• Identify factors that pushed Americans to expand
westward.
• Commander Perry and Asian acquisitions.
• Consequences of the Spanish-American War.
• Acquisition of Alaska, Hawaii, Puerto Rico, etc.
• Intercontinental Railroad and its effects.
• Students will identify arguments that supported
expansion and those that opposed expansion.
• Identify fact from opinion using various primary sources
including media reports.
• Identify the ways that the media used propaganda and
bias to influence public opinion; Yellow Press.
• Mapping of the Transcontinental Railroad.
• Make the Dirt Fly-Panama Canal, PBS American Experience film series.
• Mystery: Why did the USS Maine explode and should have the U.S. have gotten involved?
• Mapping of the territories acquired by the United States.
• The Wild West and The Way West, PBS American Experience film series.
• Map the various locations that were acquired during the United States during this period.
• Compare and contrast the presidency during Theodore Roosevelt and prior presidents.
• Analysis of political cartoons of the era: Teddy Roosevelt, Panama Canal, Roosevelt Corollary, etc.
*Additional resources are included in the Appendix.
Fairbanks North Star Borough School District
Social Studies Curriculum
86
Recent U.S. History 1
Adopted: April 16, 2013
Units of
Instruction
World War I
Standards/
NCSS Themes
Essential
Learnings
Essential
Vocabulary
and Concepts
Suggested Content Objectives
Notes
Alaska Content • Students will
•
Standards:
identify the causes- •
H.B.1d
and-effects of World •
War I, including
•
NCSS Themes:
effects of new
•
IX
technology and
•
industrialization
•
upon modern
•
warfare as well as •
the impact on civil
liberties.
•
Suggested Activities and
Resources
Trench warfare
• Identify arguments in support of or in opposition to U.S.
alliance
involvement in World War I; rate the strength of those
militarism
arguments.
nationalism
• Explain the changing role of the United States in world
Allied Powers
affairs through World War I.
no-man's zone
• Identify the causes of World War I and the major
stalemate
countries that made up the Allied and Axis Powers;
League of Nations
assassination as the spark that lit the powder keg.
Western/Eastern
• Recognize key features of the Treaty of Versailles.
Front
• Describe how new technologies and industrialization
neutrality
changed the way warfare was fought.
• Great Migration
• Identify ways that the war changed American society
• reparations
(e.g., changing roles of women and African-Americans).
• red scare
• Central Powers
• Zimmerman Telegram and Woodrow Wilson’s Declaration of War (1917).
• Espionage Act (1917).
• Woodrow Wilson’s Fourteen Points.
• Identify new weapons and technologies that led to modern warfare and lethal trenches.
• Simulation of Trench Warfare, view photos of Trench Warfare and write a letter home describing the war.
• View WWI propaganda posters.
• Map the various fronts and battles.
• Discuss how the harsh terms of the Treaty of Versailles laid the foundation for WWII.
• Simulation: sinking of the Lusitania.
*Additional resources are included in the Appendix.
Fairbanks North Star Borough School District
Social Studies Curriculum
87
Recent U.S. History 1
Adopted: April 16, 2013
Units of
Instruction
Standards/
NCSS Themes
1920s-1930s
Alaska Content • Students will
Standards:
categorize political,
GY.E.6;
social, culture and
GY.F.1;
economic tensions
G/C.B.3-4;
of the 1920s.
G/C.D.1-2;
• Students will
G/C.F.6
establish cause-andeffect relationships
NCSS Themes:
of the Great
VII
Depression and
reforms that
followed, which
expanded the role of
the federal
government.
Suggested Activities and
Resources*
Essential
Vocabulary
and Concepts
Essential
Learnings
Suggested Content Objectives
Notes
mass production
• Compare the 1920s with the 1930s.
installment buying
• Describe the life in the roaring 1920s.
Harlem Renaissance • Identify the causes of the Great Depression and describe
depression
how it affected American society.
speculation
• Explain the effects of the Dust Bowl on the American
Works Progress
people and the reforms that were implemented in
Administration
response.
(WPA)
• Analyze how the New Deal addressed the Great
• New Deal: relief,
Depression, transformed American federalism and
recovery and reform
initiated the welfare state.
• welfare state
• Analyze cultural clashes of the period: science vs.
• stock
religion, gender roles, immigration, etc.
• Hooverville
• prohibition
• bootlegging
• suffrage (-ist)
• drought
• subsidy
• Simulation of an assembly line (e.g., build Lego cars using Ford’s approach).
• Photo Essay: Walker Evans, Dorothea Lange and the human toll of the Depression.
• Simulation: Stock Market Crash.
• Research: Works Progress Administration (WPA) programs.
• Riding the Rails, PBS American Experience film series.
• Music and art of the Harlem Renaissance.
• Simulation: 1920s (e.g., flapper dances, bootlegging, Route 66, Scope’s Monkey Trial).
• Research world records set during the 1920s (e.g., pole sitting).
• Iron Jawed Angels, film (2003) (unrated-contains mature content).
• Clash of Cultures in the 1910s and 1920s (www.ehistory.osu.edu/osu/mmh/clash/default.htm).
*Additional resources are included in the Appendix.
Fairbanks North Star Borough School District
Social Studies Curriculum
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•
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88
Recent U.S. History 1
Adopted: April 16, 2013
RECENT U.S. HISTORY 2
Grades: 11
Length: One Semester
Overview: Recent U.S. History 2 focuses on the people, cultures, issues and events that shaped the United States from the 1930s to the present.
Students explore the influences and challenges that have shaped our nation. This course emphasizes the role of democratic principles and the
civic responsibility and involvement that have guided the United States.
Prerequisites: None
Suggested
Units
Reading
Throughout the
entire course.
Writing
Throughout the
entire course.
Standards/
NCSS Themes
Essential
Vocabulary
and Concepts
Essential
Learnings
Alaska Reading • Students will read
Standards for
for understanding
Literacy in
and to construct
History and
historical
Social Studies
meaning.
•
•
•
•
•
•
Suggested Content Objectives to Support Essentials Learnings
primary source
• Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as
secondary source
the date and origin of the information.
compare/contrast • Determine the central ideas or information of a primary or secondary source; provide accurate summary of how
cause/effect
key events or ideas develop over the course of the text.
central idea
• Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or
bias/point of view
simply preceded them.
• Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political,
social or economic aspects of history/social studies.
• Compare the point of view of two or more authors regarding how they treat the same or similar topics, including
which details they include and emphasize in their respective accounts.
• Compare and contrast treatments of the same topic in several primary and secondary sources.
Alaska Writing • Students will
• thesis/claim
Standards for
produce clear and • formal voice
Literacy in
coherent writing, • supporting fact
History and
to include a strong
Social Studies
thesis statement
and supporting
historical
evidence.
• Write arguments focused on discipline-specific content.
• Write a thesis statement: introduce precise claim/thesis, and create an organization that establishes a clear
relationship between the claim and support/reasoning.
• Develop claim/thesis fairly, supplying data and evidence while pointing out the strengths and limitations of the
claim.
• Use varied transition and sentence structures to link the major sections of the text, create cohesion and clarify the
relationships among ideas and concepts.
• Use precise vocabulary and domain-specific vocabulary to manage the complexity of the topic and convey a style
appropriate to the discipline and context as well as to the expertise of likely readers.
• Establish and maintain a formal style and objective tone while attending to the norms and conventions of the
discipline in which they are writing.
• Provide a concluding statement or section that follows from and supports the argument presented.
• Develop and strengthen writing as needed by planning, revising, editing, rewriting or trying a new approach,
focusing on addressing what is most significant for a specific purpose and audience.
Fairbanks North Star Borough School District
Social Studies Curriculum
89
Recent U.S. History 2
Adopted: April 16, 2013
Suggested
Units
Research
Throughout the
entire course.
Standards/
NCSS Themes
Essential
Learnings
Essential
Vocabulary
and Concepts
Alaska Writing • Students will
• plagiarism
Standards for
conduct research • citation
Literacy in
• reliable source
to answer a
History and
question or solve
Social Studies
a problem.
Fairbanks North Star Borough School District
Social Studies Curriculum
Suggested Content Objectives to Support Essential Learnings
Conduct short as well as more sustained research projects.
Narrow or broaden the inquiry when appropriate.
Synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Gather relevant information from multiple authoritative print and digital sources, using advanced searches
effectively.
• Assess the usefulness of each source in answering the research question.
• Integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a
standard format of citation.
• Draw evidence from information texts to support analysis, reflection, and research.
•
•
•
•
90
Recent U.S. History 2
Adopted: April 16, 2013
Units of
Instruction
World War II
Standards/
NCSS Themes
Essential
Vocabulary
and Concepts
Essential
Learnings
Alaska Content • Students will
Standards:
analyze the causes,
GY.E.6;
course and character
GY.F.1;
of WWII at home
G/C.B.3-4;
and abroad, and its
G/C.D.1-2;
impact.
G/C.F.6
Suggested Content Objectives
Notes
United Nations
• Recognize the cause-and-effect relationship of the Treaty of
imperialism
Versailles, economic conditions and the rise of the Nazi
totalitarian
Party.
internment
• Explain the causes and course of World War II.
propaganda
• Explain the character of the war at home and abroad.
Home Front
• Explain its reshaping of the role of women and the U.S. role
Marshall Plan
in world affairs.
appeasement
• Identify factors that moved the U.S. from neutrality to
NCSS Themes:
holocaust
involvement on two fronts.
VI
genocide
• Explain the rise of the U.S. as a superpower and its role in
anti-Semitic
rebuilding Europe.
Lend-Lease Act
• Describe the concentration camps and the rise of the Nazi
rationing
Party.
island hopping
• Analyze the effect of biased actions and propaganda as a
Allied Powers
method to influence public opinion domestically and
Axis Powers
internationally as related to Japanese Internment, the rise of
European Theater
the Nazi Party and the Holocaust.
Pacific Theater
• Simulation: Ration Books and Coupons.
• Sequence the events that led the U.S. from a position of neutrality to involvement and to victory.
• Use visual data to interpret casualties, Home Front activities, industrial output and military strategy.
• Sequence the events of the Nazi Party that led to the final solution: Ladder of Prejudice.
• Franklin Roosevelt’s Four Freedoms speech (1941) and Declaration of War (1941).
• Simulation: Japanese Internment Camp and reading first person accounts.
Suggested Activities and
• Executive Order 9066 (1942) and U.S. Supreme Court case: Korematsu vs. United States (1944).
Resources
• Mapping European countries’ key battles.
• Schindler’s List, film (1993) (Rated R); Saving Private Ryan, film (1998) (Rated R); One Survivor Remembers, film (1996) (unrated).
• Debate the dropping of the atomic bomb: White Light, Black Rain.
• Debates: Munich and Appeasement, The Benefits of the Marshall Plan and United Nations.
• Photo analysis of war propaganda posters and creating original works.
*Additional resources are included in the Appendix.
Fairbanks North Star Borough School District
Social Studies Curriculum
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•
•
•
•
•
•
•
•
•
•
•
91
Recent U.S. History 2
Adopted: April 16, 2013
Units of
Instruction
1950s
Standards/
NCSS Themes
Essential
Vocabulary
and Concepts
Essential
Learnings
Alaska Content • Students will
Standards:
evaluate ways that
GY.D.1-2;
post-WWII values
GY.F.1;
and ideals shaped
G/C.B.6-7, 9;
American culture
H.A.1, 5, 7;
and society.
H.B.1d
NCSS Themes:
I
•
•
•
•
•
•
interstate highway
baby boom
suburban flight
sunbelt
consumerism
war on poverty
Suggested Content Objectives
Notes
• Identify population shifts, migration movements and
population growth.
• Identify ways that new technologies changed American
society.
• Contrast the view of American society as portrayed by the
media and the reality.
• Describe the changing gender roles.
• Identify forms of entertainment and the new consumerism
as contrasted with rationing during WWII.
• Compare and contrast the suburban flight with the rural and
urban poor.
• Describe the cause-and-effect relationship that the
Interstate Highway System had upon American society.
• Identify specific examples of ways that advertising molded
Suggested Activities and
Resources
public tastes and created a mass culture.
Map the Interstate Highway System and Route 66.
Look at magazine ads and identify gender roles and stereotypes.
View Dear Abby columns and contrast the advice given with present views; how does the advice further certain values?
Compare the problems of 1950 sitcoms with current topics; how is the nuclear family portrayed?
Use visual data to analyze the new consumerism (e.g., cars, TV, movies).
Catalogue new inventions and consumerism of the day as well as forms of entertainment.
Listen to music and learn the dances of the day.
*Additional resources are included in the Appendix.
•
•
•
•
•
•
•
Fairbanks North Star Borough School District
Social Studies Curriculum
92
Recent U.S. History 2
Adopted: April 16, 2013
Units of
Instruction
Standards/
NCSS Themes
Cold War
Alaska Content • Students will
Standards:
analyze ways that
G/C.B.2, 9;
American fear of
H.A.2, 5, 7;
the spread of
H.B.1-2, 5
communism led to
increased
NCSS Themes:
militarism abroad
VIII
and restricted civil
liberties
domestically.
Suggested Activities and
Resources
Essential
Vocabulary
and Concepts
Essential
Learnings
Suggested Content Objectives
Notes
communism
• Describe the major events and impacts of the Korean and
democracy
Vietnam conflicts.
arms race
• Explain the political tensions that led the U.S. and U.S.S.R. to
deterrence
become the superpowers.
Space Race
• Explain the theory of containment and deterrence.
Cold War
• Identify ways that Socialist and Communist views were
Iron Curtain
attacked in the U.S.
NATO
• 1979: Iranian Revolution, Hostage Crisis, and Afghanistan
Warsaw Pact
Invasion.
containment
• Identify ways that propaganda was used to shape public
domino theory
opinion.
United Nations
• Compare and contrast democracy and communism.
McCarthyism
• Identify specific examples that demonstrate ways that the
Viet Cong
Vietnam War divided the country.
• Listen to Ronald Reagan’s Berlin speech (1987) and Winston Churchill’s Iron Curtain speech (1946).
• Map the Cold War’s hot spots.
• Simulate an air raid drill: Bert the Turtle.
• Identify the cause-and-effect relationships of the Cold War, present day Middle East conflicts and Latin America.
• View House Un-American Activities Committee (HUAC) clips to explore fact, opinion and bias.
• Identify examples of anti-communist sentiment in pop culture (e.g., comic books, movies).
• Political cartoon analysis of the Cuban Missile Crisis.
• Visual data to analyze the Arms Race.
*Additional resources are included in the Appendix.
Fairbanks North Star Borough School District
Social Studies Curriculum
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•
•
93
Recent U.S. History 2
Adopted: April 16, 2013
Units of
Instruction
Civil Rights:
Desegregation
of the Military
to Present
Standards/
NCSS Themes
Essential
Learnings
Essential
Vocabulary
and Concepts
Suggested Content Objectives
Notes
Alaska Content • Students will
•
Standards:
categorize the state •
G/C.A.1-2;
and federal actions •
B/C.B.2-3;
that led to economic, •
H.A.8-9;
political and social •
H.B.1a-e, 4
changes that resulted •
from the Civil
•
NCSS Themes:
Rights Movement. •
V
civil rights
• Use photo analysis to draw inferences as to power
civil liberties
relationships and attitudes.
boycott
• Summarize the impact on U.S. history of the following
de jure segregation
persons: Rosa Parks, Martin Luther King Jr., Malcolm X,
de facto segregation
President Truman, Linda Brown and Little Rock Nine.
SNCC
• Explain the use of the executive, judicial and legislative
Freedom Riders
branches to further the rights of previously
Civil Rights Act 1964 disenfranchised persons: African-Americans, Hispanics,
• SCLC
women, disabled persons, Native Americans, etc.
th
• NAACP
• Analyze the efforts of the following Amendments: 14 ,
th
th
th
th
• civil disobedience
15 , 19 , 24 and 26 .
• desegregation
• discrimination
• affirmative action
• Brown vs. Board of
Education
• Structured academic debate/Socratic dialog: Evaluate the goals, tactics and impacts of the Southern Christian Leadership Conference (SCLC), Student
Nonviolent Coordinating Committee (SNCC), Malcolm X and Martin Luther King Jr. on the status of African-Americans.
• Compare and contrast the views of Martin Luther King Jr. and Malcolm X.
Suggested Activities and
• Sequence major historical civil rights events from 1948 to present.
Resources
• Identify the different ways that SNCC, NAACP, SCLC and other groups’ furthered civil rights.
th
• Conceptual timeline: Evolution of the Civil Rights Movement in the 20 century.
*Additional resources are included in the Appendix.
Alaska Content • Students will
• counter-culture
• Explain ways that the counter-culture shaped American
1960s-1970s:
analyze the tensions • feminism
culture and served as a backlash to the 1950s’ culture.
Standards:
Era of Change
between the
• ERA
• Identify specific examples that demonstrate ways that the
G/C.B.7;
expanding role of
• Title IX
Vietnam War divided the country.
H.A.1-4
the federal
• EPA
NCSS Themes:
government and
• commune
IV
social challenges to • environmentalist
the status quo.
• Watergate
• Kent State
• Draft Dodger
• Woodstock
• Analysis of lyrics and music of the time.
• Analysis of clothing as part of the counter-culture.
• Primary sources: Betty Friedan.
Suggested Activities and
• Draw inferences using lyrics, slogans and other media.
• Compare and contrast the culture of the idealized 1950s’ family unit with the individualized counter-culture.
Resources
• All the President’s Men, film (1976) (Rated R).
• Debate present-day environmental regulations; New Federalism.
*Additional resources are included in the Appendix.
Fairbanks North Star Borough School District
Social Studies Curriculum
94
Recent U.S. History 2
Adopted: April 16, 2013
Units of
Instruction
Conservative
Resurgence
Standards/
NCSS Themes
Essential
Learnings
Alaska Content • Students will
Standards:
compare and
G/C.a.3;
contrast the liberal
G/C.B.2, 6, 9
and conservative
views of the role of
NCSS Themes:
government.
VI
Suggested Activities and
Resources
Essential
Vocabulary
and Concepts
• evangelical
• deregulation
• trickle-down
economics
• privatization
• Iran-Contra
• Persian Gulf War
Suggested Content Objectives
Notes
• Explain the economic arguments for Reaganomics and the
causes of the recession.
• Explain the basic concepts of supply and demand.
• Identify the differences between liberal and conservative
ideology.
• Map Europe’s changing boundaries after the dissolution of the Soviet Union.
• Identify advantages and disadvantages of deregulation.
• View the Congressional hearings of Supreme Court nominees as a way of creating a conservative court.
*Additional resources are included in the Appendix.
• Use visual data to understand U.S. economic policy over
time: outsourcing, labor unions, taxes, trade deficit, etc.
