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Kindergarten My Community Curriculum Guide6/8/2013 12:56:00 AM
Essential
Content
Question
Suggest
Key Terms
Time
GLE’s/Knowledge and
Connected Writing Piece
Skill
(Weeks)
Who am I?

How each
person is


2
Government and
L.1: Writing names
Focus
Citizenship:
(Students will learn to write
Vocabulary:

Identify the flag as a
their first and last names).
special

different
symbol of our country.
L.7: Writing Sentences
Feeling they

feelings
(B.2)
About Me (Students create
have

same

History:
a "Who Am I?" book by

Recognizes similarities
writing sentences about
and differences
themselves). L.20:
between people. (A.4)
Description of a Thing
Knows ways in which
(Students may write a
he or she is like others.
description of a special
(A.4)
thing (toy, game, book)
Knows how to identify
they enjoy).
Things they
can do


change in his or her
own life. (A.1.E)
What is a
Family?

History:
L.2: Labels (Students will
Focus
Knows the members of
draw a pictures of their
importance of
Vocabulary:
a family. (A.8)
family members and label
a family

family
Understands the
the picture). L.16:

tradition
concepts of chronology.
Commands (Students may
(A.1)
write some commands
Features and
2
Understands that
their parents might give
holidays are
them (cleaning, chores,
celebrations of special
homework, etc.). L.19:
events. (A.6)
Description of a Person

Defines what makes a
(Students will create a
family. (A.8)
family book where each
Uses terms to
page has a description
distinguish past,
about a family member).

present, and future.
(A.2)

Places family events in
a sequence over time.
(A.1)

Knows various family
members through two
generations. (A.8)

Knows how family
members are related
to each other. (A.8)

Identifies a family
tradition. (A.6)

Shows that families are
alike and different.
(A.4)
How do I get

Ways they get
along with
along with
others?
other people
3
Government and
L.8: Sentences (Students
Focus
Citizenship:
may write sentences about
Vocabulary:
Understands why rules
why it's important to be a

fair
are important and give
good listener and why we

get along
examples. (E.4)
take turns). L.25 & L.26:

rules

Defines what it means
Friendly Letter (Students
to get along. (E.2)
may write a friendly letter
Identifies helpful,
to a friend). L.28: Thank-
courteous,
You-Note (Students will
compassionate, and
learn how to write a thank-
responsible behaviors.
you note to a friend).

(E.1)

Understands situations
and behaviors are fair
and unfair. (A.2)

Knows a good rule
solves a specific
problem. (E.4)

Knows that a good rule
is fair. (B.8)

Identifies reasons for
rules at school and
home. (E.4)
How do I make

Friendship
2
Focus
Government and
L.4: Captions (Students
Citizenship:
may write captions about
friends?

How to relate
Vocabulary:
to friends


Describes what it
pictures that show
friend
means to be a friend.
students: introducing

introduce
(E.1)
themselves, asking to play,

kind
Distinguishes between
learning to share, and

selfish
friendly (kind) and
doing kind actions). L.9:
unfriendly (selfish).
Caption Sentences
(E.1)
(Students learn to write

History:
caption sentences for

Identifies the role that
pictures showing friends
friendship played in the
playing together).

Pilgrims encounters
with the Wampanoags.
(A.8)
How do I solve

problems with
others?
Government and
L.11: Posters (Students will
Citizenship:
create posters showing the
Focus
Identifies how to be fair
four steps to problem
Ways to solve
problems
2

Feelings
Vocabulary:
when solving problems.
solving). L.15:

How to calm

adult
(E.7)
Exclamations (Students
down

calm down

Identifies situations in
write exclamatory
Importance of

problem
which resolution is
statements to say to give
talking and

solve
needed. (E.7)
positive encouragement).
Explains examples of
L.22: Dialogue (Students
problem solving. (E.7)
may write a dialogue
Uses problem-solving
between two students
skills to solve a
trying to solve a conflict).

listening to

others

conflict. (E.7)

Names adults in the
community who can
help children with their
problem. (E.7)
How can I be a

How to be a
2
Government and
L.3: Signs (Students create
Focus
Citizenship:
signs around the school to

Investigates ways
help students remember to
good helper at
helpful
Vocabulary:
school?
student

directions
people can have a
be a helpful student).

follow
voice in their school or
L.11: Posters (Students

job
community. (E.3)
may create leadership
Identifies behaviors
posters around the school).

that are helpful to
others. (E.1)

Identifies and
describes different
classroom
responsibilities. (E.1)
Economics:

Name adults who have
jobs in the school.
(G.5)
What is in my
neighborhood?

