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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 !"#$%&'$(()%&('"*)%&+,-"./%0).'+"1./%% 2))%.).'+"1./%*3.%(4.%/.5./+.3%,4).//%(+$.36"/.%4(+.-% "#$%&'#(!)*+!(&,&-#!./0)!#1&!-0/&!-0$/(&(!,2(#&%!*304&!#0!)&&#!#1&!5/*%$*#20'!/&6$2/&)&'#(7! 81&!&,&-#24&(!,2(#&%!3&,09!:/042%&!0::0/#$'2#+!.0/!*!4*/2&#+!0.!2'#&/&(#(7! ;0/&!-0$/(&(!'0#!#*<&'!*(!5/*%$*#20'!/&6$2/&)&'#(!)*+!3&!#*<&'!*(!&,&-#24&!-0$/(&(!%&:&'%2'5!0'!*4*2,*32,2#+7% • • • • • • • ! Fairbanks North Star Borough School District Social Studies Curriculum =>!=/#!?2(#0/+! =>!;0):*/*#24&!@04&/')&'#!A!>0,2#2-(! ;$//&'#!B(($&(!A!C4&'#(! D24&/(2#+!2'!=)&/2-*! >(+-10,05+! E7"7!2'!*!@,03*,!;0'#&F#! G0)&'H(!?2(#0/+! 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 • • • • • • 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 • • • • • • • • • • • • • • • • • • 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 • • • • • • • • • • • • • • 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