• Identify skills needed to compete in a global economy.
role in global
• United Nations
• Identify ways that technology has led to cultural diffusion.
NCSS Themes:
interdependence and • World Bank
• Use visual data to analyze economic trends: wages, eIX
cooperation.
• IMF
commerce, immigration and levels of education.
• international criminal • Identify specific examples to support the argument that
courts
technology has led to greater cultural diffusion.
• information age
• cultural diffusion
• outsourcing
• multinational
corporations
• balance of trade
• e-commerce
• free trade
• WTO
• terrorism
• Debate: When should the U.S. declare war and what is America’s political role in the world?
• Trace economic, social and political issues across various countries and regions.
Suggested Activities and
• Debate issues related to energy dependence and environmental costs.
• Compare job market data across countries to create lists of essentials skills.
Resources
• Analyze economic data using graphs and charts.
*Additional resources are included in the Appendix.
Alaska Content • Students will
• OPEC
Global
Standards:
identify specific
• globalization
Interdependence
G/C.D.1-5
examples of the U.S. • NAFTA
in the Modern Era
Fairbanks North Star Borough School District
Social Studies Curriculum
95
Recent U.S. History 2
Adopted: April 16, 2013
Units of
Instruction
Final Unit:
Research
Standards/
NCSS Themes
Essential
Learnings
• Students will write a •
research paper,
produce a product
for History Day or
create another
research-based
product that
demonstrates
mastery of the
research skills set
forth by NCSS.
Fairbanks North Star Borough School District
Social Studies Curriculum
Essential
Vocabulary
and Concepts
Suggested Content Objectives
Notes
• Students must use a minimum of three different
sources, one of which must be a primary source.
• Students must create a works cited page using either
MLA or APA format.
96
Recent U.S. History 2
Adopted: April 16, 2013
ADVANCED PLACEMENT (AP) UNITED STATES HISTORY
Grades: 11
Length: Two Semesters
Prerequisites: English 10 Honors or
Teacher Recommendation
Fairbanks North Star Borough School District
Social Studies Curriculum
Overview: This course is designed for students capable of college level work, follows the description put forward by the
College Board and prepares students to take the Advanced Placement exam. Through extensive experience with document-based
and free-response essay writing, students will move beyond the basic skills of historical chronology and comprehension to
develop historical analysis and interpretation skills, research capabilities and issues-analysis and decision-making skills. A
summer reading list or assignment may be required prior to the course. The class follows the advanced placement course
description and uses appropriate materials as set forth by the College Board. The AP exam is strongly encouraged.
Additional Skills and Expectations:
• Willingness to accept and complete a rigorous reading schedule including text, primary sources and supplemental materials
• Demonstrate advanced proficient writing skills.
• Independently analyze literature.
• Demonstrate strong chronological thinking skills.
• Capable of historical comprehension, analysis and interpretation processes.
Please visit the College Board-AP Central website for more information (http://apcentral.collegeboard.com).
97
Advanced Placement (AP) United States History
Adopted: April 16, 2013
GOVERNMENT STUDIES
Grade: 12
Length: One Semester
Prerequisites: None
AP: Teacher Recommendation
The Government Studies requirement may be met with successful completion of either of the
following courses.
The courses below address the Government Studies Mastery Core Objectives.
American Government: (one semester) In American Government, students become
knowledgeable about the political structure and function of the government, U.S. political
process, issues confronting Americans and the responsibilities of being an active participant in a
democratic republic.
American Legal System: (one semester) American Legal System examines the legal system that
is a part of the American democratic process. It is designed to answer such questions as: (a)
what is law, (b) what is its social function, (c) how does law work, (d) what is the political
structure of government, and (e) what is the function of the government?
Statutes, common law principles, court decisions and regulatory and constitutional laws dealing
with public issues such as education, pollution, highway safety, poverty, civil rights and
problems directly concerning youth are covered. The course provides practical information and
problem-solving opportunities that develop the knowledge and skills needed to survive in a lawsaturated society.
Advanced Placement United States Government & Politics: (one semester) In Advanced
Placement United States Government & Politics, students become knowledgeable about the
political structure and function of the government, U.S. political process, issues confronting
Americans and the responsibilities of being active participants in a democratic republic. This
course is designed for students capable of introductory college level work, follows the
description put forward by the College Board and prepares students to take the Advanced
Placement exam. A summer reading list or assignment may be required prior to the course.
Fairbanks North Star Borough School District
Social Studies Curriculum
98
Government Studies
Adopted: April 16, 2013
AMERICAN GOVERNMENT
Grades: 12
Length: One Semester
Overview: In American Government, students become knowledgeable about the political structure and function of the government, United
States political processes, issues confronting Americans and the responsibilities of being an active participant in a democratic republic.
Prerequisites: None
Suggested
Units
Reading
Throughout the
entire course.
Standards/ NCSS
Themes
Essential
Vocabulary
and Concepts
Essential
Learnings
Alaska Reading • Students will read
Standards for
for understanding
Literacy in History
and to construct
and Social Studies
historical meaning.
•
•
•
•
•
•
primary source
secondary source
compare/contrast
cause/effect
central idea
bias/point of view
Suggested Content Objectives to Support Essential Learnings
• Cite specific textual evidence to support analysis of primary and secondary sources, attending to such
features as the date and origin of the information.
• Determine the central ideas or information of a primary or secondary source; provide accurate summary of
how key events or ideas develop over the course of the text.
• Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or
simply preceded them.
• Determine the meaning of words and phrases as they are used in a text, including vocabulary describing
political, social or economic aspects of history/social studies.
• Compare the point of view of two or more authors regarding how they treat the same or similar topics,
including which details they include and emphasize in their respective accounts.
• Compare and contrast treatments of the same topic in several primary and secondary sources.
Writing
Throughout the
entire course.
Alaska Writing • Students will
• thesis/claim
Standards for
produce clear and • formal voice
Literacy in History
coherent writing, to • supporting fact
and Social Studies
include a strong
thesis statement and
supporting historical
evidence.
• Write arguments focused on discipline-specific content.
• Write a thesis statement: introduce precise claim/thesis, and create an organization that establishes a clear
relationship between the claim and support/reasoning.
• Develop claim/thesis fairly, supplying data and evidence while pointing out the strengths and limitations of
the claim.
• Use varied transition and sentence structures to link the major sections of the text, create cohesion and
clarify the relationships among ideas and concepts.
• Use precise vocabulary and domain-specific vocabulary to manage the complexity of the topic and convey a
style appropriate to the discipline and context as well as to the expertise of likely readers.
• Establish and maintain a formal style and objective tone while attending to the norms and conventions of
the discipline in which they are writing.
• Provide a concluding statement or section that follows from and supports the argument presented.
• Develop and strengthen writing as needed by planning, revising, editing, rewriting or trying a new
approach, focusing on addressing what is most significant for a specific purpose and audience.
Research
Throughout the
entire course.
Alaska Writing • Students will
• plagiarism
Standards for
conduct research to • citation
Literacy in History
answer a question or • reliable source
and Social Studies
solve a problem.
Fairbanks North Star Borough School District
Social Studies Curriculum
Conduct short as well as more sustained research projects.
Narrow or broaden the inquiry when appropriate.
Synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Gather relevant information from multiple authoritative print and digital sources, using advanced searches
effectively.
• Assess the usefulness of each source in answering the research question.
• Integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and
following a standard format of citation.
• Draw evidence from information texts to support analysis, reflection and research.
•
•
•
•
99
American Government
Adopted: April 16, 2013
Units of
Instruction
Standards/
NCSS Themes
Essential
Learnings
Foundations of Alaska Content • Students will
Standards:
establish the
Democracy
•
•
origins of our
•
G/C.A.1-4;
democratic
•
G/C.B.1
foundations,
•
principles and
•
NCSS Themes:
rights.
•
VI, X
•
Subtopics:
•
• Philosophical
•
foundations.
•
• Colonial history
•
leading to the
•
American
•
Revolution and the
•
writing of the
•
Suggested Activities and
Resources
Essential
Vocabulary
and Concepts
social contract
divine right
Magna Carta
federalism
checks and balances
separation of powers
popular sovereignty
judicial review
limited government
constitutionalism
republic
democracy
amendment
confederation
ratification
bill of rights
Suggested Content Objectives
Notes
• Describe the function and purpose of government.
• Describe the origins of democratic-republican thought
•
•
•
•
including the natural rights philosophy, classical
republicanism, constitutionalism and the evolution of the
concept of individual rights.
Explain the influence of British history on the Founders’
beliefs about government and individual rights and describe
how the differences between colonial America and Europe
affected those beliefs and led to the American Revolution and
independence.
Describe the weaknesses of the Articles of Confederation and
why the Founders decided to develop a new plan for
government.
Describe the Philadelphia Convention and the process of
writing and ratifying the new Constitution.
Describe the formal amendment process; emphasize the living
nature of the Constitution through the amendment process
and understand how that process is a reflection of federalism.
Describe the bundle of compromises struck during the
Constitutional Convention.
Explain the opposing views of the federalists and the antifederalists; how those views are reflected in the following
principles: separation of power, checks and balances, popular
sovereignty, judicial review, federalism and limited
government outlined by the Constitution.
List and explain rights included in the body.
Declaration of
Independence.
• Weaknesses of the
•
Articles of
Confederation.
•
• The writing and
ratification of the
Constitution.
• Federalists vs.
Anti-Federalists.
•
• Amendment
process and the
Bill of Rights.
• Primary sources such as Magna Carta, Declaration of Independence, Articles of Confederation, Federalist Papers, Anti-Federalist Papers, etc.
• Primary sources: selections from Jean-Jacues Rousseau, Montesquieu, etc.
• English Petition of Rights.
• English Bill of Rights.
• U.S. Supreme Court case: Marbury vs. Madison (1803).
• U.S. Constitution: Bill of Rights and Articles IV-VII.
• Simulation: Constitutional Convention Reenactment.
• Rewrite the preamble to the Constitution to reflect present day concerns and purposes.
• Identify one amendment that should be added today.
• Debate the ratification of the Constitution from the perspective of the federalists and anti-federalists.
*Additional resources are included in the Appendix.
Fairbanks North Star Borough School District
Social Studies Curriculum
100
American Government
Adopted: April 16, 2013
Units of
Instruction
Standards/
NCSS Themes
Essential
Learnings
The Political Alaska Content • Students will
Standards:
analyze how parties,
Process,
media and interest
Voting and the
G/C.E.1-7
groups shape the
Media
NCSS Themes:
X
•
•
•
•
political process and •
•
influence citizen
•
participation.
•
•
•
•
•
•
•
•
Essential
Vocabulary
and Concepts
Democratic party
Republican party
third-party
split ticket
incumbent
winner-takes-all
lobbyists
interest groups
constituents
district
primary elections
general elections
gerrymandering
referendum
political actions
committees (PACS)
Suggested Content Objectives
Notes
• Describe, analyze and evaluate the rights and
•
•
•
•
•
•
•
•
•
•
responsibilities of citizens in a participatory democracy
at all levels of government.
Analyze how our current two-party system evolved from
the Federalist and Anti-Federalist.
Describe the evolution and expansion of voting rights in
the United States of various groups: former slaves,
women, 18-year-olds, etc.
Explore the indicators of civic engagement as they
pertain to student lives: civic indicator, political
indicator, public voice and cognitive engagement.
Explore the core beliefs of the political parties, their
similarities and differences.
Recognize political parties including functions,
organizations and effects on the political and electoral
laws and systems.
Understand the role, range and the activities of interest
groups.
Describe the unique characteristics and roles of Political
Action Committees (PACS) in the political process.
Identify ways that different media shapes the political
process.
Explain and evaluate judicial review and describe how
the Supreme Court acquired that power over federal and
state actions.
Analyze factors, which have contributed to the
expansion of the power of the federal government.
Project Citizen/We the People (www.civiced.org).
• Debate voting issues (e.g., if voting should be mandatory).
Kids Voting (www.kidsvotingusa.org).
• Analyze one political issue using various media to identify fact vs. opinion and bias in reporting.
Weekly discussion of current events.
• Analyze how socio-economic factors affect party affiliation.
Community service learning opportunities.
• Simulation: Gerrymandering and drawing districts to one party’s favor.
Suggested
Maintain political journal of news articles (local, state, national).
• Create campaign brochures, posters, radio/TV ads or blogs for a specific real or fictitious candidate.
Activities and
Register students to vote.
• Rate possible reforms to the electoral process.
Resources*
Explore ways to increase voter turnout.
• Lessons: Winning the Seat – a Congressional Election simulation
Trace the development of an issue through interest groups and
• U.S. House of Representatives (www.house.gov/house_history/congApp/state_apportionment.pdf).
the media.
• Tracking the influence of money in U.S. politics (www.opensecrets.org)
• Interview various persons about why they do or do not
*Additional resources are included in the Appendix.
participate in the political process.
•
•
•
•
•
•
•
•
Fairbanks North Star Borough School District
Social Studies Curriculum
101
American Government
Adopted: April 16, 2013
Units of
Instruction
Standards/
NCSS Themes
Legislative
Branch
Alaska Content • Students will
Standards:
analyze how
Congress serves as
G/C.A.1-4;
the voice of the
G/C.B.1-9;
public through the
G/C.C.8;
law-making process
G/C.F.1, 6, 10
and utilizing the
system of checks
NCSS Themes:
and balances.
X
Suggested Activities and
Resources
Essential
Vocabulary
and Concepts
Essential
Learnings
• committee
• majority/minority
•
•
•
•
•
•
•
•
•
leaders
necessary and proper
clause
commerce
appropriations
ways and means
oversight
partisan (bipartisan)
override
veto
impeachment
Suggested Content Objectives
Notes
• Analyze and describe how the Constitution organizes
•
•
the government into three branches, identifying the
powers and responsibilities of each branch and
explaining interactions between branches.
Distinguish between expressed and implied powers Art. 1, Section 8 and how the federal government has
grown.
Identify the composition of Congress: formal
requirements, terms and number of members of each
chamber.
Role of various committees: standing, conference and
select.
Describe the process of how laws are made.
Analyze the various and competing roles of members
of Congress.
Identify the checks that Congress has upon the other
branches of government and the other branches upon
Congress.
Analyze the legislative branch at the state and local
levels as it pertains to the principle of federalism.
Subtopics:
•
• The impact of the
Commerce Clause
•
of the Constitution,
•
the impact of the
purse: taxation,
•
block grant,
incentives, and other
funding.
•
• The role of
Congress' oversight
function and
regulatory agencies.
The use of
committees to divide
the workload.
• U.S. Constitution – Article 1.
th
• 17 Amendment of the U.S. Constitution.
• Fantasy Congress: Congress members earn points as they do in Fantasy Football.
• Board game: How a Bill Becomes a Law.
• Match various implied power to their expressed powers.
• Trace the fate of particular legislation at various levels of government.
• Simulations: write legislation, caucuses, conference committees, etc.
• Write to a legislator regarding a specific issue or concern.
• The Congressional timeline: 1933 – Present (http://www.congressionaltimeline.org).
• Center on Congress at Indiana University (www.congress.indiana.edu).
• Committee simulation (www.congresslink.org lessons).
• Caucus simulation (www.house.gov/forbes/newsroom).
• Budget Hero (www.marketplace.org).
• C-SPAN.
• Congressional newspaper (www.thehill.com).
• Lesson plans/games for learning civics (www.icivics.org).
*Additional resources are included in the Appendix.
Fairbanks North Star Borough School District
Social Studies Curriculum
102
American Government
Adopted: April 16, 2013
Units of
Instruction
Executive
Branch
Standards/
NCSS Themes
Alaska Content • Students will
Standards:
evaluate the various
G/C.A.3;
roles that the
G/C.B.1, 3
president plays and
how the executive
NCSS Themes:
branch establishes
VI
the economic, social
and political agenda
for the country.
Suggested Activities and
Resources
Essential
Vocabulary
and Concepts
Essential
Learnings
Suggested Content Objectives
Notes
cabinet
• Understand the various roles that the President plays:
executive
chief of state, executive, diplomat, party leaders, etc.
electoral college
• Understand the various powers that are available to
regulatory agencies
Presidents: legislative, executive, judicial and military.
treaty
• Understand the system of checks and balances as it
pocket veto
pertains to the executive branch in relation to the other
executive orders
two branches.
presidential
• Explore ways that recent Presidents have expanded the
succession
power of the executive branch and the role of the
• pardon
Federal Government.
• commutation
• Analyze the role of the executive at the state and local
• amnesty
levels.
• veto
• foreign
• domestic
nd
th
• U.S. Constitution: 22 and 25 Amendments.
• Executive Order 9066 (1942).
• War Powers Resolution.
• Analysis of political cartoon to understand contemporary issues.
• Library of Congress (www.loc.gov).
• C-SPAN.
• Research one president and have students look at the various ways he used his powers.
• Compare and contrast the various leadership styles of past presidents.
• View past presidents fulfilling various roles using C-SPAN clips.
• Use interactive website of the Electoral College to predict the next election.
• Identify the fewest number of states that a candidate must capture in order to win the Electoral College.
• View and analyze the State of the Union Address.
• Simulation: If the Electoral College vote is a tie, how will the House of Representatives vote?
• View the poll ratings for various presidents.
• Identify the characteristics that make for a great leader.
• Use of presidential tapes from the national archives.
• PollyVote Election Forecasting (www.pollyvote.com).
• iCivics teaching materials (www.icivics.org).
• Library of Congress lesson plans and resources (www.loc.gov).
*Additional resources are included in the Appendix.
Fairbanks North Star Borough School District
Social Studies Curriculum
•
•
•
•
•
•
•
•
103
American Government
Adopted: April 16, 2013
Units of
Instruction
Standards/
NCSS Themes
Judicial Branch Alaska Content • Students will
Standards:
G/C.B.3, 8;
G/C.E.4
Essential
Vocabulary
and Concepts
Essential
Learnings
•
•
•
•
•
•
•
•
majority opinion
dissent opinion
precedence
jurisdiction
appeal (appellate)
civil criminal
grand jury
petit jury
Notes
• Explain the concept of federalism in the judicial
branch and the various levels that allow litigants to
appeal decisions.
• Discuss the principle of judicial review and the
principle of checks and balances as it pertains to the
NCSS Themes:
other branches of government.
X
• Review the rights guaranteed defendants in the Bill
of Rights.
• Understand the different purposes and procedures in
criminal vs. civil court.
• Explore scenarios that may bring students in contact
with the judicial branch: witness, juror,
landlord/tenant dispute, car accident, family court,
etc.
• Research a member of the U.S. or Alaska Supreme Court.
• View a clip of a Supreme Court appointment hearing.
• View a portion of a televised State Supreme Court case.
Suggested Activities and
• U.S. Constitution: Article III.