Characteristics
of a
3
Focus
Geography:
L.6: News (With the help of
Vocabulary:
Identifies what
the teacher, students may

community and state
write a news articile to
community


neighborhood

job
the student lives in.
introduce their new
/village

map
(A.1)
neighborhood to the
Buildings in a

need
Identifies
school). L.10: Lists
neighborhood

neighborhood
characteristics of the
(Students create a list of
/village

want
student’s
buildings, structures, or
People in a
neighborhood. (B.1)
parks a community needs).
neighborhood

Locates features of a
L.21: Description of a Place
community on a map.
(Students write a
(A.1)
description of their
Creates a model
neighborhood).
/village

neighborhood/village.
(A.2)

Identifies the people in
their
neighborhood/village.
(B.6)

Identifies buildings in a
neighborhood/village.
(B.2)
History:

Identifies the role
Martin Luther King Jr.
played in helping
people share their
neighborhoods. (B.1.E)
Economics:
Understands the
importance of jobs.
(G.5)

Understands needs and
wants. (G.1)

Understand that people
cannot have
everything they want.
(G.2)

Knows that services
are jobs that people
perform. (G.5)

Knows that people in
the community have
different jobs. (G.5)

Identifies different jobs
in the community.
(G.5)

Understands what
money is used for.
(F.5)

Understands the role
money plays with
goods and services.
(F.5)
Where am I in

the world?
Geography:
L.5: Sentences (Students
Focus
Identifies a globe and a
may write sentences about
Vocabulary:
map and tells how they
their village/city). L.17:
Concept of a

city
are used. (A.1)
Directions (Students will
State

country

Identifies one’s own
play the Land and Water
Concept of a

globe
village/city and state
game and learn how to
Country

map
and locate them on a
write down the directions
Concept of the

rural
map. (A.1)
to play. Students may
World

state
Names the country
want to write down

suburban
where we live. (A.1)
directions to another game

symbol
Identifies the country
they know how to play).

urban
where we live on a

village
map or globe. (A.1)

world
Concept of a
Villages/Cities



2



Distinguishes between
land and water on a
globe and map. (A.1)

Identifies urban,
suburban, and rural
areas. (B.3)

Government and
Citizenship:

Acts out or illustrates
symbols of the United
States of America.
(B.2)
How do people

Similarities
3
Government and
L.12:Poems (Students may
Focus
Citizenship:
write a poem about a
live around the
and
Vocabulary:
Understands the
tradition they celebrate in
world?
differences

celebration
important customs,
their culture). L.13:
between

eat
symbols, and traditions
Questions (Have students
peoples of the

learn
that represent
write down questions they
world

need
American beliefs and
might have for another
Traditional

play
principles and
child from a different place
celebrations

talk
contribute to our
in the world (teacher/class

want
national identity. (B.2)
may pick the place before
Supplemental
Geography:
writing)). L.27: Invitation
Vocabulary:

Match different ways of
(Students learn how to


transportation
meeting needs
write an invitation to a

boat
(clothing, housing) to
dinner party). L.29 & L.30:

train
different geographic
Personal Narrative

bus
settings. (B.4)
(Students may write a

car
Knows the modes of
personal narrative of what

plane
transportation for
is was like to play a game

similar
people from place to
from a different country).

different
place. (D.1)

History:
Knows similarities and
differences among
people. (A.4)

Describe similarities
and differences among
people and their daily
activities. (A.4)

Compare written
words, family meals,
and games in different
cultures. (A.4)
Economics:

Identifies three basic
needs all people have.
(G.1)

Discover where
(Students may create a list

Recycling
take care of

Reusing things
Vocabulary:
garbage goes after it is
of interview questions to
instead of

litter
thrown away. (F.3)
ask someone from the
throwing them

garbage
Identify different ways
community who practices
away

natural
to take care of the
recycling, reusing and
resource
earth. (F.3)
reducing). L.18 & L.23 &
Name three ways to
L.24: Story (Students may

Focus
L.14: Interview Questions
How can I help
the world?
3
Geography:
Reducing
garbage


pollution


recycle
help save natural
write a fantasy story about

reuse
resources and take
a piece of trash that gets

reduce
care of the world. (F.5)
recycled, or a piece of


Discover about the
trash that does not get
recycling process. (F.3)
recycled and has to spend
Demonstrate how
the rest of it's life in a
things can be reused.
dump/landfill).
(F.3)
Economics:

Identify shopping
choices that will help
reduce waste. (G.7)

Make an economic
choice to spend or to
save. (G.7)
1st Grade My Community Curriculum Guide6/8/2013 12:56:00 AM
Essential
Content
Question
Key Terms
Suggested
GLEs/Knowledge and
Connected Writing
Skills
Piece
Time
(Weeks)
How do we

Benefits of
get along in
cooperating
school?
Focus Vocabulary:
2
L.3: Sentences About Me
Citizenship:
(Write sentences about
Discovers the value
how you share your
respect
of cooperating to
toys/Write sentences

responsibility
complete a task.
about why we take turns

share
(E.2)
when we play with our
Predicts outcomes
friends). L.21: Play
of behaviors. (E.2)
(Students create a play
Identifies students’
about what happens

cooperation
and getting

along with
others in
school
Government and
Supplemental


Vocabulary:


listen

talk
responsibilities to
when people cooperate

take turns
one another in the
and what happens when
school community.
people do not cooperate
(E.7)
with each other (i.e.
Identifies the
students may act
benefits of
out/read what happens
cooperating in
when someone takes all
school. (E.7)
the markers in a group
Describes the
or what happens when
results of one
someone shares their
neighborhood
bright crayons). L.15:
efforts at
Revise and Publish
cooperation. (E.7)
(Teacher may help



Discovers they can
students revise and
contribute to their
publish their play scripts
school by
from L.21).
respecting school
property. (E.7)

Understands that
fairness is a
fundamental
American value.
(A.2)

Why is it

Similarities
important to
and
learn from
each other?



Focus Vocabulary:
2
Government and
L.9: Lists (Write a list of
Citizenship:
things that make you
Understands the
special/Write a list of
cooperation
qualities of a
things you can do well).

different
good leader.
L.25 & L.26: Research
ways to

learn
(E.5)
Report (Students may
communicate

similar
Discovers the value
write a research report
Interpersonal

compare
of cooperating to
about something new
skills

contrast
complete a task.
they have learned how
Qualities of a

talent
(E.7)
to do (i.e. their neighbor
good leader

cost
Contributes to their
or family member has

benefit
school by being
taught them how do to
positive and solving
wheelies on their bike, or
problems. (E.7)
their mom taught them

alike
differences

Appropriate




Identifies
similarities and
differences among
classmates. (E.7)

Compares and
contrasts
classmates’
personal
preferences and
talents. (E.7)

Categorizes
classmates
according to their
special talents.
(E.7)

Analyzes the costs
and benefits of
different choices.
(E.7)
History:

Explains that
people share family
beliefs and values
through oral
tradition, literature,
how to bake a cake)).
songs, art, religion,
and community
traditions. (A.5)
Why do

schools
have rules?
Reasons for
school rules

Focus Vocabulary:
2
Government and
L.1: Labels (Students
Citizenship:
can label pictures that
Explains why
show students acting out
be fair
rules and laws
the "right way" to follow

get along
are necessary.
a rule (i.e. how to stand

law
(E.4)
in line at the drinking

rule
Compares rules at
fountain or how to

vote
home with rules at
sharpen a pencil)). L.2:

consequence
school. (E.4)
Sentences (Students
Illustrates the
may write sentences
consequences of
about how to be safe at

be safe
Necessity of

rules and laws
Supplemental



Vocabulary:

benefit
following and
school). L.28: How-To

similar
breaking rules.
(Students will learn how

different
(E.4)
to write a "how-to" paper

compare
Explains that a
on school rules (i.e. how

contrast
good rule or law
to use the bathroom
solves a specific
appropriately, how to
problem. (E.4)
walk to gym class)).


Explains that a
good rule or law is
fair. (A.2)

Identifies the
purpose and
benefits of having
rules. (E.2)

Votes to make a
decision. (E.3)
Government and
Who helps

Duties of
us at
school staff
school?
Focus Vocabulary:
2
Citizenship:

custodian
and how they

leader
about a person’s
contribute to

principal
job from visual
L.11: Interview
the community

secretary
images. (E.7)
Questions (Students can

teacher
Gives supporting
create a list of interview

community
evidence for
questions to ask a:

contribution
inferences. (E.7)
teacher, custodian,
Identifies the
principal, or secretary at
contributions of
school). L.8: Questions
service providers in
(Students can practice
the school. (E.7)
writing questions using:
Identifies the
who, what, when, where,
contributions of
why, and how). L.12:
leaders in our
Riddles (Students may
community and
write their own riddle
government. (E.5)
about a worker in their
Supplemental



Vocabulary:

government

Makes inferences
school (i.e. janitor,
school officer, kitchen
staff).
Government and
How are we

Types of
good
valuable
helpers at
school?
respect
contributions a

citizen
school by helping
good helper

contribution
others. (E.7)





Contributes to their
Makes decisions
school
about the best way
How to show
to be a good
L.4: Captions (Students
respect to
citizen. (E.1, E.2)
can write a caption for a
Creates a list of
picture that shows an
Ways to help
characteristics of
example of how we help
others
being a good
others, how we take care
Ways to take
citizen. (E.1, E.2)
of our things, how we do
others

2
Citizenship:

makes at

Focus Vocabulary:

care of things
our best, and how we
that do not
respect others). L.10:
belong to us
Dialogue (Students may
Examples of
write dialogue between
how we can do
two people showing how
our best
we respect others at
Examples of
school (i.e. "Please" and
school
"Thank you").
property
Geography:
What is a

Map skills
map?

Using maps to
locate things
2

compass rose

direction

map

map key
reads a map

symbol
using the four

north
cardinal

south
directions to

east
locate items in

west
the classroom

Finds where I live
on a map. (A.1)

Creates and
and the



community. (A.1,
L.1: Labels (Students
A.2)
can draw a map of their
Creates a three-
classroom and label the
dimensional setting
items in their map). L.6:
that corresponds to
Sentences About Places
a two-dimensional
(Students can write
map. (A.2)
sentences about where
Reads a classroom
places are on a map (i.e.
map. (A.1)
The table is next to the
Uses a compass
computer center or the
rose to determine
teacher's desk is north of
direction. (A.1)
the writing center).