Resources
• Visit a court and meet with a local judge.
• Explore the jury system by looking at death penalty cases: Mendez; 12 Angry Men, film (1957), etc.
• Guess how the Supreme Court will rule on upcoming cases using SCOTUS (www.supremecourtus.gov).
*Additional resources are included in the Appendix.
Fairbanks North Star Borough School District
Social Studies Curriculum
explain how the
judicial branch
shapes public policy
by measuring the
constitutionality of
the acts of the states
and the other
branches of
government.
Suggested Content Objectives
104
American Government
Adopted: April 16, 2013
Units of
Instruction
Standards/
NCSS Themes
Essential
Vocabulary
and Concepts
Essential
Learnings
Civil Rights and Alaska Content • Students will
Standards:
analyze that the
Civil Liberties
•
•
•
•
civil rights
civil liberties
due process
equal protection
Suggested Content Objectives
Notes
• Trace the expansion of the protection of the Bill of
Rights beginning with the 13th, 14th and 15th
Amendments with an emphasis on the concepts of
due process of law and equal protection.
• Explore the issue of federalism and the growth of the
federal government to secure certain rights and
liberties.
Supreme Court
guarantees the
protections afforded
a person under the
NCSS Themes:
5th and 14th
V
Amendments.
• Photo analysis depiction of key events in the Civil Rights Movement.
• Mock trial of a key case: Gatz, Johnson, Bollinger, Vernonia, etc.
th
th
• U.S. Constitution: 5 and 14 Amendments.
• The United Nations’ Universal Declaration of Human Rights.
• U.S. Supreme Court case: Plessy vs. Ferguson (1896).
Suggested Activities and
• Simple Justice: Brown vs. Board of Education: PBS American Experience film series.
Resources
• U.S. Supreme Court case: Gibbons vs. Ogden (1824).
• Controversy in the classroom: Diana Hess.
• Constitutional Rights Foundation (http://crf-usa.org).
• The Oyez Project (www.oyez.org).
*Additional resources are included in the Appendix.
G/C.B.1-3, 5-9;
G/C.C.6
Fairbanks North Star Borough School District
Social Studies Curriculum
105
American Government
Adopted: April 16, 2013
AMERICAN LEGAL SYSTEMS
Grades: 11-12
Length: One semester
Prerequisites: None
Suggested
Units
Overview: American Legal Systems examines the legal system that is a part of the American democratic process. It is designed to answer
such questions as:
• What is law?
• What is its social function?
• How does law work?
• What is the political structure of government?
• What is the function of the government?
Statutes, common law principles, court decisions and regulatory and constitutional laws dealing with public issues such as education,
pollution, highway safety, poverty, civil rights and problems directly concerning youth are covered. The course provides practical
information and problem-solving opportunities that develop the knowledge and skills needed to survive in a law-saturated society.
Standards/
NCSS Themes
Reading
Alaska Reading • Students will read
Standards for
for understanding
and to construct
Throughout the Literacy in History
meaning.
entire course. and Social Studies
Fairbanks North Star Borough School District
Social Studies Curriculum
Essential
Vocabulary
and Concepts
Essential
Learnings
•
•
•
•
•
•
Suggested Content Objectives to Support Essential Learnings
primary source
• Cite specific textual evidence to support analysis of primary and secondary sources, attending to such
secondary source
features as the date and origin of the information.
compare/contrast • Determine the central ideas or information of a primary or secondary source; provide accurate summary of
cause/effect
how key events or ideas develop over the course of the text.
central idea
• Analyze in detail a series of events described in a text; determine whether earlier events caused later ones
bias/point of view
or simply preceded them.
• Determine the meaning of words and phrases as they are used in a text, including vocabulary describing
political, social or economic aspects of history/social studies.
• Compare the point of view of two or more authors regarding how they treat the same or similar topics,
including which details they include and emphasize in their respective accounts.
• Compare and contrast treatments of the same topic in several primary and secondary sources.
106
American Legal Systems
Adopted: April 16, 2013
Suggested
Units
Standards/
NCSS Themes
Writing
Alaska Writing
Standards for
Literacy in
History and
Social Studies
Throughout the
entire course.
Essential
Learnings
Essential
Vocabulary
and Concepts
• Students will
• thesis/claim
produce clear and • formal voice
coherent writing, to • supporting fact
include a strong
thesis statement and
supporting
evidence.
Suggested Content Objectives to Support Essential Learnings
• Write arguments focused on discipline-specific content.
• Write a thesis statement: introduce precise claim/thesis, and create an organization that establishes a clear
relationship between the claim and support/reasoning.
• Develop claim/thesis fairly, supplying data and evidence while pointing out the strengths and limitations of
the claim.
• Use varied transition and sentence structures to link the major sections of the text, create cohesion and
clarify the relationships among ideas and concepts.
• Use precise vocabulary and domain-specific vocabulary to manage the complexity of the topic and convey a
style appropriate to the discipline and context as well as to the expertise of likely readers.
• Establish and maintain a formal style and objective tone while attending to the norms and conventions of the
discipline in which they are writing.
• Provide a concluding statement or section that follows from and supports the argument presented.
• Develop and strengthen writing as needed by planning, revising, editing, rewriting or trying a new approach,
focusing on addressing what is most significant for a specific purpose and audience.
Research
Throughout the
entire course.
Alaska Writing • Students will
• plagiarism
Standards for
conduct research to • citation
Literacy in
answer a question or • reliable source
History and
solve a problem.
Social Studies
Fairbanks North Star Borough School District
Social Studies Curriculum
Conduct short as well as more sustained research projects.
Narrow or broaden the inquiry when appropriate.
Synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Gather relevant information from multiple authoritative print and digital sources, using advanced searches
effectively.
• Assess the usefulness of each source in answering the research question.
• Integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and
following a standard format of citation.
• Draw evidence from information texts to support analysis, reflection and research.
•
•
•
•
107
American Legal Systems
Adopted: April 16, 2013
Units of
Instruction
Standards/
NCSS Themes
Essential
Learnings
Essential
Vocabulary
and Concepts
Suggested Content Objectives
Notes
Three Branches
of the
Government
Alaska Content • Students will
• executive
• Analyze and describe how the Constitution
Standards
identify the function • legislative
organizes the government into three branches,
G/C.A.1-4;
and responsibilities • judicial
identifying the powers and responsibilities of each
G/C.B.1-9;
• cabinet
of each branch of
branch and explaining interactions between
G/C.C.8
• majority/minority
the government.
branches.
leaders
• Students will
• List and explain rights included in the body of the
NCSS Themes:
• Electoral College
explain the
Constitution and the Bill of Rights.
II, V-VI, VIII, X
importance of the • Constitution
Bill of Rights and • federalism
• Bill of Rights
how it pertains to
• amendment
Americans.
• limited government
• Students will
• separation of powers
describe the
importance of the • statute
supremacy clause • checks and balances
and explain how the • veto
Constitution divides • judicial review
power between the • unconstitutional
national and state
governments.
• Subtopics:
o Legislative
Branch
o Executive Branch
o Judicial Branch
• U.S. Constitution: Articles I, II and III.
• Volunteer at a voting station.
Suggested Activities and
• Federalists papers.
• C-SPAN.
Resources
• Analyze current Supreme Court cases.
*Additional resources are included in the Appendix.
Fairbanks North Star Borough School District
Social Studies Curriculum
108
American Legal Systems
Adopted: April 16, 2013
Units of
Instruction
Introduction to
American Legal
Systems
Standards/
NCSS Themes
Alaska Content • Students will
Standards:
analyze and share
G/C.A.1-2;
how laws reflect
G/C.B.1-4, 6-9;
economic, moral,
H.B.1c
political and social
values.
NCSS Themes:
V-VI, IX, X
Suggested Activities and
Resources
Essential
Vocabulary
and Concepts
Essential
Learnings
Suggested Content Objectives
Notes
jurisprudence
precedent
appellate
criminal law
civil law
strict construction
liberal construction
majority opinion
dissenting opinion
dispute resolution
• Recognize the role of law as a social resource to
fulfill needs of a complex society, as well as
acknowledge the limitation of law as a source of
social control.
• Identify the role of government in relation to
constitutional law and the basic values underlying
the American constitutional system.
• Describe the structure and functions of courts and
legal officials.
• Trace the evolution of major legal concepts.
• U.S. Supreme Court case: Marbury vs. Madison (1803).
• U.S. Supreme Court case: McCulloch vs. Maryland(1819).
• Judge as a guest speaker in the classroom.
• Obtain a draft of a bill from your local, state or federal legislature for students to analyze.
*Additional resources are included in the Appendix.
Fairbanks North Star Borough School District
Social Studies Curriculum
•
•
•
•
•
•
•
•
•
•
109
American Legal Systems
Adopted: April 16, 2013
Units of
Instruction
Standards/
NCSS Themes
Essential
Learnings
Law as a
Resource to
Resolve Social
Problems and
Perform Social
Functions
Alaska Content
Standards:
G/C.B.1-4;
G/C.C.1-8
• Students will
understand how the
rights of American
citizens are
interpreted at the
local, state and
federal levels.
NCSS Themes:
V, VI, X
Essential
Vocabulary
and Concepts
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Suggested Activities and
Resources
Fairbanks North Star Borough School District
Social Studies Curriculum
Suggested Content Objectives
Notes
juvenile
• Understand the various types of laws and the
application of justice: criminal, juvenile,
criminal law
consumer, torts and family and housing laws.
felony
• Explain the basic constitutional rights of the
misdemeanor
individual citizens and the social values of
defendant
the community.
plaintiff
• Exercise critical thinking in relation to
prosecutor
contemporary events and the law.
beyond a reasonable
doubt
preponderance of the
evidence
common law
contingency fee
strict liability
grand jury
petit jury
• 6th Amendment of the U.S. Constitution.
• 7th Amendment of the U.S. Constitution.
• 14th Amendment, Section 1 of the U.S. Constitution.
• Constitution Article 111, Section 2.
• Twelve Angry Men, film (1957) (Rated PG)
• Have students look at fairy tales and choose one that could result in a tort.
• Have students engage in a mock trial.
• Public Citizen Congress Watch (www.citizen.org/congress/civjus/home.html).
• The Association of Trial Lawyers (www.atlanet.org).
• The Institute for Civil Justice (www.rand.org/jie/civil-justice.html).
• Nolo: Law for All (www.nolo.com).
• Consumer Credit/Legal Information Institute at Cornell Law School (www.law.cornell.edu/topics/consumer_credit.html).
• Landlord & Tenant/Legal Information Institute at Cornell Law School (www.law.cornell.edu/topics/landlord_tenant.html).
*Additional resources are included in the Appendix.
110
American Legal Systems
Adopted: April 16, 2013
Units of
Instruction
Standards/
NCSS Themes
Essential
Vocabulary
and Concepts
Essential
Learnings
Law as a Social Alaska Content • Students will
Standards:
distinguish among
Necessity
•
•
laws made at local, •
state and federal
•
levels.
•
•
G/C.B.8-9;
G/C.E.7
NCSS Themes:
VI, X
Suggested Activities and
Resources
ordinance
statute
bill
legislative intent
regulation
public hearing
• Understand the role of law as a social resource to
fulfill the needs of a complex society.
• Recognize the limitation of law as a source of
social control.
• Describe how law is used to solve problems and
resolve conflicts.
Universal Declaration of Human Rights.
International Covenant on Civil and Political Rights.
International Covenant on Economic, Social and Cultural Rights.
Plan a field trip to visit local or borough meetings, school board or other lawmaking body. Students should examine some laws enacted by these
bodies and learn the procedure for passing the laws.
• Research a law in Alaska and see how it applies to different states.
*Additional resources are available in the Appendix.
political and social
freedoms of
Americans.
Mock Trial
Notes
•
•
•
•
•
Law as a Means Alaska Content • Students will
Standards:
establish that the
•
of Protecting
G/C.B.1, 3, 6, 8-9; Bill of Rights, the
Individual
G/C.E.4
14th Amendment and •
Rights and
various civil rights
Basic Social
NCSS Themes:
laws are important •
VI, X
Values
safeguards to the
Suggested Activities and
Resources
Suggested Content Objectives
due process
procedural due
process
substantive due
process
tort
• consumer
• civil law
• civil action
• Explain basic constitutional rights of the
individual citizen and the social values of the
community.
• Analyze court decisions and opinions.
• Make informed decisions on legal issues and
defend decisions with legal evidence.
• Identify the characteristics of several legal
techniques and explain basic similarities and
differences.
• U.S. Supreme Court case: Tinker vs. Des Moines School District (1969).
• U.S. Supreme Court case: Bethel School District vs. Fraser (1986).
• Students research President Franklin Roosevelt’s Court Packing proposal and write a research paper on how they believe the court and history
might have been different if he had followed through with his proposal. The research paper should be 4-7 pages in length with an annotated
bibliography.
• U.S. Supreme Court case: Goss vs. Lopez (1975).
• U.S. Supreme Court case: Lochner vs. New York (1905).
*Additional resources are included in the Appendix.
Alaska Content • Students will
Standards:
participate in and
G/C.E.2, 4, 7
complete a mock
trial.
NCSS Themes:
VI, X
Fairbanks North Star Borough School District
Social Studies Curriculum
•
•
•
•
•
opening statement
closing statement
objection
sustained
cross examine
111
American Legal Systems
Adopted: April 16, 2013
ADVANCED PLACEMENT (AP) UNITED STATES GOVERNMENT & POLITICS
Grades: 12
Length: One Semester
Prerequisites: None
Overview: This course is designed for students capable of college level work, follows the description put forward by the College Board and
prepares students to take the Advanced Placement exam. In Advanced Placement (AP) United States Government & Politics, students
become knowledgeable about the political structure and function of the government, U.S. political process, issues confronting Americans
and the responsibilities of being active participants in a democratic republic. A summer reading list or assignment may be required prior to
the course. The class follows the advanced placement course description and uses appropriate materials as set forth by the College Board.
The AP exam is strongly encouraged.
Additional Skills and Expectations:
• Willingness to accept and complete a rigorous reading schedule including text, primary sources and supplemental materials.
• Demonstrate advanced proficient writing skills.
• Independently analyze literature.
Please visit the College Board: AP Central website for more information (http://apcentral.collegeboard.com).
Fairbanks North Star Borough School District
Social Studies Curriculum
112
Advanced Placement (AP) United States Government & Politics
Adopted: April 16, 2013
CONTEMPORARY ECONOMIC STUDIES
Grade: 12
Length: One Semester
Prerequisites: None
AP: Teacher recommendation
The Contemporary Economic Studies requirement may be met with successful completion of any
of the following courses.
The courses below address the Contemporary Economic Studies Mastery Core Objectives.
Principles of Economics: (one semester) Principles of Economics emphasizes an economic way
of seeing the world and addresses the same economic concepts as General Economics, but is
designed for students who have a demonstrated need for additional support in reading and/or
mathematics. The course provides students a more hands-on approach to understanding core
economic concepts.
General Economics: (one semester) General Economics analyzes how individuals, communities
and nations make rational choices in a world defined by scarcity. The primary goal of the course
is to help students become effective citizens as they develop the skills needed to be productive
workers, informed consumers and prudent investors. The course incorporates current events and
historical developments, many of which are included in other social studies courses, analyzing
them with economic concepts, theories and models in order to view them from a different
perspective and investigate them in greater depth.
U.S. in a Global Economy: In U.S. in a Global Economy, students will learn to analyze how
individuals, communities and nations make rational choices in a world defined by scarcity. The
primary goal of the course is to help students become effective citizens as they develop the skills
needed to be productive workers, informed consumers and prudent investors. The course
incorporates current events and historical developments, many of which are included in other
social studies courses, analyzing them with economic concepts, theories and models in order to
view them from a different perspective and investigate them in greater depth. This course
emphasizes the role of the U.S. economy in a global context.
Advanced Placement Microeconomics: (one semester) Students develop a thorough
understanding of the principles of economics that apply to the functions of individual decision
makers, both consumers and producers, within the larger economic system. It places primary
emphasis on the nature and functions of product markets and includes the study of factor markets
and the role of government in promoting greater efficiency and equity in the economy. This
course is designed for students capable of introductory college-level work, follows the
description put forward by the College Board and prepares students to take the Advanced
Placement exam. A summer reading list or assignment may be required prior to the course.
Fairbanks North Star Borough School District
Social Studies Curriculum
113
Contemporary Economic Studies
Adopted: April 16, 2013
Advanced Placement Macroeconomics: (one semester) Students develop a thorough
understanding of the principles of economics that apply to the economy as a whole. This course
places primary emphasis on the study of gross domestic product, national income and price level
determination. It also develops students’ familiarity with economic performance measures,
economic growth and international economics. This course is designed for students capable of
introductory college-level work, follows the description put forward by the College Board and
prepares students to take the Advanced Placement exam. A summer reading list or assignment
may be required prior to the course.
Fairbanks North Star Borough School District
Social Studies Curriculum
114
Contemporary Economic Studies
Adopted: April 16, 2013
PRINCIPLES OF ECONOMICS
Overview: Principles of Economics emphasizes an economic way of seeing the world and addresses the same
Grades: 12
Length: One semester
Prerequisites: Placement based on test
scores and/or teacher recommendation
economic concepts as General Economics, but is designed for students who have a demonstrated need for additional
support in reading and/or mathematics. The course provides students a more hands-on approach to understanding core
economic concepts.
Economic Thinking Skills from the National Council for Social Studies (NCSS)
•
•
•
•
•
•
•
Interpret data presented in economic models, charts and graphs.
Differentiate between facts and interpretations.
Evaluate different schools of economic thought/perspective.
Analyze cause and effect relationships, and multiple causations.
Distinguish between unsupported opinion and informed hypotheses based on evidence.
Evaluate major debates among economists.
Evaluate alternative courses of action in economic decision-making.
Formulate a positive course of action on an economic issue.
Evaluate the implementation of an economic decision.
Suggested
Units
Reading
Throughout the
entire course.
Standards/
NCSS Themes
Essential
Vocabulary
and Concepts
Essential
Learnings
Alaska Reading • Students will read
Standards for
for understanding
Literacy in
and to construct
History and
historical meaning.
Social Studies
•
•
•
•
•
•
primary source
secondary source
compare/contrast
cause/effect
central idea
bias/point of view
Suggested Content Objectives to Support Essential Learnings
• Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features
as the date and origin of the information.
• Determine the central ideas or information of a primary or secondary source; provide accurate summary of
how key events or ideas develop over the course of the text.
• Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or
simply preceded them.
• Determine the meaning of words and phrases as they are used in a text, including vocabulary describing
political, social or economic aspects of history/social studies.
• Compare the point of view of two or more authors regarding how they treat the same or similar topics,
including which details they include and emphasize in their respective accounts.