History:
What was

Features of
school like
past, present
long ago?

Focus Vocabulary:
2

L.20: Description of a
Sequences a
Place (Student may write

hornbook
series of life
sentences describing
and future

long ago
events along a
their classroom or write
schools

schoolhouse
simple timeline.
sentences describing a
Timeline of a

past
(A.1)
schoolhouse from long
student’s life.

present
Identifies
ago).

transportation
similarities and

time capsule
differences between

Supplemental
life in the past and
Vocabulary:
life in the present.
(A.8)

car

bus

plane
contrasts past and

boat
present community

snow machine
life, with emphasis

dog sled
on schooling,

kayak
children’s lives, and

Compares and
transportation.
(A.4)

Predicts using
picture of historical
artifacts. (C.3)
What

Types of
Groups do
groups that
we belong
to?
Focus Vocabulary:
2
History:
L.7: Sentences About

Identifies family,
Events (Have students

school
school, and
brainstorm a group they
students

family
community groups.
belong to (family,
belong to.

community
(B.1.b)
students, community)
Explains how areas
and write about an event
of a community
they did with that group
have changed over
(i.e. a family birthday
time. (B.1.b)
part, a class field trip, or
Applies knowledge
picking up trash with
about groups to
community helpers).


ones own life. (D.1)
History:
How are

families
special?
Features of a
family.


3
Focus Vocabulary:


Family tree
Names various
family members
How families
Supplemental
through two
L.17: Friendly Letter
are special.
Vocabulary:
generations.
(Students may write a
(A.8)
friendly letter to a family
Explains the name
member). L.14: Email
A student’s

family members
personal family

mom
tree

dad
of relationships
(Students may write an

brother
between family
email to a family

sister
members. (A.8)
member).

grand mother

grand father


Explains how family
members are

uncle
related to each

aunt
other. (A.8)

cousin

niece
three categories of

nephew
family attributes

homes
(family roles, types

Name examples for
of homes, and
types of activities).
(A.8)
Geography:
What do

Needs and
2
Focus Vocabulary:

L.5 Sentences About
Identifies the
Things (Students may
families
wants of

need
physical features
write sentences about a
need and
families

want
of my community
special thing their family
Physical

climate
and region. (B.1)
needs/wants). L.19:
features of

landforms
Identifies food,
Description of a Thing
your

natural resource
clothing, and
(Students may write
shelter as needs
sentences that describe
each family has.
something special their
(B.7)
family needs/wants).
want?


community

Compares and
contrasts
communities in
terms of their
physical features,
climate, and human
activities. (B.3)
Economics:

Demonstrates my
knowledge of
needs and wants
by applying it to
real world
situations. (G.1)

Explains the role
that resources play
in our daily lives.
(G.2)

Knows that goods
and services can
satisfy people’s
needs. (F.2)

Understands that
people cannot have
everything they
want. (G.3)

Distinguish
between needs as
things we must
have to live and
wants as things it
would be nice to
have. (G.3)

Geography:
How do

Ways family
2
Focus Vocabulary:

L.22: Description of a
Identifies a local
Memory (Students can
family
members care,

care
problem that
create a memory book
member
share, and

chore
relates to Earth and
about their family by
care for
help each

share
its resources, and
answering the following
each other?
other.
makes a plan for
questions: how do I help
solving the
my family with chores,
problem. (E.5)
how does my mom and
History:
dad share what they

Sorts pictures of
know, how do I share
family activities
what I know with my
into three
brothers or sisters, how
categories of caring
does my family show
and explain the
their feelings, and how
sorting decision.
do we spend time
(C.3)
together).

Gives examples of
families activities to
relate new concepts
to personal
experience. (C.4)

History:
How do

Ways families
families
change over
change?


Key Vocabulary:
2

L.13: Sequence Story
Understands the
(Students may draw

change
concept of
pictures and write
time

communication
chronology. (A.1)
sentences about a family
Responsibilities

grow
Names
changing over time (i.e.
family

move
responsibilities and
brothers and sisters
members

responsibility
activities that
growing older, a family

have.
Supplemental
change, as a child
moving from one house
Timeline of
Vocabulary:
grows older. (A.7)
to another, or a family
Identifies three
expecting a new
changes in a

fable
family’s life.

future
ways in which
addition). Have students

legend
families change.
use: first, next, then,

myth
(A.8)
last.

past

present
clothing, homes,

technology
food,


Knows the types of
communication,
and technology
used by families
now and in the
past. (A.6)

Compares old and
new ways of doing
work. (B.1.b)

Understands that
folktales, fables,
legends, and myths
reflect the beliefs of
various cultures in
the past. (A.5)
What are

family
traditions?
Family
traditions



Focus Vocabulary:
2
Government and
L.16: Invitation
Citizenship:
(Students learn how to
Identifies
write an invitation to a
celebrate
important
special holiday party

heritage
customs,
their family celebrates).
Cultural

holiday
symbols, and
L.18: Thank You Letter
awareness of

tradition
traditions that
(Students learn how to
local and

values
represent
write a thank you letter

belief
Important

holidays

national
Supplemental
American beliefs
to a family member).
traditions.
Vocabulary:
and principles
L.23: Descriptive Poem
Origins of

compare
and contribute to
(Students may write a
customs,

contrast
our national
descriptive poem about a
identity. (B.2)
family tradition or a
Recognizes the
holiday their family
state flag. (B.2)
celebrates). L.27: Book
holidays, and
traditions.


Chinese
Lantern
History:
Festival

Review (Teacher may
Knows ways that
read several
their family
holiday/local traditional

shares beliefs
books to the class and
and values. (A.6)
have students write a
Describes the
book review).
origins of
customs,
holidays, and
celebrations of
special events.
(A.6)

Identifies a
tradition associated
with a particular
part of the world.
(A.6)

Compares and
contrasts a family
tradition with a
tradition of other
families. (A.4)

Understands family
heritage through
stories, songs, and
traditions. (A.5)

Names details of
traditional holiday
celebrations,
grouping them into
different
categories. (A.6)
L.29 & L.30: Story
What do

good
neighbors
Neighbors and
neighborhoods

Focus Vocabulary:
2

consumers
Goods and

goods
services

Consumer and
Producer
Government and
(Students may write a
Citizenship:
story about
Defines the
neighbors/neighborhoods
neighbor
concepts of
getting along).

neighborhood
neighborhoods and

next door
neighbors. (E.1,
value of

producers
E.2)
money?

services

trade
do?

What is the


Identifies the types
of behaviors that
characterize good
neighbors. (E.1,
E.2)
Economics:

Understands the
concepts of
goods and
services. (F.2)

Understands how
people earn and
spend money.
(G.5, G.6)

Knows that
consumers are
people who use
goods and services.
(F.2)

Knows that
producers are
people who make
goods and perform
services. (F.2)

Analyzes the
system of trade
between neighbors.
(F.10)
2nd Grade My Community Curriculum Guide6/8/2013 12:56:00 AM
Essential
Content
Question
Key Terms
Suggested
GLEs/Knowledge and
Connected Writing Piece
Skills
Time
(Weeks)
What makes a

place a
community?
Features of a
community

Focus Vocabulary:
1
Geography:
L.1: Sentences About a

Identities
Picture (Show students a

apartments
characteristics, physical
picture from their
Daily life of a

community
features, and buildings
community and have them
community

landmark
of their community. B-1
write a paragraph about

museums
Knows the modes of
the picture). L.3 & L.17:

neighborhood
transportation for
Description (Students may

restaurants
people from place to
write a descriptive

transportation
place. D-1
paragraph about their

village
Identifies important
community).


places in a community.
A-1

Designs a neighborhood
or village.
A-1
Government and
Citizenship:

Describes what people
do in a community. E-2
History:

Understands the
historical significance
of landmarks,
celebrations in the
community, state,
and country.

B-2
Records observations
about the local
community.

C-1
Researches information
about the local
community from
different sources.
How are

communities
different and
the same?
Focus Vocabulary:
Geography:
L.7: Directions (Students

compare

Identifies the
may draw a map and write

contrast
features of urban,
directions from an urban,
Advantages

population
rural, and suburban.
rural, or suburban area to
and

rural
D-3
another). L.24: Paragraph
disadvantage

suburban
Determines the relative
that Compares/Contrasts
s of the

urban
location and population
(Students may compare
different

village
densities of urban,
and contrast rural, urban,
types of
Supplemental
rural, and suburban
and suburban areas).
communities.
Vocabulary:
communities. D-3
Types of
communities

C-2
2


Identifies advantages

compare

contrast
and disadvantages of

different
different types of

similar
communities.
B-3

Recognizes similarities
with people around the
world.

B-4
Knows the modes of
transportation for
people from place to
place.

D-1
Knows the importance
and disadvantages of
different types of
transportation. D-4

Compares and contrasts
the features of the
different types of
communities. B-8

Analyzes survey results
by creating bar graphs.
A-2
History:

Recognizes similarities
and differences between
people. A-8

Knows ways in which he
or she is like other
children.
A-9
Geography:
What can we

lean from
maps?
Features of a
map

Focus Vocabulary:
2

Uses map, globes,

compass
and picture to find
Mapping

compass rose
direction, routes,
Tools

grid
landforms, and major

kilometers
bodies of water.

map

map key

map scale

miles

symbols



A-1
Locates Alaska on a
Information (Students may
map. A-1
write a paragraph about
Locates their village or
what kind of information a
city on a map.
map can give us).
A-1
Locates the features of
a community on a map.
A-1

Follows the cardinal
directions.

A-4
Knows that distances
can be measured in
miles and kilometers.
A-4

Uses a map grid, map
key, and compass rose
to locate features on a
map.

L.4: Paragraph of
A-2
Traces a route on a
map.