• Compare and contrast treatments of the same topic in several primary and secondary sources.
Fairbanks North Star Borough School District
Social Studies Curriculum
115
Principles of Economics
Adopted: April 16, 2013
Suggested
Units
Writing
Throughout the
entire course.
Standards/
NCSS Themes
Essential
Learnings
Essential
Vocabulary
and Concepts
Alaska Writing • Students will
• thesis/claim
Standards for
produce clear and • formal voice
Literacy in
coherent writing, • supporting fact
History and
to include a strong
Social Studies
thesis statement
and supporting
historical
evidence.
Suggested Content Objectives to Support Essential Learnings
• Write arguments focused on discipline-specific content.
• Write a thesis statement: introduce precise claim/thesis, and create an organization that establishes a clear
relationship between the claim and support/reasoning.
• Develop claim/thesis fairly, supplying data and evidence while pointing out the strengths and limitations of the
claim.
• Use varied transition and sentence structures to link the major sections of the text, create cohesion and clarify the
relationships among ideas and concepts.
• Use precise vocabulary and domain-specific vocabulary to manage the complexity of the topic and convey a style
appropriate to the discipline and context as well as to the expertise of likely readers.
• Establish and maintain a formal style and objective tone while attending to the norms and conventions of the
discipline in which they are writing.
• Provide a concluding statement or section that follows from and supports the argument presented.
Develop and strengthen writing as needed by planning, revising, editing, rewriting or trying a new approach,
focusing on addressing what is most significant for a specific purpose and audience.
Research
Throughout the
entire course.
Alaska Writing • Students will
• plagiarism
Standards for
conduct research • citation
Literacy in
• reliable source
to answer a
History and
question or solve
Social Studies
a problem.
Fairbanks North Star Borough School District
Social Studies Curriculum
Conduct short as well as more sustained research projects.
Narrow or broaden the inquiry when appropriate.
Synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Gather relevant information from multiple authoritative print and digital sources, using advanced searches
effectively.
• Assess the usefulness of each source in answering the research question.
• Integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a
standard format of citation.
Draw evidence from information texts to support analysis, reflection and research.
•
•
•
•
116
Principles of Economics
Adopted: April 16, 2013
Units of
Instruction
Economic
Way of
Thinking
Standards/
NCSS Themes
Alaska Content • Students will
Standards:
demonstrate an
G/C.F.2, 7;
understanding of
G/C.G.1-7
economic decisionmaking.
NCSS Themes:
VII, VIII
Suggested Activities and
Resources
Essential
Vocabulary
and Concepts
Essential
Learnings
•
•
•
•
•
•
•
•
•
•
•
factors of production •
scarcity
•
utility
•
resources
incentives
•
trade-offs
•
opportunity costs
traditional economy
command economy
•
market economy
circular flow model
Suggested Content Objectives
Notes
List and explain the factors of production.
Describe the concept of scarcity and create examples of
trade-offs due to scarcity.
Analyze the ways in which people and institutions respond
to incentives.
Analyze the impact of utility on economic decisions.
Identify the characteristics of the three major economic
systems and how they address the three economic
questions of relative scarcity.
Illustrate the interdependence of households and firms
using a circular flow model.
• Numerous activities are available through the Foundation for Teaching Economics: www.fte.org.
o The Bead Game (economic systems).
o Trade-offs and Opportunity Costs.
o The Tragedy of the Commons.
o Mystery of the Disappearing Trash (incentives).
• EconEdLink website (www.econedlink.org).
*Additional resources are included in the Appendix.
Fairbanks North Star Borough School District
Social Studies Curriculum
117
Principles of Economics
Adopted: April 16, 2013
Units of
Instruction
Standards/
NCSS Themes
Microeconomics Alaska Content • Students will
Standards:
G/C.F.1-2, 4-5;
G/C.G.1-7
NCSS Themes:
V, VII
Essential
Vocabulary
and Concepts
Essential
Learnings
understand the
concepts of
microeconomic
forces.
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Suggested Activities and
Resources
supply
•
demand
•
equilibrium price •
factors of demand
factors of supply •
surplus
•
shortage
monopoly
oligopoly
•
monopolistic
competition
perfect competition •
•
barriers to entry
market
concentration ratio
product
differentiation
non-price
competition
sole proprietorship
partnership
corporation
labor union
collective
bargaining
Suggested Content Objectives
Notes
Interpret supply and demand curves.
Determine the equilibrium price of a product.
Demonstrate the impact of changes in factors of supply and
demand by moving the correct curve in the correct direction.
Demonstrate the impact of market interferences in creating
shortages and surpluses.
Explain the characteristics of the four major market types and
identify to which market type different industries belong based on
those characteristics.
Explain the different options for organizing a business and the
advantages and disadvantages of each.
Analyze the role of unions in the labor market.
Explain the major features of a typical labor contract.
• From the Foundation for Teaching Economics (www.fte.org).
o In the Chips activity (supply & demand).
• Collective Bargaining simulation.
*Additional resources are included in the Appendix.
Fairbanks North Star Borough School District
Social Studies Curriculum
118
Principles of Economics
Adopted: April 16, 2013
Units of
Instruction
Standards/
NCSS Themes
Macroeconomics Alaska Content • Students will
Standards:
G/C.F.1-2, 6, 8;
G/C.G.1-7
NCSS Themes:
VI
Essential
Vocabulary
and Concepts
Essential
Learnings
understand the
concepts of
macroeconomic
forces.
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Suggested Activities and
Resources
business cycle
•
recession
•
depression
•
expansion
•
inflation
•
unemployment
•
gross domestic
product
•
federal reserve
system
monetary policy
fiscal policy
budget deficit
budget surplus
money
medium of exchange
unit of accounting
store of value
Suggested Content Objectives
Notes
Identify and describe the parts of a typical business cycle graph.
Explain the major types of unemployment.
Explain how GDP is derived.
Explain the organization of the Federal Reserve System.
Explain the major tools used in monetary and fiscal policy to
regulate the economy.
Describe the characteristics of money.
Explain the functions of money.
• Recollections of Pine Gulch (creation of a monetary system) (http://pinegulch.blogspot.com/2011/02/recollections-of-pine-gulch-story.html).
*Additional resources are included in the Appendix.
Fairbanks North Star Borough School District
Social Studies Curriculum
119
Principles of Economics
Adopted: April 16, 2013
Units of
Instruction
Personal
Finance
Standards/
NCSS Themes
Essential
Learnings
Alaska Content •
Standards:
G/C.F.6, 9;
G/C.G.1-4, 6
NCSS Themes:
VII
Students will
understand the
concepts of
personal
finance and
budgeting.
Essential
Vocabulary
and Concepts
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Suggested Activities and
Resources
budget
•
savings
•
stocks
•
bonds
mutual funds •
broker
•
margin
net asset value •
•
securities
market
•
credit
annual
percentage rate
finance charge
consumer rights
informative
advertising
competitive
advertising
bait and switch
Suggested Content Objectives
Notes
Create a budget when given certain data.
Explain different reasons for savings and strategies to meet those goals.
Describe the function and operation of the major stock exchanges in the
U.S.
Explain a variety of different investment vehicles and the advantages
and disadvantages of each.
Explain the process of purchasing stocks and the function of a broker.
Define credit and identify several major sources.
Explain the consumer rights movement and describe major rights of
consumers.
Explain the purpose of advertising and analyze various advertising
techniques.
• Stock market game (numerous sources and versions).
*Additional resources are included in the Appendix.
Fairbanks North Star Borough School District
Social Studies Curriculum
120
Principles of Economics
Adopted: April 16, 2013
GENERAL ECONOMICS
Grades: 12
Length: One Semester
Prerequisites: None
Overview: In General Economics, students learn to analyze how individuals, communities and nations make rational choices in a world defined
by scarcity. The primary goal of the course is to help students become effective citizens as they develop the skills needed to be productive
workers, informed consumers and prudent investors. The course incorporates current events and historical developments, many of which are
included in other Social Studies courses, analyzing them with economic concepts, theories and models in order to view them from a different
perspective and investigate them in greater depth.
Economic Thinking Skills from the National Council for Social Studies (NCSS)
•
•
•
•
•
•
•
•
•
Interpret data presented in economic models, charts and graphs.
Differentiate between facts and interpretations.
Evaluate different schools of economic thought/perspective.
Analyze cause and effect relationships, and multiple causations.
Distinguish between unsupported opinion and informed hypotheses based on evidence.
Evaluate major debates among economists.
Evaluate alternative courses of action in economic decision-making.
Formulate a positive course of action on an economic issue.
Evaluate the implementation of an economic decision.
Suggested
Standards/
Units
NCSS Themes
Essential
Vocabulary
and Concepts
Essential
Learnings
Reading
Alaska Reading • Students will read
Standards for
for understanding
Literacy in
and to construct
Throughout the
History and
historical meaning.
entire course.
Social Studies
•
•
•
•
•
•
primary source
secondary source
compare/contrast
cause/effect
central idea
bias/point of view
Suggested Content Objectives to Support Essential Learnings
• Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as
the date and origin of the information.
• Determine the central ideas or information of a primary or secondary source; provide accurate summary of how
key events or ideas develop over the course of the text.
• Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or
simply preceded them.
• Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political,
social or economic aspects of history/social studies.
• Compare the point of view of two or more authors regarding how they treat the same or similar topics, including
which details they include and emphasize in their respective accounts.
• Compare and contrast treatments of the same topic in several primary and secondary sources.
Fairbanks North Star Borough School District
Social Studies Curriculum
121
General Economics
Adopted: April 16, 2013
Suggested
Units
Writing
Throughout the
entire course.
Standards/
NCSS Themes
Essential
Learnings
Essential
Vocabulary
and Concepts
Alaska Writing • Students will
• thesis/claim
Standards for
produce clear and • formal voice
Literacy in
coherent writing, to • supporting fact
History and
include a strong
Social Studies
thesis statement
and supporting
historical evidence.
Suggested Content Objectives to Support Essential Learnings
• Write arguments focused on discipline-specific content.
• Write a thesis statement: introduce precise claim/thesis and create an organization that establishes a clear
relationship between the claim and support/reasoning.
• Develop claim/thesis fairly, supplying data and evidence while pointing out the strengths and limitations of the
claim.
• Use varied transition and sentence structures to link the major sections of the text, create cohesion and clarify
the relationships among ideas and concepts.
• Use precise vocabulary and domain-specific vocabulary to manage the complexity of the topic and convey a
style appropriate to the discipline and context as well as to the expertise of likely readers.
• Establish and maintain a formal style and objective tone while attending to the norms and conventions of the
discipline in which they are writing.
• Provide a concluding statement or section that follows from and supports the argument presented.
• Develop and strengthen writing as needed by planning, revising, editing, rewriting or trying a new approach,
focusing on addressing what is most significant for a specific purpose and audience.
Research
Throughout the
entire course.
Alaska Writing • Students will
• plagiarism
Standards for
conduct research to • citation
Literacy in
answer a question • reliable source
History and
or solve a problem.
Social Studies
Fairbanks North Star Borough School District
Social Studies Curriculum
Conduct short as well as more sustained research projects.
Narrow or broaden the inquiry when appropriate.
Synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Gather relevant information from multiple authoritative print and digital sources, using advanced searches
effectively.
• Assess the usefulness of each source in answering the research question.
• Integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a
standard format of citation.
Draw evidence from information texts to support analysis, reflection and research.
•
•
•
•
122
General Economics
Adopted: April 16, 2013
Units of
Instruction
Standards/
NCSS Themes
Economic
Way of
Thinking
Alaska Content • Students will
Standards:
demonstrate an
G/C.F.2, 7;
understanding of
G/C.G.1-7
economic
decision-making.
NCSS Themes:
VII, VIII
Essential
Vocabulary
and Concepts
Essential
Learnings
•
•
•
•
•
•
•
•
•
•
•
•
•
Suggested Activities and
Resources
factors of production •
scarcity
•
utility
diminishing marginal •
returns
•
resources
incentives
•
trade-offs
•
opportunity costs
traditional economy
command economy
•
market economy
production
possibilities curve
circular flow model
Suggested Content Objectives
Notes
List and explain the factors of production.
Describe the concept of scarcity and create examples of
trade-offs due to scarcity.
Analyze the ways in which people and institutions respond to
incentives.
Analyze the impact of utility and diminishing marginal
returns on economic decisions.
Illustrate trade-offs using a production possibilities curve.
Identify the characteristics of the three major economic
systems and how they address the three economic questions
of relative scarcity.
Illustrate the interdependence of households and firms using
a circular flow model.
• Numerous activities are available for the Foundation for Teaching Economics (www.fte.org).
o The Bead Game (economic systems).
o Trade-offs and Opportunity Costs.
o The Tragedy of the Commons.
o Mystery of the Disappearing Trash (incentives).
*Additional resources are included in the Appendix.
Fairbanks North Star Borough School District
Social Studies Curriculum
123
General Economics
Adopted: April 16, 2013
Units of
Instruction
Microeconomics
Standards/
NCSS Themes
Essential
Vocabulary
and Concepts
Essential
Learnings
Alaska Content • Students will apply
Standards:
the concepts of
G/C.F.1-2, 4-5;
microeconomic
G/C.G.1-7
forces to real life
situations.
NCSS Themes:
V, VII
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Suggested Activities and
Resources
supply
demand
equilibrium price
factors of demand
factors of supply
shortage
surplus
perfect competition
oligopoly
monopoly
monopolistic
competition
sole proprietorship
partnership
corporation
labor union
joint venture
franchise
collective bargaining
Suggested Content Objectives
Notes
• Construct supply and demand curves given data about
price and quantities.
• Determine the equilibrium price of a product.
• Demonstrate the impact of changes in factors of supply
and demand by moving the correct curve in the correct
direction.
• Demonstrate the impact of market interferences in
creating shortages and surpluses.
• Explain the characteristics of the four major market types
and identify to which market-type different industries
belong based on those characteristics.
• Explain the different options for organizing a business
and the advantages and disadvantages of each.
• Describe major events of the labor movement in the
United States.
• Analyze the role of unions in the labor market.
• Explain the major features of a typical labor contract.
• Outline the steps in a typical grievance process.
• From the Foundation for Teaching Economics (www.fte.org).
o In the Chips activity (supply & demand).
• Collective Bargaining simulation.
*Additional resources are included in the Appendix.
Fairbanks North Star Borough School District
Social Studies Curriculum
124
General Economics
Adopted: April 16, 2013
Units of
Instruction
Standards/
NCSS Themes
Essential
Vocabulary
and Concepts
Essential
Learnings
Macroeconomics Alaska Content • Students will apply • inflation
Standards:
G/C.F.1-2, 6, 8;
G/C.G.1-7
NCSS Themes:
V, VI
the concepts of
macroeconomic
forces to real life
situations.
• recession
• gross domestic
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Suggested Activities
and Resources
product (GDP)
nominal GDP
real GDP
consumer price index
monetary policy
fiscal policy
federal reserve
system
business cycle
depression
expansion
unemployment
required reserves
excess reserves
discount rate
market operations
money
medium of exchange
unit of accounting
store of value
Suggested Content Objectives
Notes
• Identify and describe the parts of a typical business cycle
graph.
• Explain the major types of unemployment.
• Describe how GDP is calculated and adjust GDP to per
capita GDP in order to make comparisons to other countries.
• Adjust GDP for inflation using a price index.
• Explain the organization of the Federal Reserve System.
• Analyze elements of monetary policy and predict their
impact on recession or inflation.
• Explain the major tools used in monetary and fiscal policy to
•
•
•
•
•
regulate the economy.
Describe the characteristics of money.
Explain the functions of money.
Identify different types of money.
Describe major events in the history of banking in the U.S.
Identify the elements of the U.S. money supply.
• Inflation auction.
• Recollections of Pine Gulch and the creation of a monetary system (http://pinegulch.blogspot.com/2011/02/recollections-of-pine-gulch-story.html).
*Additional resources are included in the Appendix.
Fairbanks North Star Borough School District
Social Studies Curriculum
125
General Economics
Adopted: April 16, 2013
Units of
Instruction
Personal
Finance
Standards/
NCSS Themes
Alaska Content •
Standards:
G/C.F.6, 9;
G/C.G.1-4, 6
NCSS Themes:
V, VII
Essential
Vocabulary
and Concepts
Essential
Learnings
Students will
demonstrate an
understanding of the
concepts of personal
finance and
budgeting.
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Suggested Activities and
Resources
budget
savings
stocks
bonds
mutual funds
yield
broker
margin
ask and offer price
net asset value
securities market
credit
annual percentage
rate
finance charge
time value of money
annuity
consumer rights
informative
advertising
competitive
advertising
bait and switch
Suggested Content Objectives
Notes
• Create a budget, given certain data.
• Explain different reasons for savings and strategies to meet
those goals.
• Describe the function and operation of the major stock
exchanges in the U.S.
• Explain a variety of different investment vehicles and the
advantages and disadvantages of each.
• Explain the process of purchasing stocks and the function of
a broker.
• Interpret stock data as published in news sources.
• Define credit and identify several major sources.
• Calculate finance charge, monthly payments, annual
•
•
•
•
percentage rate, and total cost of a credit purchase given
sufficient data.
Explain the concept of the time value of money.
Calculate future and present values of potential investments
given sufficient data.
Explain the consumer rights movement and describe major
rights of consumers.
Explain the purpose of advertising and analyze various
advertising techniques.
• Stock market game (numerous sources and versions).
*Additional resources are included in the Appendix.
Fairbanks North Star Borough School District
Social Studies Curriculum
126
General Economics
Adopted: April 16, 2013
U.S. IN A GLOBAL ECONOMY
Grades: 12
Length: One Semester
Prerequisites: None
Overview: In U.S. in a Global Economy, students will learn to analyze how individuals, communities and nations make rational choices in a
world defined by scarcity. The primary goal of the course is to help students become effective citizens as they develop the skills needed to be
productive workers, informed consumers and prudent investors. The course incorporates current events and historical developments, many of
which are included in other social studies courses, analyzing them with economic concepts, theories and models in order to view them from a
different perspective and investigate them in greater depth. This course emphasizes the role of the U.S. economy in a global context.
Economic Thinking Skills from the National Council for the Social Studies (NCSS)
•
•
•
•
•
•
•
•
•
Interpret data presented in economic models, charts and graphs.
Differentiate between facts and interpretations.
Evaluate different schools of economic thought/perspective.
Analyze cause and effect relationships, and multiple causations.
Distinguish between unsupported opinion and informed hypotheses based on evidence.
Evaluate major debates among economists.
Evaluate alternative courses of action in economic decision-making.
Formulate a positive course of action on an economic issue.
Evaluate the implementation of an economic decision.