A-1
Creates a map of a
neighborhood or village.
A-2
Geography:
What is

Geography?
Geographic
features of


Focus Vocabulary:
2

Identifies different

deserts
types of communities
communities

geography
and lists their
Kinds of

globes
physical features.
maps

islands
2
choose one feature
Physical

lakes
Learns about the
(mountains, valleys,
features of

maps
physical features of
deserts, plains, rivers,
North

mountains
their world.
lakes, oceans, islands) to
America

oceans



L.14: Paragraph That
B-
B-7
Explains (Students may
Applies knowledge of
write a paragraph that
plains
geographic features in a
explains their feature).

political maps
game.
L.23: Paragraph of

physical maps


A-1
Labels a map of North
Information (Students may
rivers
America with physical
choose a feature to write a
valleys
features and country
paragraph of information).

names. A-2

Identifies and locates
geographic features on
a physical map. A-4

Explores a political map.
A-1
How Do People

Natural
Geography:

cause

use the
resources are
environment?
used to

produce


2
Focus Vocabulary:
Defines the physical
L.6: Summary (Students
dump
features of the
write a summary of how

effect
community and
people use nature for food,
goods.

environment
region and explain
how people use nature to
How humans

grey water
how they affect
make clothing, or how
interact with

landfill
people. B-5
people use nature to make
the

litter
I will investigate how
shelter). L.12: Paragraph
environment.

natural resources
to use natural
That Give Information
Effects of

pollution
resources in my
(Students may write a
pollution.

sewage lagoon
environment.
paragraph to the local



E-1
Understands how
newspaper about how
humans interact and
people are spoiling land,
modify the physical
polluting air and water and
environment.
how they can be a part of
E-5
Distinguishes between
things that are from
nature and those made
by people.

E-1
Knows how settlement
patterns are influenced
the solution).
by the discovery of
resources.

B-7
Knows that human
activities can be
constrained by weather,
climate, and by
landforms. E-6

Describes how the
natural resources of
different environments
can be used for food,
clothing, and shelter.
E-1

Analyzes how people
live in different
communities.

B-6
Explain the causes and
effects of pollution on
land, water, and air.
E-5
History:

Explain how early
explorers of the state or
region adapted to the
environment. B-1.b
Economics:

Discusses that choices
about what goods to
buy and consume and
what services to buy
determine how
resources will be used.
F-2
L.16: How-To Paragraph
How Are Goods

How goods
2
Focus Vocabulary:
Geography:
(Students may write a

airplane

Knows the modes of
how-to paragraph about
made and
are made and
brought to us?
transported

assembly lines
transportation for goods
how farmers grow our
to consumers

barge
from place to place.
food). L.8: Story (Using

canal
1

consumers
Economics:
will write a story about the

factory

Understands the
journey of a farmer's crop

foods
importance of work.
from the field to the

producers
G-1
store). L.2: Paragraph

product
Explains the
(Students may write a

railroad
importance of money
paragraph about a good

semi-trucks
in an economic
that came from another

ships
system.
country).

transportation


D-
personification, students
G-1
Knows that consumers
are people who use
goods.

F-2
Knows that producers
are people who make
goods. F-3

Understands that goods
can be processed in a
factory. F-2

Knows that goods are
made or grown by
people. F-2

Knows that goods can
satisfy people’s needs
and wants. G-3

Knows that money is
used to purchase goods.
F-2
Who provides

Service jobs
services in your

community?
2
Focus Vocabulary:
Government and
L.27: Report About a
Types of

law
Citizenship:
Person (Students will write
occupations

occupation

Knows how different
a report about someone

rule
groups of people in the
who has a service job

service jobs
community have taken
(authors, architects,
Supplemental
responsibility for the
television reporters,
Vocabulary:
common good. E-2
plumbers, mechanics,
Analyzes data by
electricians, doctors,

consumer


need
categorizing and
etc.)). L.5 & L.10: Review

producer
quantifying service jobs
and Publish (Students,
in a picture graph.
with the help of the


E-6
Describes a community
teacher, will review and
service job at a job fair.
publish their report about
E-6
a person).
Knows what a law is.
B-8

Knows the importance
of a law.
B-8
Economics:

Knows that services are
jobs that people
perform. F-2

Knows that services can
satisfy people’s needs
and wants.

G-3
Knows that consumers
are people who use
services. F-2

Knows that producers
are people who perform
services. F-2
How to make

What it
Economics:
L.11 & L.21: Personal

advertisement

Distinguishes between
Narrative (Students will
needs and wants.
write a personal narrative
good decisions
means to be
when
a good

budget
shopping?
shoppers

goods
Value of

money

2
Focus Vocabulary:
G-3
Understands that people
about a shopping
money
must make choices
experience where they had

need
about goods and
to make a wise choice

price
services.
about buying an item).

services

want


G-4
Knows that goods and
service can satisfy
people’s needs and
wants.

G-3
Identifies the habits of a
good shopper. G-3

Analyzes advertised
prices to plan a budgetbased shopping trip.
G-4

Decides which product
to buy based on
comparison of features
and prices.
How Do
communities

Change in
communities
2
G-3
Focus Vocabulary:
History:
L.26: Letter (Students may


write a letter to a family
cause
Describes the cultural
Change?

community
similarities and
member about how their

effect
differences with
community has changed

plaza
traditions now and in
for the better (i.e. write

push/pull factors
the past. A-6
about new parks, old
Understands the
buildings demolished,
concept of
paved roads, etc.).

chronology and time.
B-1

Understands how the
past affects a
community.

B-1
Explains the reasons
communities get
smaller.

B-2
Identifies cause and
effects of changes in the
local community. B-1
Geography

Identifies the factors
that cause a
community to grow
and change. D-4
How does one

How rural
1
Focus Vocabulary:
Geography:
L.13: Story Dialogue
community
areas grow

earthquake
change?
into urban

areas over
time.

Knows that natural
(Students will write a story
harbor
disasters occur in the
dialogue between to San

history
physical environment.
Francisco citizens during

natural
E-6
the 1906 Earthquake;
disasters
History:
Students may write a story

rural

Understands the
dialogue between people

timeliness
concept of arranging
who found gold near San

urban
historical events into
Francisco in 1848).
distinct periods.

A-1
Analyzes historical
photographs and
illustrations. C-2

Sequences historical
events on a timeline.
A-1
How can one

How people
1
Focus Vocabulary:
History:
L.27: Report About a

Jane Adams

Understands how
Person (Students may
person make a
from the past
difference in
made a

achievement
historical figures and
write a report about a
community?
difference in

contribution
ordinary people have
person from their
their

influence
helped to shape our
community who has had a
communities

Susan LaFlesche
community, state,
positive impact on the
Picotte
and nation.
people and/or

Garrett August
Morgan

B-2
Identifies the
community). L.28: Book
contributions of
Report (Students may read

Luis Valdez
individuals to United
a non-fiction/biography
States history and
about a person who has
culture. B-2
made a difference in their
Government and
community and write a
Citizenship:
book report).

Investigates ways
people can have a voice
in their community. E-2

Identifies problems and
possible solutions in
various communities.
E-7
How Do

Leaders Help
Their
Communities?
Community
Focus Vocabulary:
Government and
L.9: Letter of Invitation

election
Citizenship:
(Students, pretending they
Decisions

government

Understands how a
are a community leader,
that effect

law
leader’s decisions
will write a letter of
our

leader
affect a group of
invitation to the
community

public official
people or
community inviting them

rule
community.

vote
leaders

1
A-1
to an open house
Describes the
celebrating a new
Supplemental
purpose of
building/park/senior
Vocabulary:
government and the
center, etc.). L.19:

community
roles of public
Narrative (Students,

solution
officials. A-1
pretending they are a




Describes how a
community leader, will
community solves
write a narrative about a
problems. E-7
special change they made
Predicts what
in the community or how
community leaders can
they impacted their
and cannot do. B-8
community).
Demonstrates how
leaders are selected. E5

Knows that a good
leader puts the interests
of the people first.

E-1
Knows that good leader
has experience,
determination, is
confident, wants to be a
leader, and solves
problems creatively. E1
What can you

Citizenship
do to be a good

Responsibiliti
citizen in your
community?
es of citizens
1
Focus Vocabulary:
Government and
L.18: Poem (Students may

citizen
Citizenship:
write a poem that helps

civic

Describes what a
them remember what good

responsibilities
good citizen is. E-1
citizens do in their
Identifies ways to be a
communities). L.22:




good citizen. E-2
Fantasy (Students may
Decides whether specific
write a fantasy story
actions are those of a
(using animals as
good citizen. E-2
characters and made up
Understands why civic
settings) about characters
responsibility is
who learn how to be good
important. E-6
citizens in their
Identifies good citizens
communities). L.29:
in their community. E-
Folktale (Students may
1, 2, 6
write a folktale about
characters who learn how
to become good citizens in
their communities).
What Do

Different
Geography:

celebrations

Communities
types of
Share?
communities

freedom
How

pride
Government and
communities

share
Citizenship:
L.12: Paragraph That Give
share

tradition

Knows important
Information (Students will
Supplemental
customs, symbols,
write a paragraph that
Vocabulary:
and celebrations that
gives information about

community
represent American
communities that share

good
beliefs and principles
food they grow, goods

service
and contribute to our
they make, or

1
Focus Vocabulary:
Locates places on a
political map. A-1
national identity.

B-
communities that share
2
their special places). L.24:
Identifies how
Paragraph That
communities share in
Compares/Contrasts
order to meet their
(Students will write a
economic needs and
paragraph that compares
wants. G-3
and contrasts food grown
History:
and goods made in two

different communities).
Describes personal,
family or cultural
heritage through
stories, songs, and
traditions.