Suggested
Units
Standards/
NCSS Themes
Essential
Vocabulary
and Concepts
Essential
Learnings
Reading
Alaska Reading • Students will read
Standards for
for understanding
Literacy in
and to construct
Throughout the
History and
historical meaning.
entire course.
Social Studies
•
•
•
•
•
•
primary source
secondary source
compare/contrast
cause/effect
central idea
bias/point of view
Suggested Content Objectives to Support Essential Learnings
• Cite specific textual evidence to support analysis of primary and secondary sources, attending to such
features as the date and origin of the information.
• Determine the central ideas or information of a primary or secondary source; provide accurate summary of
how key events or ideas develop over the course of the text.
• Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or
simply preceded them.
• Determine the meaning of words and phrases as they are used in a text, including vocabulary describing
political, social or economic aspects of history/social studies.
• Compare the point of view of two or more authors regarding how they treat the same or similar topics,
including which details they include and emphasize in their respective accounts.
• Compare and contrast treatments of the same topic in several primary and secondary sources.
Fairbanks North Star Borough School District
Social Studies Curriculum
127
U.S. in a Global Economy
Adopted: April 16, 2013
Suggested
Units
Standards/
NCSS Themes
Essential
Learnings
Essential
Vocabulary
and Concepts
Writing
Alaska Writing • Students will
• thesis/claim
Standards for
produce clear and
• formal voice
Literacy in
coherent writing, to • supporting fact
Throughout the
History and
include a strong
entire course.
Social Studies
thesis statement and
supporting historical
evidence.
Suggested Content Objectives to Support Essential Learnings
• Write arguments focused on discipline-specific content.
• Write a thesis statement: introduce precise claim/thesis, and create an organization that establishes a clear
relationship between the claim and support/reasoning.
• Develop claim/thesis fairly, supplying data and evidence while pointing out the strengths and limitations of
the claim.
• Use varied transition and sentence structures to link the major sections of the text, create cohesion and
clarify the relationships among ideas and concepts.
• Use precise vocabulary and domain-specific vocabulary to manage the complexity of the topic and convey a
style appropriate to the discipline and context as well as to the expertise of likely readers.
• Establish and maintain a formal style and objective tone while attending to the norms and conventions of the
discipline in which they are writing.
• Provide a concluding statement or section that follows from and supports the argument presented.
• Develop and strengthen writing as needed by planning, revising, editing, rewriting or trying a new approach,
focusing on addressing what is most significant for a specific purpose and audience.
Research
Alaska Writing • Students will
• plagiarism
Standards for
conduct research to • citation
Literacy in
answer a question or • reliable source
Throughout the
History and
solve a problem.
entire course.
Social Studies
Fairbanks North Star Borough School District
Social Studies Curriculum
Conduct short as well as more sustained research projects.
Narrow or broaden the inquiry when appropriate.
Synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Gather relevant information from multiple authoritative print and digital sources, using advanced searches
effectively.
• Assess the usefulness of each source in answering the research question.
• Integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and
following a standard format of citation.
• Draw evidence from information tests to support analysis, reflection and research.
•
•
•
•
128
U.S. in a Global Economy
Adopted: April 16, 2013
Units of
Instruction
Economic Way
of Thinking
Standards/
NCSS Themes
Essential
Learnings
Essential
Vocabulary
and Concepts
Suggested Content Objectives
Notes
Alaska Content • Students will
•
Standards:
demonstrate an
•
G/C.F.2, 7;
understanding of •
G/C.G.1-7
economic decision- •
making.
NCSS Themes:
•
VII, VIII
•
•
•
•
•
•
•
Suggested Activities and
Resources
factors of production • List and explain the factors of production.
• Describe the concept of scarcity and create examples of
scarcity
tradeoffs due to scarcity.
utility
diminishing marginal • Analyze the ways in which people and institutions
respond to incentives.
returns
• Analyze the impact of utility and diminishing marginal
resources
returns on economic decisions.
incentives
• Illustrate tradeoffs using a Production Possibilities
tradeoffs
Curve.
opportunity costs
• Identify the characteristics of the three major economic
traditional economy
systems and how they address the three economic
command economy
questions of relative scarcity.
market economy
• Illustrate the interdependence of households and firms
Production
using a Circular Flow Model.
Possibilities Curve
• Circular Flow Model
• Numerous activities are available for the foundation for teaching economics (www.fte.org).
o The Bead Game (economic systems)
o Trade-offs and Opportunity Costs
o The Tragedy of the Commons
• Mystery of the Disappearing Trash (incentives) (http://www.fairfieldcitizenonline.com/news/article/Fairfield-trash-mystery-How-could-9-000-tons633316.php).
*Additional resources are included in the Appendix.
Fairbanks North Star Borough School District
Social Studies Curriculum
129
U.S. in a Global Economy
Adopted: April 16, 2013
Units of
Instruction
Basic Macro
Standards/
NCSS Themes
Essential
Learnings
Alaska Content • Students will
Standards:
understand the
G/C.F.1-2, 6, 8;
methods of
G/C.G.1-7
measuring
economic
NCSS Themes:
performance.
V, VI
• Students will
understand the
evolution and use
of money systems.
Suggested Activities and
Resources
Essential
Vocabulary
and Concepts
• aggregate demand
• aggregate supply
• gross domestic
product (GDP)
• nominal GDP
• real GDP
• national income
accounting
• business cycle
• recession
• depression
• expansion
• economic indicators
• inflation
• money
• medium of exchange
• unit of accounting
• store of value
• commodity money
• fiat money
• M1
• M2
• near moneys
• checkable deposits
Suggested Content Objectives
Notes
• Construct aggregate supply and demand curves given
sufficient data.
• Determine the equilibrium price level and output of a
national economy.
• Demonstrate the impact of changes in factors of aggregate
supply and demand by moving the correct curve in the
correct direction.
• Identify and describe the parts of a typical business cycle
graph.
• Describe how GDP is calculated and adjust GDP to per
capita GDP in order to make comparisons to other countries.
• Adjust GDP for inflation using a price index.
• Describe the characteristics of money.
• Explain the functions of money.
• Identify different types of money.
• Describe major events in the history of banking in the U.S.
• Identify the elements of the U.S. money supply.
• Recollections of Pine Gulch and the creation of a monetary system (http://www.pinegulch.blogspot.com/2011/02/recollections-of-pine-gulchstory.html).
*Additional resources are included in the Appendix.
Fairbanks North Star Borough School District
Social Studies Curriculum
130
U.S. in a Global Economy
Adopted: April 16, 2013
Units of
Instruction
Standards/
NCSS Themes
The Government
and the Economy
Alaska Content
Standards:
G/C.F.1, 6, 8;
G/C.G.1, 5, 7
NCSS Themes:
VI
Essential
Vocabulary
and Concepts
Essential
Learnings
• Students will
•
understand the ways
in which U.S.
•
government policies •
impact the American •
economy.
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Suggested Activities and
Resources
Fairbanks North Star Borough School District
Social Studies Curriculum
Federal Reserve
System
monetary policy
fiscal policy
rational reserve
banking
required reserves
excess reserves
discount rate
market operations
budget deficit
budget surplus
national debt
public works projects
public goods
income redistribution
externalities
Bureau of Labor
Statistics
inflation
cost-push inflation
recession
unemployment
stagflation
circular flow model
monetarism
Suggested Content Objectives
Notes
• Explain the organization of the Federal Reserve
System.
• List and describe the major functions of the Federal
Reserve System.
• Explain the fractional reserve banking system and
how this allows the creation of money.
• Analyze elements of monetary policy and predict their
impact on recession or inflation.
• Explain the major tools used in monetary and fiscal
policy to regulate the eoncomy.
• Analyze the growth of government spending over the
history of the U.S.
• Analyze the necessity of the methods used by the
government in regulating the economy.
• Explain the major budgeting options that are available
and analyze the ways in which Congress applies those
options.
• Explain the major categories of taxation and analyze
the impact of each on the economy.
• Explain the major types of unemployment and how
they are measured by the government.
• Analyze the circular flow model and identify its major
components.
• Explain the theory of monetarism.
• Top 100 films (use CPI to determine real box office take vs. nominal).
*Additional resources are included in the Appendix.
131
U.S. in a Global Economy
Adopted: April 16, 2013
Units of
Instruction
International
Economics
Standards/
NCSS Themes
Essential
Vocabulary
and Concepts
Essential
Learnings
Alaska Content • Students will
Standards
understand how
G/C.F.10;
international trade
G/C.G.7
impacts the U.S.
economy.
NCSS Themes:
IX
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Fairbanks North Star Borough School District
Social Studies Curriculum
imports
exports
absolute advantage
comparative
advantage
specialization
exchange rate
devaluation
international
monetary fund
balance of trade
revenue tariff
protective tariff
embargo
World Trade
Organization
general agreement on
tariffs and trade
North American Free
Trade Agreement
European Union
Suggested Content Objectives
Notes
• Explain the concepts of absolute and comparative
advantage and create examples using trade products from
around the globe.
• Explain the process of monetary exchange rates and
calculate the value of foreign currencies relative to the
U.S. dollar.
• Describe devaluation of currency and analyze the impact
of such actions on world trade.
• Explain the concept of balance of trade and the benefits
and costs of trade in balance.
• Analyze the impact of protectionist policies on
international trade.
• Describe several major international trade agreements and
analyze their advantages and disadvantages.
• Analyze the costs and benefits of free trade in a global
economy.
132
U.S. in a Global Economy
Adopted: April 16, 2013
Units of
Instruction
Personal
Finance
Standards/
NCSS Themes
Essential
Vocabulary
and Concepts
Essential
Learnings
Alaska Content • Students will
•
Standards:
understand the
•
G/C.F.6, 9;
concepts of personal •
G/C.G.1-4, 6
finance and
•
budgeting.
•
NCSS Themes:
•
V, VII
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Suggested Activities and
Resources
budget
savings
stocks
bonds
mutual funds
yield
broker
market order
limit order
stop order
margin
ask and offer price
net asset value
securities market
credit
annual percentage
rate
finance charge
time value of money
annuity
present value
future value
consumer rights
informative
advertising
competitive
advertising
bait and switch
Suggested Content Objectives
Notes
• Create a budget when given certain data.
• Explain different reasons for saving and strategies to
meet that goal.
• Describe the function and operation of the major stock
exchanges in the U.S.
• Explain a variety of different investment vehicles and
the advantages and disadvantages of each.
• Explain the process of purchasing stocks and the
function of a broker.
• Interpret stock data as published in news sources.
• Define credit and identify several major sources.
• Calculate finance charge, monthly payments, annual
percentage rate and total cost of a credit purchase given
sufficient data.
• Explain the concept of the time value of money.
• Calculate future and present values of potential
investments given sufficient data.
• Explain the consumer rights movement and describe
major rights of consumers.
• Explain the purpose of advertising and analyze various
advertising techniques.
• Stock market game (numerous sources and versions).
*Additional resources are included in the Appendix.
Fairbanks North Star Borough School District
Social Studies Curriculum
133
U.S. in a Global Economy
Adopted: April 16, 2013
ADVANCED PLACEMENT (AP) MACROECONOMICS
Grades: 12
Length: One Semester
Prerequisites: None
Overview: This course is designed for students capable of college level work, follows the description put forward by the College Board and
prepares students to take the Advanced Placement exam. Students develop a thorough understanding of the principles of economics that apply to
economy as a whole. This course places primary emphasis on the study of gross domestic product, national income and price level
determination. It also develops students’ familiarity with economic performance measures, economic growth and international economics. A
summer reading list or assignment may be required prior to the course. The class follows the advanced placement course description and uses
appropriate materials as set forth by the College Board. The AP exam is strongly encouraged.
Additional Skills and Expectations:
• Willingness to accept and complete a rigorous reading schedule including text, primary sources and supplemental materials.
• Demonstrate advanced proficient writing skills.
• Independently analyze literature.
Please visit the College Board: AP Central website for more information (http://apcentral.collegeboard.com).
ADVANCED PLACEMENT (AP) MICROECONOMICS
Grades: 12
Length: One Semester
Prerequisites: None
Overview: This course is designed for students capable of college level work, follows the description put forward by the College Board and
prepares students to take the Advanced Placement exam. Students develop a thorough understanding of the principles of economics that apply to
the functions of individual decision makers, both consumers and producers, within the larger economic system. It places primary emphasis on
the nature and functions of product markets and includes the study of factor markets and the role of government in promoting greater efficiency
and equity in the economy. A summer reading list or assignment may be required prior to the course. The class follows the advanced placement
course description and uses appropriate materials as set forth by the College Board. The AP exam is strongly encouraged.
Additional Skills and Expectations:
• Willingness to accept and complete a rigorous reading schedule including text, primary sources and supplemental materials.
• Demonstrate advanced proficient writing skills.
• Independently analyze literature.
Please visit the College Board: AP Central website for more information (http://apcentral.collegeboard.com).
Fairbanks North Star Borough School District
Social Studies Curriculum
134
Advanced Placement (AP) Macroeconomics/Microeconomics
Adopted: April 16, 2013
ELECTIVES
ADVANCED PLACEMENT (AP) ART HISTORY
Grades: 11-12
Length: Two Semesters
Prerequisites: Teacher Recommendation
Overview: Advanced Placement (AP) Art History gives students the opportunity to pursue college-level art history studies while
still in high school. Students study history by examining the major forms of artistic expression from prehistoric to contemporary
times. This examination of the role of visual art is not taught in a vacuum but within the essential contexts of history, geography,
politics, religion and culture. Students contemplate the development of civilization, considering issues such as gender, patronage,
functions and effects of art by studying individual cultures as they are reflected in art history. Students learn to look at works of art
critically, with intelligence and sensitivity and to articulate what they see or experience. This class follows the advanced placement
course description and uses appropriate materials for art history as set forth by the College Board. The AP exam is strongly
encouraged.
Additional Skills and Expectations:
• Willingness to accept and complete a rigorous reading schedule including text, primary sources and supplemental materials.
• Demonstrate advanced proficient writing skills.
• Independently analyze literature.
Please visit the College Board: AP Central website for more information (http://apcentral.collegeboard.com).
ADVANCED PLACEMENT (AP) COMPARATIVE GOVERNMENT & POLITICS
Grade: 11-12
Length: One Semester
Prerequisites: None
Fairbanks North Star Borough School District
Social Studies Curriculum
Overview: Advanced Placement (AP) Comparative Government & Politics is designed for students capable of college-level work,
follows the description put forward by the College Board, and prepares students to take the Advanced Placement exam. This course
gives students a basic understanding of the world’s diverse political structures and practices, as well as the key political relationship
found in all nations. The course encompasses the study of specific countries: Great Britain, France, Russia, China and either India,
Mexico or Nigeria. These countries are included because they are covered in college comparative politics courses and provide
paradigms of different types of political systems. The inclusion of developing nations allows students to examine the political
implications of different levels of economic development. A summer reading list or assignment may be required prior to the
course.
Additional Skills and Expectations:
• Willingness to accept and complete a rigorous reading schedule including text, primary sources and supplemental materials.
• Demonstrate advanced proficient writing skills.
• Independently analyze literature.
Please visit the College Board: AP Central website for more information (http://apcentral.collegeboard.com).
135
Advanced Placement (AP) Art History/Comparative Government & Politics
Adopted: April 16, 2013
COMPARATIVE RELIGIONS
Grades: 9-12
Overview: Comparative Religions compares and studies the major religions existing in the world today. Some study is directed
Length: One Semester
to the world today, while other study is directed to the historical development of each religion. The major emphasis is on the
economic, political and social influences of these religions on the modern world. Basic areas of study are Buddhism,
Christianity, Hinduism, Islam and Judaism. This course may be used as an alternative for World History 1 to meet the
World History study requirement.
Prerequisites: None
Suggested
Units
Reading
Throughout the
entire course.
Standards/
NCSS Themes
Essential
Vocabulary
and Concepts
Essential
Learnings
Alaska Reading • Students will read
Standards for
for understanding
Literacy in History
and to construct
and Social Studies
historical meaning.
•
•
•
•
•
•
primary source
secondary source
compare/contrast
cause/effect
central idea
bias/point of view
Suggested Content Objectives to Support Essential Learnings
• Cite specific textual evidence to support analysis of primary and secondary sources, attending to such
features as the date and origin of the information.
• Determine the central ideas or information of a primary or secondary source; provide accurate summary
of how key events or ideas develop over the course of the text.
• Analyze in detail a series of events described in a text; determine whether earlier events caused later ones
or simply preceded them.
• Determine the meaning of words and phrases as they are used in a text, including vocabulary describing
political, social or economic aspects of history/social studies.
• Compare the point of view of two or more authors regarding how they treat the same or similar topics,
including which details they include and emphasize in their respective accounts.
• Compare and contrast treatments of the same topic in several primary and secondary sources.
Writing
Throughout the
entire course.
Alaska Writing • Students will
• thesis/claim
Standards for
produce clear and • formal voice
Literacy in History
coherent writing, to • supporting fact
and Social Studies
include a strong
thesis statement
and supporting
historical evidence.
• Write arguments focused on discipline-specific content.
• Write a thesis statement: introduce precise claim/thesis and create an organization that establishes a clear
relationship between the claim and support/reasoning.
• Develop claim/thesis fairly, supplying data and evidence while pointing out the strengths and limitations
of the claim.
• Use varied transition and sentence structures to link the major sections of the text, create cohesion and
clarify the relationships among ideas and concepts.
• Use precise vocabulary and domain-specific vocabulary to manage the complexity of the topic and
convey a style appropriate to the discipline and context as well as to the expertise of likely readers.
• Establish and maintain a formal style and objective tone while attending to the norms and conventions of
the discipline in which they are writing.
• Provide a concluding statement or section that follows from and supports the argument presented.
• Develop and strengthen writing as needed by planning, revising, editing, rewriting or trying a new
approach, focusing on addressing what is most significant for a specific purpose and audience.
Fairbanks North Star Borough School District
Social Studies Curriculum
136
Comparative Religions
Adopted: April 16, 2013
Suggested
Units
Research
Throughout the
entire course.
Standards/
NCSS Themes
Essential
Vocabulary
and Concepts
Essential
Learnings
Alaska Writing
• Students will
• plagiarism
Standards for
conduct research to • citation
Literacy in History
answer a question • reliable source
and Social Studies
or solve a problem.
Suggested Content Objectives to Support Essential Learnings
• Conduct short as well as more sustained research projects.
• Narrow or broaden the inquiry when appropriate.
• Synthesize multiple sources on the subject, demonstrating understanding of the subject under
investigation.
• Gather relevant information from multiple authoritative print and digital sources, using advanced searches
effectively.
• Assess the usefulness of each source in answering the research question.
• Integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and
following a standard format of citation.
• Draw evidence from information texts to support analysis, reflection and research.
Units of
Instruction
Standards/
NCSS Themes
Introduction to
the Study of
Religions and
its Early
Development
Alaska Content
Standards:
GY.D.4-5;
H.A.2, 5-7, 9;
H.B.1a, 4;
H.C.4;
H.D.1-6
Essential
Vocabulary
and Concepts
Essential
Learnings
• Students will
identify and
describe the basic
elements that
define religious
belief and
practices.
NCSS Themes:
V, IX
Fairbanks North Star Borough School District
Social Studies Curriculum
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
religion
indigenous
myth
nature
monotheistic
polytheistic
atheism
agnosticism
symbols
mystics
dogma
profane
sacred
shaman
vision quest
Suggested Content Objectives
Notes
• Identify the beginning of religious thought.
• Discuss the universal questions of existence posed by various
religious traditions.
• Compare various religious views concerning the spiritual nature of
humanity.
• Analyze the role of myth, nature and agriculture in the development
of religious thought.
137
Comparative Religions
Adopted: April 16, 2013
Units of
Instruction
Standards/
NCSS Themes
Development
of Eastern
Religions
Alaska Content
Standards:
H.A.1, 5-8;
H.B.1-4
Essential
Learnings
•
NCSS Themes:
V
•
Students will
describe the
development of
major Eastern
religions
including
foundations,
important beliefs,
practices and
deities.
Students will
compare and
contrast the views
of various
religions
concerning the
spiritual nature of
man.
Fairbanks North Star Borough School District
Social Studies Curriculum
Essential
Vocabulary
and Concepts
•Hinduism
•Vedas
•Upanishads
•Moksha
•reincarnation
•karma
•Dharma
•ashram
•caste system
•Buddhism
•Siddhartha Gautama
•eightfold path
•nirvana
•theravada
•mahayana
•Dalai Lama
•zen
•Daoism
•Confucianism
Suggested Content Objectives
•
•
•
Notes
Describe the foundation and basic beliefs of Hinduism, Buddhism,
Daoism, Confucianism and Shintoism.
Analyze the development of Eastern religious systems in the context
of their cultural surroundings.
Analyze the political, social and economic impacts of major
religious practices and beliefs of the Eastern tradition.
138
Comparative Religions
Adopted: April 16, 2013
Units of
Instruction
Development of
Western
Religions
Standards/
NCSS Themes
Essential
Vocabulary
and Concepts
Essential Learnings
Alaska Content • Students will describe the
Standards:
development of major Western
H.A.1, 5-8;
religions including foundations,
H.B.1-4
important beliefs, practices and
deities.
NCSS Themes:
• Students will compare and
V
contrast the views of various
religions concerning the
spiritual nature of man.
Suggested Content Objectives
•Judaism
•
•Abraham
•Ten Commandments •
•Talmud
•Torah
•Zionism
•
•Christianity
•Jesus
•gospels
•Messiah
•crucifixion/
Notes
Describe the foundation and basic beliefs of
Judaism, Christianity and Islam.
Analyze the development of Western religious
systems in the context of their cultural
surroundings.
Analyze the political, social and economic impacts
of major religious practices and beliefs of the
Western tradition.
resurrection
•Protestant
•original sin
•sacraments
•trinity
•Eastern orthodox
•Catholicism
•reformation
•Islam
•Muhammad
•Allah
•mecca
•Qur’an
•shari’ah
•sunni
•shi’a
•five pillars
Modern Issues
and Trends in
Religion
Alaska Content • Students will identify and
Standards:
analyze modern issues and
H.A.104, 8-9;
trends in religion including
H.B.2-5;
their social, political and
H.C.1-4;
economic impacts.
H.D.1, 4
NCSS Themes:
V
Fairbanks North Star Borough School District
Social Studies Curriculum
cult
sect
apostasy
millennium
apocalypse
interfaith
movement
• exclusivism
• inclusivism
• pluralism
• Explain and analyze the creation of modern
•
•
•
•
•
•
religious movements.
• Analyze the connections between belief and
cultural development as demonstrated by major
world religions.
• Discuss the development of the interfaith
movement and religious pluralism.
• Describe religious fundamentalism and its effect
on political issues.
• Compare and contrast new religious movements
and their opposition.
139
Comparative Religions
Adopted: April 16, 2013
CURRENT ISSUES & EVENTS
Grades: 11-12
Length: One Semester
Overview: Current Issues & Events develops student awareness and understanding of issues that influence their community, state, nation
and the world. The course content varies according to major current events and issues.
Prerequisites: None
Suggested
Units
Standards/
NCSS Themes
Reading
Essential
Learnings
Essential
Vocabulary
and Concepts
Alaska Reading •
Standards for
Throughout the Literacy in History
entire course. and Social Studies
Students will read • primary source
for understanding • secondary
and to construct
source
meaning.
• compare/contra
st
• cause/effect
• central idea
• bias/point of
view
Alaska Writing •
Standards for
Literacy in History
and Social Studies.
• thesis/claim
Students will
produce clear and • formal voice
coherent writing • supporting fact
to include a strong
thesis statement
and supporting
evidence.
Writing
Throughout
the entire
course.
Research
Throughout
the entire
course.
Suggested Content Objectives to Support Essential Learnings
• Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features
as the date and origin of the information.
• Determine the central ideas or information of a primary or secondary source; provide accurate summary of
how key events or ideas develop over the course of the text.
• Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or
simply preceded them.
• Determine the meaning of words and phrases as they are used in a text, including vocabulary describing
political, social or economic aspects of history/social studies.
• Compare the point of view of two or more authors regarding how they treat the same or similar topics,
including which details they include and emphasize in their respective accounts.
• Compare and contrast treatments of the same topic in several primary and secondary sources.
• Write arguments focused on discipline-specific content.
• Write a thesis statement: introduce precise claim/thesis, and create an organization that establishes a clear
relationship between the claim and support/reasoning.
• Develop claim/thesis fairly, supplying data and evidence while pointing out the strengths and limitations of the
claim.
• Use varied transition and sentence structures to link the major sections of the text, create cohesion and clarify
the relationships among ideas and concepts.
• Use precise vocabulary and domain-specific vocabulary to manage the complexity of the topic and convey a
style appropriate to the discipline and context as well as to the expertise of likely readers.
• Establish and maintain a formal style and objective tone while attending to the norms and conventions of the
discipline in which they are writing.
• Provide a concluding statement or section that follows from and supports the argument presented.
• Develop and strengthen writing as needed by planning, revising, editing, rewriting or trying a new approach,
focusing on addressing what is most significant for a specific purpose and audience.
Alaska Writing • Students will
• plagiarism
• Conduct short as well as more sustained research projects.
Standards for
conduct research • citation
• Narrow or broaden the inquiry when appropriate.
Literacy in History to answer a
• reliable source • Synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
and Social Studies. question or solve
• Gather relevant information from multiple authoritative print and digital sources, using advanced searches
a problem.
effectively.
• Assess the usefulness of each source in answering the research question.
• Integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following
a standard format of citation.
• Draw evidence from information texts to support analysis, reflection and research.
Fairbanks North Star Borough School District
Social Studies Curriculum
140
Current Issues & Events
Adopted: April 16, 2013
Units of
Instruction
Standards/
NCSS Themes
Essential
Vocabulary
and Concepts
Essential
Learnings
Constitutional Alaska Content • Students will
Standards:
analyze and
Principles and
G/C.A.1-3;
describe how the
the Foundation
G/C.B.1-4
Constitution
of American
organizes the
Government
NCSS Themes:
V, VI
•
•
•
•
•
power to govern •
and sets up the
three branches of •
government.
•
•
•
•
•
•
•
•
•
•
•
•
•
Constitutional
Issues
Alaska Content • Students will
Standards:
analyze
G/C.B.1, 9;
constitutional
G/C.C.2
issues facing the
United States.
NCSS Themes:
X
Fairbanks North Star Borough School District
Social Studies Curriculum
•
•
•
•
•
•
•
•
•
•
•
rule of law
Constitution
common good
natural rights
Bill of Rights
popular
sovereignty
limited
government
federalism
separation of
powers
checks and
balances
judicial review
implied powers
enumerated
powers
executive order
commander in
chief
jurisdiction
landmark decision
legislative branch
executive branch
judicial branch
Suggested Content Objectives
Notes
• Explain the purpose of a government and examine various
forms of government.
• Analyze and describe how the Constitution organizes the
government into three branches, identifying the powers and
responsibilities of each branch and explaining interactions
between branches.
• Identify national powers, state powers (reserved) and
concurrent powers of the national, state and local
governments.
• Describe the importance of the supremacy clause and the
commerce clause and explain how the Constitution divides
power between the national and state governments.
• Analyze factors which have contributed to the expansion of
the power of the federal government.
• Identify the checks Congress has on the other branches.
• Explain the various roles of the President (e.g., chief of state,
executive, diplomat, party leader, commander in chief).
• Explain the principle of judicial review and evaluate its
impact on individual rights as well as federalism and the
balance of power.
• Evaluate how each branch and their interactions fulfill the
constitutional principles of checks and balances and limited
government.
due process
• Topics to choose from:
o surveillance and privacy
right to privacy
o suspected terrorists and habeas corpus
discrimination
o patriot act
attorney general
o freedom of speech
majority opinion
o freedom of religion
dissenting opinion
o marriage
precedent
o voter ID laws
civil liberties
o affirmative action
unconstitutional
o federalism and the balance of power
judicial review
checks and
balances
141
Current Issues & Events
Adopted: April 16, 2013
Units of
Instruction
Domestic
Policy
Standards/
NCSS Themes
Alaska Content •
Standards:
G/C.B.7;
G/C.D.1-5;
G/C.E.4-5
Essential
Vocabulary
and Concepts
Essential
Learnings
Students will
analyze domestic
issues in the U.S.
and the impact of
various policy
decisions.
•
•
•
•
•
•
•
•
public policy
legislation
congress
bureaucracy
federal agency
cabinet
oversight
separation of
power
Suggested Content Objectives
Notes
• Policy issues to choose from:
o federal budget
o economy and unemployment
o economy and business regulation
o health care
o welfare and poverty
NCSS Themes:
o drug policy
VII
o crime
o education
o energy
o immigration
o science and technology
o environment
• Secretary of State • Topics to choose from:
Foreign Policy: Alaska Content • Students will
Standards:
analyze foreign
o global climate change
• United Nations
Global Issues
G/C.D.1-5;
policy issues facing • diplomacy
o free trade
G/C.E.4-5, 7
the U.S.
o fair trade
• sanctions
o foreign aid
•
treaty
NCSS Themes:
o supporting democracy and human rights
• ambassador
IX, X
o international women’s rights
o nuclear non-proliferation
o issue specific to regions:
! Asia: Pakistan and civilian aide, China and trade
! Middle East: supporting democratic movements
! Europe/Russia: NATO
! Latin America: drug crime in Mexico
! Africa: use of force to fight terrorist groups
! Sudan: sanctions
• Topics to choose from:
• Department of
Defense and Alaska Content • Students will
Standards:
analyze decisions
o military spending
Defense
National
G/C.D.1-5
made by the U.S.
o nation building
• Department of
Security
government that
o size and make-up of U.S. military
Homeland
NCSS Themes:
affect the security of Security
o diplomacy vs. military action
IX
the U.S.
o mandatory national service
• United Nations
o Patriot Act
• sanctions
o warrantless wiretapping
• CIA
• FBI
• NSA
• nation building
Fairbanks North Star Borough School District
Social Studies Curriculum
142
Current Issues & Events
Adopted: April 16, 2013
Units of
Instruction
Alaska
Government
Standards/
NCSS Themes
Essential
Vocabulary
and Concepts
Essential
Learnings
Alaska Content • Students will
Standards:
analyze political and
G/C.C.1-8
economic issues
facing or involving
NCSS Themes:
Alaska.
VI
•
•
•
•
•
legislature
borough
Alaska Constitution
federalism
reserved powers
Suggested Content Objectives
• Topics to choose from:
o
o
o
o
o
o
o
o
o
o
o
o
o
o
Fairbanks North Star Borough School District
Social Studies Curriculum
Notes
energy costs
oil taxes and production
same sex marriage
the military and the economy
voter turnout
air quality and the Clean Air Act
resource development vs. environmental
protection
environmental impacts of tourism
subsistence and rural preference
tribal sovereignty and self determination
domestic violence and substance abuse
education
PFD
moving the Capital
143
Current Issues & Events
Adopted: April 16, 2013
DIVERSITY IN AMERICA
Grades: 10-12
Length: One semester
Overview: Diversity in America is a study of the history of ethnic groups in America. Students examine the contributions of ethnic groups,
past and present, to American culture. The course provides an in-depth study of significant social, economic, political and/or cultural
achievements of ethnic groups in America.
Prerequisites: None
Suggested
Units
Standards/
NCSS Themes
Essential
Vocabulary
and Concepts
Essential
Learnings
Reading
Alaska Reading • Students will read
Standards for
for understanding
Literacy in
and to construct
Throughout the
History and
meaning.
entire course.
Social Studies
•
•
•
•
•
•
primary source
secondary source
compare/contrast
cause/effect
central idea
bias/point of view
Suggested Content Objectives to Support Essential Learnings
• Cite specific textual evidence to support analysis of primary and secondary sources, attending to such
features as the date and origin of the information.
• Determine the central ideas or information of a primary or secondary source; provide accurate summary of
how key events or ideas develop over the course of the text.
• Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or
simply preceded them.
• Determine the meaning of words and phrases as they are used in a text, including vocabulary describing
political, social or economic aspects of history/social studies.
• Compare the point of view of two or more authors regarding how they treat the same or similar topics,
including which details they include and emphasize in their respective accounts.
• Compare and contrast treatments of the same topic in several primary and secondary sources.
Writing
Alaska Writing • Students will
• thesis/claim
Standards for
produce clear and • formal voice
Literacy in
coherent writing, • supporting fact
Throughout the
History and
to include a strong
entire course.
Social Studies
thesis statement
and supporting
evidence.
• Write arguments focused on discipline-specific content.
• Write a thesis statement: introduce precise claim/thesis and create an organization that establishes a clear
relationship between the claim and support/reasoning.
• Develop claim/thesis fairly, supplying data and evidence while pointing out the strengths and limitations of
the claim.
• Use varied transition and sentence structures to link the major sections of the text, create cohesion and
clarify the relationships among ideas and concepts.
• Use precise vocabulary and domain-specific vocabulary to manage the complexity of the topic and convey a
style appropriate to the discipline and context as well as to the expertise of likely readers.
• Establish and maintain a formal style and objective tone while attending to the norms and conventions of the
discipline in which they are writing.
• Provide a concluding statement or section that follows from and supports the argument presented.
• Develop and strengthen writing as needed by planning, revising, editing, rewriting or trying a new approach,
focusing on addressing what is most significant for a specific purpose and audience.
Research
Alaska Writing • Students will
• plagiarism
Standards for
conduct research to • citation
Literacy in
answer a question • reliable source
Throughout the
History and
or solve a problem.
entire course.
Social Studies
Fairbanks North Star Borough School District
Social Studies Curriculum
Conduct short as well as more sustained research projects.
Narrow or broaden the inquiry when appropriate.
Synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Gather relevant information from multiple authoritative print and digital sources, using advanced searches
effectively.
• Assess the usefulness of each source in answering the research question.
• Integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and
following a standard format of citation.
• Draw evidence from information texts to support analysis, reflection and research.
•
•
•
•
144
Diversity of America
Adopted: April 16, 2013
Units of
Instruction
Social & Civic
Development
Standards/
NCSS Themes
Essential
Vocabulary
and Concepts
Essential
Learnings
Suggested Content Objectives
Alaska Content • Understand the
•
Standards
causes and issues of
CS.E.2, 4;
problems as seen by
G/C.C.4;
ethnic groups.
H.B.1
• Identify the similarities and differences among ethnic
groups in America.
• Develop a respect for the contributions of various
ethnic groups in America.
• Demonstrate a knowledge of community and/or
political involvement of ethnic groups on a national or
state level.
Alaska Content • Understand the
Standards:
relationships
G/C.A.2;
between
G/C.B.6;
governmental
H.B.4
policies, law and
ethnic groups.
•
• Identify civil rights, civil liberties and civic
responsibilities of ethnic groups.
• Discuss and describe ways the U.S. Constitution
impacts ethnic groups’ lifestyles.
• Identify ethnic groups’ influences on the development
of American politics and government.
• Demonstrate an understanding of government policies
designed to aid ethnic groups in their pursuit of
equality.
Geography
Alaska Content • Identify connections •
Standards:
between geography
GY.A.1;
and various ethnic
GY.E.1, 5-6;
groups’
GY.F.1
development.
• Explain the role of geography on historic events using
the five themes of location, place, region, movement
and human/environment interaction (What role did
each play in the development of the ethnic groups
studied?).
Economics
Alaska Content • Describe various
Standards:
economic factors
G/C.G.1-2, 6-7
that impacted
specific ethnic
groups over time.
• Recognize economic factors or systems that led to the
westward migration.
Government
History
•
Alaska Content • Trace historic events •
Standards:
that have impacted
H.A.1-9;
ethnic groups.
H.C.2
Fairbanks North Star Borough School District
Social Studies Curriculum
Notes
• Connect historic events with current American
situations.
• Identify ethnic leaders and issues that led to conflict,
revolution and change.
145
Diversity of America
Adopted: April 16, 2013
Units of
Instruction
Standards/
NCSS Themes
Cultural Studies Alaska Content •
Standards:
CS.D.5-6;
CS.E.5-8; G/C.G.6
Fairbanks North Star Borough School District
Social Studies Curriculum
Essential
Vocabulary
and Concepts
Essential
Learnings
•
Suggested Content Objectives
Notes
• Compare and contrast ethnic groups’ responses to
acculturation.
• Discuss and explain contributions made to America by
ethnic groups.
• Explore migration (voluntary/forced) of ethnic groups.
• Explain, using examples, how economic factors shaped
the development of ethnic groups.
146
Diversity of America
Adopted: April 16, 2013
GLOBAL ISSUES
Grades: 9-12
Overview: Focusing on world events post WWII, this course will focus on the global themes of independence movements, Middle East
tensions, global cooperation efforts, economic interdependence and the establishment and violation of human rights. While general concepts are
Length: One Semester
provided, the content can be tailored to include current events as well. As globalization becomes increasingly important, this course will
Prerequisites: World History 1 provide students with the necessary background to understand daily current events. This course may be used as an alternative for World
History 2 to meet the World History study requirement.
Suggested
Units
Reading
Throughout the
entire course.
Writing
Throughout the
entire course.
Standards/
NCSS Themes
Essential
Vocabulary
and Concepts
Essential
Learnings
Alaska Reading • Students will read
Standards for
for understanding
Literacy in
and to construct
History and
historical meaning.
Social Studies
•
•
•
•
•
•
Suggested Content Objectives to Support Essential Learnings
primary source
• Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as
secondary source
the date and origin of the information.
compare/contrast • Determine the central ideas or information of a primary or secondary source; provide accurate summary of how
cause/effect
key events or ideas develop over the course of the text.
central idea
• Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or
bias/point of view simply preceded them.
• Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political,
social or economic aspects of history/social studies.
• Compare the point of view of two or more authors regarding how they treat the same or similar topics, including
which details they include and emphasize in their respective accounts.
• Compare and contrast treatments of the same topic in several primary and secondary sources.
Alaska Writing • Students will
• thesis/claim
Standards for
produce clear and • formal voice
Literacy in
coherent writing, to • supporting fact
History and
include a strong
Social Studies
thesis statement
and supporting
historical evidence.
• Write arguments focused on discipline-specific content.
• Write a thesis statement: introduce precise claim/thesis and create an organization that establishes a clear
relationship between the claim and support/reasoning.
• Develop claim/thesis fairly, supplying data and evidence while pointing out the strengths and limitations of the
claim.
• Use varied transition and sentence structures to link the major sections of the text, create cohesion and clarify the
relationships among ideas and concepts.
• Use precise vocabulary and domain-specific vocabulary to manage the complexity of the topic and convey a style
appropriate to the discipline and context as well as to the expertise of likely readers.
• Establish and maintain a formal style and objective tone while attending to the norms and conventions of the
discipline in which they are writing.
• Provide a concluding statement or section that follows from and supports the argument presented.
• Develop and strengthen writing as needed by planning, revising, editing, rewriting or trying a new approach,
focusing on addressing what is most significant for a specific purpose and audience.
Fairbanks North Star Borough School District
Social Studies Curriculum
147
Global Issues
Adopted: April 16, 2013
Suggested
Units
Research
Throughout the
entire course.
Units of
Instruction
Standards/
NCSS Themes
Essential
Learnings
Essential
Vocabulary
and Concepts
Alaska Writing • Students will
• plagiarism
Standards for
conduct research to • citation
Literacy in
answer a question • reliable source
History and
or solve a problem.
Social Studies
Standards/
NCSS Themes
Essential
Learnings
Suggested Content Objectives to Support Essential Learnings
Conduct short as well as more sustained research projects.
Narrow or broaden the inquiry when appropriate.
Synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Gather relevant information from multiple authoritative print and digital sources, using advanced searches
effectively.
• Assess the usefulness of each source in answering the research question.
• Integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a
standard format of citation.
• Draw evidence from information texts to support analysis, reflection and research.
•
•
•
•
Essential
Vocabulary
and Concepts
Suggested Content Objectives
Notes
Independence Alaska Content • Students will
Standards:
explain how
Movements
H.A.7-9;
economic and
Post WWII
• Identify ways that Enlightenment ideals such as equality, non• apartheid
• self-determination discrimination and the value of all individuals were promoted during
WWII and led to independence movements and a demand for greater
• independence
H.B.1c-d;
rights globally: South Africa and India would be two possible examples.
political conditions
movements
G/C.D.1-5
post WWII created • social Darwinism • Look at the ways that Perestroika and Glasnost led to independence
movements in satellite countries.
a climate that led to • colonialism
NCSS Themes:
independence
• Gandhi
VI, X
movements
• Nelson Mandela
• Perestroika
globally.
• civil disobedience
• factionalism
• imperialism
• Glastnost
• Compare and contrast Enlightenment ideals of equality with social Darwinism.
Suggested Activities and
• Compare and contrast Gandhi and Mandella's tactics to gain independence and the conditions that existed prior to independence.
• Map the countries of the Soviet Union before and after the end of the Cold War.
Resources
*Additional resources are included in the Appendix.
Fairbanks North Star Borough School District
Social Studies Curriculum
148
Global Issues
Adopted: April 16, 2013
Units of
Instruction
Standards/
NCSS Themes
Essential
Vocabulary
and Concepts
Essential
Learnings
Tensions in the Alaska Content • Students will
Standards:
analyze how
Middle East
H.B.1c-d
NCSS Themes:
II
•
•
factionalism has
•
created tensions in •
the Middle East:
Arab vs. Arab,
Arab vs. Israeli,
and progressive vs.
conservative
groups.
•
•
•
•
•
•
•
•
•
•
Global
Cooperation
Alaska Content • Students will
•
Standards:
analyze how
•
H.B.4-5;
various
•
G/C.D.1-5
governmental and •
non-governmental
NCSS Themes:
organizations
•
V, IX
function in order to
aid cooperation and
benefit all people.
•
•
•
•
Fairbanks North Star Borough School District
Social Studies Curriculum
Zionism/Zionist
Palestine
Sharia law
Two State
Solution
Gaza Strip
West Bank
Arab Spring
Muslim
Brotherhood
revolution
Al-Qaida
partition
factionalism
OPEC
terrorism
United Nations
European union
African union
non-government
organizations
International
Space Station
(international
research efforts)
World Health
Organization
NATO
global response to
natural & manmade disaster
(tsunami, oil
spills, etc.)
pandemic
Suggested Content Objectives
Notes
• Create a timeline tracing the creation of Israel to the present-day Two
State Solution: War of Independence, Six-day War, Camp Accords, Oslo
Accords, West Bank, Gaza Strip, PLO, and Hezbollah.
• Compare the revolution that is a part of the Arab Spring with other
revolutions, such as the 1979 Iranian Revolution, while looking at the
cause of revolution and the use of social media to influence change.
• Identify the beliefs of political groups, such as Al Qaeda, Hezbollah and
the Muslim Brotherhood.
• Compare Sharia Law with the most progressive/pro-Western laws.
• Trace the events that led to the establishment of the United Nations and
analyze its current role in both developed and less-developed nations.
• Analyze the role and impact of various non-governmental organizations
(e.g., Red Cross/Red Crescent, Amnesty International, Doctors without
Borders, OXFAM, CARE, UNHCR).
• Examine the global response to natural/man-made disasters or epidemics
(Bird Flu, vaccinations, AIDS, tsunami, earthquake, oil spill, etc.).
• Identify global efforts in advancing scientific research for the “greater
good” (medicine, space, etc.).
• Assess the role of governments and international alliances in managing
global stability and security including nuclear-non-proliferation efforts.
149
Global Issues
Adopted: April 16, 2013
Units of
Instruction
Standards/
NCSS Themes
Essential
Vocabulary
and Concepts
Essential
Learnings
Alaska Content • Students will explain • economic
Economic
ways that our
development
Interdependence Standards:
G/C.G.1-7;
H.B.4-5
NCSS Themes:
III, VII
economies are
linked in a global
marketplace.
Suggested Content Objectives
Notes
• Identify what levels of economic development various countries
are based upon with their imports, exports and natural resources.
• GDP
• Identify the positive and negative aspects of outsourcing and
• import/export
sweatshops, then establish the causal relationship between the two.
• balance of trade/trade • Identify ways that world economies are linked through allocation
deficit
of natural resources, financial institutions and private businesses.
• multinational
corporations
sweatshop
outsourcing
NAFTA
WTO
World Bank
OPEC
free trade
LEDC and MEDC less and more
economically
developed country
• embargo
• APEC
• Simulate a trade dispute that is to be resolved by the World Trade Organization, based upon a real scenario.
• Debate the ethics of certain conditions tied to funds loaned by the World Bank to a LEDC.
Suggested Activities and
• Compare the standards of living in various countries using Hungry Planet by Peter Menzel (2007) and If the World were a Village by David J. Smith (2011).
• Research 2+ MNC and determine its profit, wages paid, work conditions and other variables, and rate them based upon defined criteria.
Resources
• Worldmapper for cartograms and import/export information (www.worldmapper.org).
*Additional resources are included in the Appendix.
• international criminal • Identify how specific categories of persons are protected under the
Human Rights Alaska Content • Students will
analyze the
Standards:
courts
Universal Declaration of Human Rights.
& Genocide
H.B.4-5;
development of
• Universal Declaration • Identify patterns of behavior that occur in genocide.
universal human
G/C.D.1-5
of Human Rights
• Analyze an event or leader that violated human rights. In studying
rights historically as • genocide
the event or leader, assess how or if the situation was brought to
NCSS Themes:
well as more current • ethnic cleansing
court or justice. Some possibilities:
X
human rights issues. • terrorism
o
South Africa and apartheid
• child soldier
o
China and Tiananmen Square
• political prisoner
o
Brazil’s transition to democracy (1980’s)
• workers’ rights
o
Cambodia and the Khmer Rough
• dictator
o
Rwandan Genocide
• refugee
o
Bosnia
o
Fidel Castro
o
Pinochet
•
•
•
•
•
•
•
•
Suggested Activities and
Resources
• Read and analyze the Universal Declaration of Human Rights. Trace the major events that led to the writing of the declaration.
*Additional resources are included in the Appendix.
Fairbanks North Star Borough School District
Social Studies Curriculum
150
Global Issues
Adopted: April 16, 2013
PSYCHOLOGY
Grades: 10-12
Length: One Semester
Prerequisites: None
Suggested
Units
Overview: Psychology introduces students to the systematic and scientific study of the behavior and mental processes of human beings and
animals. Students are exposed to the psychological facts, principles and phenomena associated with each of the major subfields within
psychology. They also learn about the methods psychologists use to explore the processes involved in normal and abnormal perceptions,
thoughts, feelings and actions.
Standards/
NCSS Themes
Reading
Alaska Reading •
Standards for
Throughout the Literacy in History
entire course. and Social Studies
Essential
Vocabulary
and Concepts
Essential
Learnings
Students will read
for understanding
and to construct
historical meaning.
•
•
•
•
•
•
primary source
secondary source
compare/contrast
cause/effect
central idea
bias/point of view
Suggested Content Objectives to Support Essential Learnings
• Cite specific textual evidence to support analysis of primary and secondary sources, attending to such
features as the date and origin of the information.
• Determine the central ideas or information of a primary or secondary source; provide accurate summary
of how key events or ideas develop over the course of the text.
• Analyze in detail a series of events described in a text; determine whether earlier events caused later ones
or simply preceded them.
• Determine the meaning of words and phrases as they are used in a text, including vocabulary describing
political, social or economic aspects of history/social studies.
• Compare the point of view of two or more authors regarding how they treat the same or similar topics,
including which details they include and emphasize in their respective accounts.
• Compare and contrast treatments of the same topic in several primary and secondary sources.
Writing
Alaska Writing •
Standards for
Throughout the Literacy in History
entire course. and Social Studies
Students will
• thesis/claim
produce clear and
• formal voice
coherent writing, to • supporting fact
include a strong
thesis statement and
supporting historical
evidence.
• Write arguments focused on discipline-specific content.
• Write a thesis statement: introduce precise claim/thesis, and create an organization that establishes a clear
relationship between the claim and support/reasoning.
• Develop claim/thesis fairly, supplying data and evidence while pointing out the strengths and limitations
of the claim.
• Use varied transition and sentence structures to link the major sections of the text, create cohesion and
clarify the relationships among ideas and concepts.
• Use precise vocabulary and domain-specific vocabulary to manage the complexity of the topic and
convey a style appropriate to the discipline and context as well as to the expertise of likely readers.
• Establish and maintain a formal style and objective tone while attending to the norms and conventions of
the discipline in which they are writing.
• Provide a concluding statement or section that follows from and supports the argument presented.
• Develop and strengthen writing as needed by planning, revising, editing, rewriting or trying a new
approach, focusing on addressing what is most significant for a specific purpose and audience.
Research
Alaska Writing •
Standards for
Throughout the Literacy in History
entire course. and Social Studies
Students will
• plagiarism
conduct research to • citation
answer a question or • reliable source
solve a problem.
• Conduct short as well as more sustained research projects.
• Narrow or broaden the inquiry when appropriate.
• Synthesize multiple sources on the subject, demonstrating understanding of the subject under
investigation.
• Gather relevant information from multiple authoritative print and digital sources, using advanced searches
effectively.
• Assess the usefulness of each source in answering the research question.
• Integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and
following a standard format of citation.
• Draw evidence from information texts to support analysis, reflection and research.
Fairbanks North Star Borough School District
Social Studies Curriculum
151
Psychology
Adopted: April 16, 2013
Units of
Instruction
Standards/
NCSS Themes
Essential
Learnings
Essential
Vocabulary
and Concepts
Alaska Content • Students will explain • psychology
Social and
Standards:
the history and
• perception
Emotional
origins of the
• mode
Development
Suggested Activities and
Resources
Suggested Content Objectives
Notes
• Learn about the ethical standards governing the work of
psychologists.
• Understand the history, theoretical approaches and research
science of
• control
methods.
psychology.
• variable
• Identify occupations in applied and experimental psychology.
• Students will be able • case study
• Interpret charts, graphs, statistics and other data related to the
to analyze
• anatomy
areas under study.
information from a • neurotransmitters
• Analyze the validity of certain data and studies.
variety of sources • schema
• Infer interpretations from case studies.
and organize data. • encoding
• Learn the geography and functions of various parts of the brain.
• Students will
• synapses
• Learn the anatomy of the nervous system.
identify aspects of • cognition
• Understand the difference in individual and group behavior.
the learning process • sensation
• Identify the sources of bias, stereotypes and prejudice.
and brain function. • conformity
• Understand the impact that various social institutions have upon
• Students will
• deviance
individuals: family, school, religion, etc.
analyze various
• Milgram study
• Identify the various stages of development.
aspects of social
• social norms
• Identify the various hierarchy of needs according to Maslow.
development.
• Humanists
• Break down how personalities have been affected by a variety of
• Students will
• nature vs. nurture
determinants.
analyze various
• genetics
• Identify various emotions and motivations.
aspects of
• Identify various types of personalities.
personality
• Become aware of one’s own personal biases.
development.
• Identify various abnormal behaviors.
• Students will
• Identify various treatment options utilized.
identify various
• Become aware of resources and various community-help centers.
aspects of abnormal
behavior.
• Debate the importance of various ethical standards.
• Create a simple research project.
• Identify the various states of consciousness.
• View CT scans of the brain.
• Explore gender differences in brain development and learning styles.
• Observe young children playing and categorize the type of play.
• Use the DSM IV(R) to identify various conditions.
*Additional resources are included in the Appendix.
Fairbanks North Star Borough School District
Social Studies Curriculum
152
Psychology
Adopted: April 16, 2013
U. S. IN A GLOBAL CONTEXT
Grades: 10-12
Length: One semester
Overview: In this course on contemporary United States history, students demonstrate their acquired knowledge regarding the historic,
economic, political and cultural influence of the United States within the global community and its influence in international affairs since the
end of World War II.
Prerequisites: None
Suggested
Standards/
Units
NCSS Themes
Essential
Vocabulary
and Concepts
Essential
Learnings
Reading
Alaska Reading • Students will read
Standards for
for understanding
Literacy in
and to construct
Throughout the
History and
meaning.
entire course.
Social Studies
•
•
•
•
•
•
primary source
secondary source
compare/contrast
cause/effect
central idea
bias/point of view
Suggested Content Objectives to Support Essential Learnings
• Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features
as the date and origin of the information.
• Determine the central ideas or information of a primary or secondary source; provide accurate summary of
how key events or ideas develop over the course of the text.
• Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or
simply preceded them.
• Determine the meaning of words and phrases as they are used in a text, including vocabulary describing
political, social or economic aspects of history/social studies.
• Compare the point of view of two or more authors regarding how they treat the same or similar topics,
including which details they include and emphasize in their respective accounts.
• Compare and contrast treatments of the same topic in several primary and secondary sources.
Writing
Alaska Writing • Students will
• thesis/claim
Standards for
produce clear and • formal voice
Literacy in
coherent writing, to • supporting fact
Throughout the
History and
include a strong
entire course.
Social Studies
thesis statement
and supporting
evidence.
• Write arguments focused on discipline-specific content.
• Write a thesis statement: introduce precise claim/thesis, and create an organization that establishes a clear
relationship between the claim and support/reasoning.
• Develop claim/thesis fairly, supplying data and evidence while pointing out the strengths and limitations of
the claim.
• Use varied transition and sentence structures to link the major sections of the text, create cohesion and clarify
the relationships among ideas and concepts.
• Use precise vocabulary and domain-specific vocabulary to manage the complexity of the topic and convey a
style appropriate to the discipline and context as well as to the expertise of likely readers.
• Establish and maintain a formal style and objective tone while attending to the norms and conventions of the
discipline in which they are writing.
• Provide a concluding statement or section that follows from and supports the argument presented.
• Develop and strengthen writing as needed by planning, revising, editing, rewriting or trying a new approach,
focusing on addressing what is most significant for a specific purpose and audience.
Fairbanks North Star Borough School District
Social Studies Curriculum
153
U.S. in a Global Context
Adopted: April 16, 2013
Suggested
Standards/
Units
NCSS Themes
Essential
Learnings
Essential
Vocabulary
and Concepts
Research
Alaska Writing • Students will
• plagiarism
Standards for
conduct research to • citation
answer a question or • reliable source
Throughout the Literacy in
History and
solve a problem.
entire course.
Social Studies
Units of
Standards/
Instruction NCSS Themes
Social and
Civic
Development
Alaska
•
Content
Standards
H.A.1-9;
H.B.1-4;
H.C.1-4;
H.D.3-4, 6;
G/C.A.3-4;
G/C.F.1-2;
CS.A.7;
CS.E.4-6
Government Alaska Content •
Standards:
G/C.A.1-4;
G/C.B.4-5;
G/C.C.4-5, 8
Essential
Learnings
Suggested Content Objectives to Support Essential Learnings
Conduct short as well as more sustained research projects.
Narrow or broaden the inquiry when appropriate.
Synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Gather relevant information from multiple authoritative print and digital sources, using advanced searches
effectively.
• Assess the usefulness of each source in answering the research question.
• Integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and
following a standard format of citation.
• Draw evidence from information texts to support analysis, reflection and research.
•
•
•
•
Essential
Vocabulary
and Concepts
Suggested Content Objectives
Compare the social •
and civic issues of
the U.S. post-WWII
with other nations.
• Understand the United States political, economic and military positions
with relation to other nations in global affairs since the end of World
War II.
• Examine the social and cultural climate of the United States at the
beginning of the Cold War and contrast it to the conditions at the end of
the century.
• Identify major figures, movements and legislation that led to the growth
of civil rights in the United States and abroad.
• Review the growth of the women’s movement in the United States and
the struggle for gender equity in the 20th and 21st centuries.
Define various types •
of government and
provide examples
from around the
globe.
• Examine how diverse systems of law and government have developed,
political philosophies involved and conditions created by those systems:
o Militarism
o Democratic socialism
o Soviet communism
o Parliamentary and presidential systems
o American democracy
o Fundamentalism
Fairbanks North Star Borough School District
Social Studies Curriculum
154
Notes
U.S. in a Global Context
Adopted: April 16, 2013
Units of
Instruction
Standards/
NCSS Themes
Geography
Alaska Content
Standards:
GY.A.1, 3;
GY.B.1-6;
GY.D.1-4;
GY.E.1-2;
GY.F.1-3
History
Essential
Vocabulary
and Concepts
Essential
Learnings
• Explain the ways in • conservation
which geography
• isolationism
influences global
events.
Alaska Content • Understand how
Standards:
major world events
H.A.1-9;
of the second half of
H.B.1-5;
the 20th century to
H.C.1-4;
the present are
H.D.2-6
connected.
•
•
•
•
•
•
•
•
•
•
•
•
Fairbanks North Star Borough School District
Social Studies Curriculum
Suggested Content Objectives
Notes
• Understand how the geographic elements of location,
place, region, movement and human/environment
interaction have influenced historic events:
o Rise of alliances and conflict between
neighboring nations around the world
o Growth of nationalism in Africa and Asia
o Chinese isolationism
o Global conflicts
o Famine, disease and mortality rates
o Changing environmental conditions
o Pollution and conservation issues
• Examine how major world events of the second half
of the 20th century to the present are connected
chronologically through cause and effect
relationships.
• Identify major events that significantly altered the
direction of civil, social and political strategies
throughout the world and America’s reaction to these
developments.
Major Historic Events that may be addressed:
End of WWII and beginning of the Cold War
• August Coup
Disintegration of the Soviet Empire
• Fall of the Soviet Union
Truman/Eisenhower Doctrines
• Civil Rights Movement
Marshall Plan
• Peace Accords in Middle East
Berlin Wall
• Founding of OPEC
Space Race and Moon Landing
• Bay of Pigs
Opening China
• Cuban Missile Crisis
Soviet Détente
• United Nations
End of Apartheid
• Reunification in Germany
Holocaust and Ethnic Cleansing
• Modern Alliances and Tension
SALT and START Treaties
• Y2K Bug and Computer Reliance
Glasnost and Perostroika
• 911 Terrorist Attack
•
•
•
•
alliance
apartheid
civil disobedience
nationalism
155
U.S. in a Global Context
Adopted: April 16, 2013
Units of
Instruction
Standards/
NCSS Themes
Cultural Studies Alaska Content • Explain ways in
Standards:
CS.A.7;
CS.B.1, 4;
H.A.1-9;
H.B.1-4;
H.C.1-4;
H.D.3-4, 6
Essential
Vocabulary
and Concepts
Essential
Learnings
Fairbanks North Star Borough School District
Social Studies Curriculum
Notes
• Understand how the development of modern
technology, science and medicine have provided
solutions to problems and raised new concerns:
th
• 20 century European imperialism vs. African and
Asian civilizations
• Chinese civilization
• Muslim world
• Native Americans
• African Americans
• Indigenous peoples of the Western Hemisphere
• Understand how the development of modern
technology, science and medicine have provided
solutions to problems and raised new concerns.
• Identify the causes and effects of historical conflicts
in the Middle East.
• Explain the involvement of the United States in
Central and South American conflicts of the past
century.
• Understand the impact of the Vietnam and Korean
conflicts on world events.
Major Cultural Themes that may be Addressed:
Computer Technology, Internet and e-Commerce • Famine, Drought, New Diseases and
Greenhouse Effect
Vaccines
Nuclear Energy
• Environmental Issues
Modern Warfare and Technological Espionage
• Major Scientific Discoveries
Modern Weaponry
• Wealth and Poverty by Area and
Mass Communication and Transportation
Accessibility
Space Race and Exploration
• Developing Economies and Capitalism
Advances in Modern Medicine
• Terrorism as a Political Weapon
Population Explosions and the Third World
• Global Warming
which technology
has affected our
understanding of
global events.
• Understand how the
conflicts of the past
century shaped
present day
American society
and current global
boundaries.
•
•
•
•
•
•
•
•
•
•
Suggested Content Objectives
156
U.S. in a Global Context
Adopted: April 16, 2013
WOMEN’S HISTORY
Grades: 10-12
Length: One Semester
Prerequisites: None
Suggested
Units
Reading
Throughout the
entire course.
Standards/
NCSS Themes
Overview: Women’s History introduces major historical issues directly related to women. The course includes a history of the women’s
movement from the gradual entry of women into the workforce and the rise of feminism, to the fight for equal opportunity in the workplace.
It examines the experiences of women and analyzes major judicial and legislative decisions that have shaped women’s rights. Students
address the social, economic and political status of American women and the progress and setbacks of women during the past centuries, as
well as look ahead to the challenges of the future.
Essential
Vocabulary
and Concepts
Essential
Learnings
Alaska Reading • Students will read
Standards for
for understanding
Literacy in
and to construct
History and
meaning.
Social Studies
•
•
•
•
•
•
primary source
secondary source
compare/contrast
cause/effect
central idea
bias/point of view
Suggested Content Objectives to Support Essential Learnings
• Cite specific textual evidence to support analysis of primary and secondary sources, attending to such
features as the date and origin of the information.
• Determine the central ideas or information of a primary or secondary source; provide accurate summary
of how key events or ideas develop over the course of the text.
• Analyze in detail a series of events described in a text; determine whether earlier events caused later ones
or simply preceded them.
• Determine the meaning of words and phrases as they are used in a text, including vocabulary describing
political, social or economic aspects of history/social studies.
• Compare the point of view of two or more authors regarding how they treat the same or similar topics,
including which details they include and emphasize in their respective accounts.
• Compare and contrast treatments of the same topic in several primary and secondary sources.
Writing
Throughout the
entire course.
Alaska Writing • Students will
• thesis/claim
Standards for
produce clear and • formal voice
Literacy in
coherent writing, to • supporting fact
History and
include a strong
Social Studies
thesis statement and
supporting evidence.
• Write arguments focused on discipline-specific content.
• Write a thesis statement: introduce precise claim/thesis and create an organization that establishes a clear
relationship between the claim and support/reasoning.
• Develop claim/thesis fairly, supplying data and evidence while pointing out the strengths and limitations
of the claim.
• Use varied transition and sentence structures to link the major sections of the text, create cohesion and
clarify the relationships among ideas and concepts.
• Use precise vocabulary and domain-specific vocabulary to manage the complexity of the topic and
convey a style appropriate to the discipline and context as well as to the expertise of likely readers.
• Establish and maintain a formal style and objective tone while attending to the norms and conventions of
the discipline in which they are writing.
• Provide a concluding statement or section that follows from and supports the argument presented.
• Develop and strengthen writing as needed by planning, revising, editing, rewriting or trying a new
approach, focusing on addressing what is most significant for a specific purpose and audience.
Research
Throughout the
entire course.
Alaska Writing • Students will
• plagiarism
Standards for
conduct research to • citation
Literacy in
answer a question or • reliable source
History and
solve a problem.
Social Studies
• Conduct short as well as more sustained research projects.
• Narrow or broaden the inquiry when appropriate.
• Synthesize multiple sources on the subject, demonstrating understanding of the subject under
investigation.
• Gather relevant information from multiple authoritative print and digital sources, using advanced searches
effectively.
• Assess the usefulness of each source in answering the research question.
• Integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and
following a standard format of citation.
• Draw evidence from information texts to support analysis, reflection and research.
Fairbanks North Star Borough School District
Social Studies Curriculum
157
Women’s History
Adopted: April 16, 2013
Essential
Vocabulary
and Concepts
Units of
Instruction
Standards/
NCSS Themes
Essential
Learnings
Social & Civic
Development
Alaska Content
Standards
G/C.B.6;
B/C.C.2, 6
• Understand social •
concerns of women
over time.
• Recognize key figures and their impact on developing
women’s roles.
• Recognize current American trends dealing with
women’s issues.
• Identify similarities and differences in a present day,
multicultural society.
Alaska Content • Explain the role of •
Standards:
the government, law
G/C.A.1;
and policies on the
G/C.B.6
roles of women.
• Recognize the impact of education upon women’s
roles in society.
• Appreciate society’s view of women, including
religious beliefs, place in society and the value placed
upon women.
Geography
Alaska Content
Standards:
G/C.C.8;
GY.F.2
•
• Interpret demographic trends to project future changes
and impacts on women and human environmental
systems.
• Examine how impacts of global changes on human
activity have affected women.
Economics
Alaska Content • Identify major
•
Standards:
economic concerns
G/C.C.8;
and trends specific
G/C.F.1
to women.
• Compare and contrast the welfare system and
reservations.
• Examine how women’s issues relate to the economies
of the United States and world nations.
History
Alaska Content • Understand the
•
Standards:
forces of change and
H.A.1;
continuity that shape
H.B.1-5
women’s history.
• Identify, leaders chronologically as they pertain to
women in history.
• Understand the forces of change and continuity that
shape women’s history through the themes of culture:
o Development of culture.
o Relationship with the environment.
o Origin and impact of religion.
o Consequences of peace and war within the society.
o Society’s changing views related to class,
ethnicity, race and gender.
Government
• Identify ways in
which geography
impacts women.
Fairbanks North Star Borough School District
Social Studies Curriculum
Suggested Content Objectives
158
Notes
Women’s History
Adopted: April 16, 2013
Units of
Instruction
Standards/
NCSS Themes
Cultural Studies Alaska Content •
Standards:
CS.A.7;
CS.E.4;
H.A.2;
H.B.1a, 2
Fairbanks North Star Borough School District
Social Studies Curriculum
Essential
Vocabulary
and Concepts
Essential
Learnings
•
Suggested Content Objectives
Notes
• Describe the history of the role of American women in
society.
• Compare the traditional roles of Alaska Native women
to American Native women.
• Compare and contrast women’s cultural roles in
American society.
• Examine, through readings in comparative
ethnographies, the portrayal of women’s roles in a
changing American society.
• Understand how women adapt in a diverse
multicultural society.
• Evaluate political, economic and social issues as
experienced by women in different cultural settings.
159
Women’s History
Adopted: April 16, 2013
WORLD GEOGRAPHY
Grades: 9-12
Length: One Semester
Prerequisites: None
Suggested
Units
Reading
Throughout the
entire course.
Standards/
NCSS Themes
Overview: World Geography helps students to develop their spatial views and perspectives of the world, and to understand the relationships
between people, places and environments. Students examine where people, places and resources are located, why they are there and why this
matters. They explore the effects of the environment on human activities and the impact of these activities on the environment. Regionally,
students will examine the impact people have on their environment and how their environment shapes their settlement. Additionally, with each
region, students will look critically at a different aspect of geography through the perspective of the region. This area of study helps students
develop an informed global perspective about human-environmental relationships. This course may be used as an alternative for World
History 1 to meet the World History study requirement.
Essential
Vocabulary
and Concepts
Essential
Learnings
Alaska Reading • Students will read
Standards for
for understanding
Literacy in
and to construct
History and
historical meaning.
Social Studies
•
•
•
•
•
•
primary source
secondary source
compare/contrast
cause/effect
central idea
bias/point of view
Suggested Content Objectives to Support Essential Learnings
• Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features
as the date and origin of the information.
• Determine the central ideas or information of a primary or secondary source; provide accurate summary of
how key events or ideas develop over the course of the text.
• Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or
simply preceded them.
• Determine the meaning of words and phrases as they are used in a text, including vocabulary describing
political, social or economic aspects of history/social studies.
• Compare the point of view of two or more authors regarding how they treat the same or similar topics,
including which details they include and emphasize in their respective accounts.
• Compare and contrast treatments of the same topic in several primary and secondary sources.
Writing
Throughout the
entire course.
Alaska Writing • Students will
• thesis/claim
Standards for
produce clear and • formal voice
Literacy in
coherent writing, to • supporting fact
History and
include a strong
Social Studies
thesis statement
and supporting
historical evidence.
• Write arguments focused on discipline-specific content.
• Write a thesis statement: introduce precise claim/thesis and create an organization that establishes a clear
relationship between the claim and support/reasoning.
• Develop claim/thesis fairly, supplying data and evidence while pointing out the strengths and limitations of
the claim.
• Use varied transition and sentence structures to link the major sections of the text, create cohesion and clarify
the relationships among ideas and concepts.
• Use precise vocabulary and domain-specific vocabulary to manage the complexity of the topic and convey a
style appropriate to the discipline and context as well as to the expertise of likely readers.
• Establish and maintain a formal style and objective tone while attending to the norms and conventions of the
discipline in which they are writing.
• Provide a concluding statement or section that follows from and supports the argument presented.
• Develop and strengthen writing as needed by planning, revising, editing, rewriting or trying a new approach,
focusing on addressing what is most significant for a specific purpose and audience.
Fairbanks North Star Borough School District
Social Studies Curriculum
160
World Geography
Adopted: April 16, 2013
Research
Throughout the
entire course.
Alaska Writing • Students will
• plagiarism
Standards for
conduct research to • citation
Literacy in
answer a question • reliable source
History and
or solve a problem.
Social Studies
Fairbanks North Star Borough School District
Social Studies Curriculum
Conduct short as well as more sustained research projects.
Narrow or broaden the inquiry when appropriate.
Synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Gather relevant information from multiple authoritative print and digital sources, using advanced searches
effectively.
• Assess the usefulness of each source in answering the research question.
• Integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following
a standard format of citation.
• Draw evidence from information texts to support analysis, reflection and research.
•
•
•
•
161
World Geography
Adopted: April 16, 2013
Essential
Vocabulary
and Concepts
Units of
Instruction
Standards/
NCSS Themes
Geography
Skills
Alaska Content • Students will use a •
Standards:
variety of maps,
•
GY.A.1-6;
globes, graphic
•
GY.C.1-3
representations and •
geospatial
•
NGS:
technologies to help •
1
investigate spatial •
relations, resources, •
NCSS Themes:
population density,
II, III
•
distribution and
•
changes in these
phenomena over
time.
Alaska Content • Students will
•
Standards:
evaluate the
•
GY.A.1-6;
relationship between •
GY.C.1-3
humans and their
environment looking •
NGS:
at such systems as •
1
physical geography, •
climate, econNCSS Themes:
•
systems, natural
II, III, IX
•
resources and human
settlement. (This
Human
Environment
Interaction
Essential
Learnings
Suggested Content Objectives
economic
social
political
latitude
longitude
map elements
absolute location
relative location
prime meridian
International Date
Line
• Explain how and why maps are dynamic, ever-changing
documents.
• Identify and interpret the basic elements of maps and
mapping.
• Use maps to calculate distance, scale and area.
• Compare population density of various regions and
countries.
• Construct maps and models of geographic information to
illustrate various geographic phenomena.
• Differentiate between various maps and their specific
uses (e.g., political, resource, product, physical, climate,
vegetation, land use, population).
natural resource
renewable resource
nonrenewable
resource
population density
literacy rate
interdependence
globalization
Gross Domestic
Product
• Describe the role of natural resources on regional
economic development.
• Evaluate human and environment interaction and the
global impact on world populations.
• Analyze the development of human communities and
their relationship with climate.
• Describe how subsistence-based lifestyles, resources and
technology are influenced by geography.
• Explain the role of politics in relation to geography.
physical features
climate zones
watershed
erosion systems
overpopulation
Ring of Fire
migration
• Compare various landforms (e.g., plateau – plains,
mountains – hills) and describe their affect on human
settlement.
• Compare how and why groups and individuals identify
with places.
• Evaluate the importance of locations of human and
physical features in interpreting geographic patterns.
• Interpret demographic trends to project future changes
and impacts on human environmental systems.
• Explain the relationship between levels of precipitation
and vegetation-types for different regions and give
examples.
Notes
essential learning could
be complete at the start
of each subsequent unit
as a way to introduce
each region).
Alaska Content • Students will
Asia:
Standards:
explain the
Relationship
GY.B.3;
relationships
Between
GY.D.1-5;
between human
Humans and the
GY.E.1-6;
populations in
Physical
GY.F.5
different locations
Environment
and regional and
NGS:
14-16
NCSS Themes:
III, IV, X
Fairbanks North Star Borough School District
Social Studies Curriculum
global geographic
phenomena, such as
landforms, soils,
climate, vegetation
and natural
resources.
•
•
•
•
•
•
•
162
World Geography
Adopted: April 16, 2013
Units of
Instruction
Standards/
NCSS Themes
Essential
Learnings
Essential
Vocabulary
and Concepts
Suggested Content Objectives
Notes
• resource utilization • Explain why places have distinctive geographic
Latin America: Alaska Content • Students will
Standards:
compare the cause • runoff
characteristics.
Resource
GY.B.1-8;
and impact of
• Columbian Exchange • Describe the influence of human perceptions and
Management
GY.E.1-6
NGS:
11-12
NCSS Themes:
II, III
Europe:
Culture
Alaska Content •
Standards:
GY.B.1-8;
GY.D.1, 4
NGS:
4, 6
NCSS Themes:
II, III
Africa:
Conflict &
Cooperation
Alaska Content •
Standards:
GY.B.1-8;
GY.D.1, 4
NGS:
13
NCSS Themes:
III, VI
resource
• deforestation
management, as
• economic incentive
reflected in land
• global market
use, settlement
patterns and
ecosystem changes.
resource utilization on the environment.
• Explain the importance of studying environments and
compare the diversity and productivity of different
regional environments.
• Evaluate how resources have been developed and used
by different groups throughout history.
• Evaluate the impact of physical hazards on human
systems.
• Describe the potential negative consequences of resource
development and how this can impact a region.
Students will
•
describe the cultural •
diffusion of
•
customs and ideas •
over time.
•
•
•
•
settlement patterns
economic alliance
developed country
developing country
nationalism
democracy
republic
nation-state
• Analyze how different cultural regions view their
environment.
• Give examples and explain how places and regions serve
as cultural symbols.
• Utilize information about cultural and physical features
of place and region to explain the diversity and
productivity of different regional environments.
• Compare similarities and differences among cultures.
• Trace the development of culture from early civilizations
such as Greece and Rome and how this develops into a
cultural identity.
• Identify the elements of trade that diffuse culture over
time and space.
Students will
•
compare the factors •
that contribute to •
cooperation and
•
conflict among
•
peoples of various
nations, including
language, religion
and political beliefs.
infant mortality rate • Analyze how the need for people to exchange goods,
services and ideas creates population centers, cultural
infrastructure
interactions, transportation, communication and
African Kingdoms
economic links.
Slave Trade
• Analyze how change in human systems impact social,
imperialism
cultural, economic and political activities.
• Explain how European influence in Africa had positive
and negative consequences.
• Describe how conflict and cooperation is evident in
Africa today and the factors that led to those
circumstances.
Fairbanks North Star Borough School District
Social Studies Curriculum
163
World Geography
Adopted: April 16, 2013