A-6
Identifies something
special about their
community. A-5

Analyzes community
traditions to show how
people share in our
country.
A-6
Economics:

Understands the
goods and services
produced in a
community and how
it connects us to
other communities.
F-2
3rd Grade Our Community and Beyond Curriculum Guide
Essential Question
Content
Suggested
Key Terms
GLEs/Knowledge and
6/8/2013 12:56:00 AM
Connected Writing Piece
Skills
Time
(Weeks)
Where in the world

is our community?
Geography:
Riddles "Can You Find Me?":
Focus Vocabulary:
Makes and uses maps
Focus on types of sentences

boarder
to gather and report
(Statements/Questions/Excl
Location of

city
geographic
amation/Commands)
student's

community
information. (A-6)
community

continents

How was your

equator
skills to real-life
community

geography
applications. (F-6)
founded

hemispheres
Geographic

ocean
geographic features
features of the

prime
on a map of Earth:
meridian
equator, the prime

sphere
meridian, the four

state
oceans, the four

town
hemispheres and the

village
seven continents.
Features of a
map



2
earth

Relates geography
Locates key
(A-1)

Identifies countries
on a map of North
America. (A-1)

Identifies states and
communities in the
United States. (A-1)

History:

Researches the role
of explorers in
preparing the way for
the founding of new
communities in North
America. (B-2)
Where in the

Map skills
United States is

Cardinal and
our community?
intermediate
2
Focus Vocabulary:
Geography:
Storytown Lesson 10: Write

canyon
Uses maps, globes and
directions to the village from

cardinal
pictures to identify
various places. Can range
directions
routes, landforms, and
from within village or go
from the country.
directions


National

map key
major bodies of water
landmarks

map scale
located in our
Names of local

landmarks
communities, region,
bodies of water

North America
state and North
and landforms

northeast
America. (A-1)

northwest


southeast
and intermediate

southwest
directions. (A-1)

symbol

Identifies cardinal
Identifies and
discusses states on a
Supplemental
U.S. map. (A-1)
Vocabulary:

Uses geography skills
to locate own

bay
community on a map.

community
(A-1)

east

north
to map and measure

pond
distances between

river
two locations. (A-6)

slough
History:

south
Understands the

state
historical significance

tradition
of landmarks,

tundra
symbols, and

west
traditions in the

Uses geography skills
community, state, and
nation. (B-2)

Researches and maps
a place in the United
States to visit. (B-1b)
What is the

geography of our
community?
Physical
Focus Vocabulary:
Geography:
Storytown Lesson 8:

climate
Demonstrates
Descriptive Paragraph:
Natural

geography
knowledge of physical
Write a paragraph about
resources

natural
features of our
your community. (Focus on
geography

2

Climate

Map Skills


resources
community and state.
physical
(B-1)
features

Identifies and
physical
describes the physical
geography
features, climate, and

region
natural resources of

special-
various geographic
purpose maps
areas, including the
local community. (B-
Supplemental
Vocabulary:
7)

Knows that places

compare
have distinctive

contrast
geographic

bay
characteristics. (B-1)

desert

hill
contrasts different

lake
regions in terms of

mountains
their geographic

ocean
characteristics. (B-8)

plain

river
scale, grid, key

sea
(legend), symbols,

valley
title, and compass


Compares and
Uses map tools:
rose. (A-6)
Word Choice)

Why people
How do people
leave their
become part of our
countries
country?
2
Focus Vocabulary:
Geography:
Storytown Lesson 2:

discriminate
Uses map tools to
Interview an Teacher

Immigration

Ellis Island
collect and interpret

How immigrant

immigrate
geographic data. (A-4)
get to the

immigrant

United States

migrant



Analyzes why and
how people
Challenges
immigrate to the
that
United States. (A-6)
immigrants

Reads a map. (A-1)
face
History:
Interpreting
Demonstrates the
maps
concept of chronology
Creates a
and time. (A-1)
timeline
Explains at least one
way people can
become part of our
nation. (A-6)

Distinguishes
between primary and
secondary sources.
(C-2)

Interview a person
who immigrated or
knows about a family
member who
immigrated. (A-5)

Compares benefits
and drawbacks of
immigrating to the
United States. (B-5)
Economics:

Evaluates benefits
and costs, including
opportunity costs, as
a way of making an
important decision.
(G-3)
What makes our

community
diverse?
Features of
Focus Vocabulary:
Geography:
Storytown Lesson 2:

artifact
Understands how
Interview an Elder
Contributions

culture
people adapted and
-Storytown Lesson 11: Then
of cultures

diverse
modified the physical
take both interviews and
Effects of

tradition
environment. (E-5)
create a compare and

Compares how
contrast essay of the two
made by
groups in different
people*
different
regions have adapted
culture


contributions
2

cultures on
to their physical
American
environments and
society
used natural
Cultural
resources to meet
artifacts
basic needs. (E-2)
History:
Compares and
contrasts my culture
with someone in
another community.
(A-6)

Identifies specific
examples of cultural
diversity. (A-6)

Identifies cultural
contributions of
diverse groups to our
community. (A-6)
Economics:

Identifies basic
human needs (food,
clothing, shelter). (G1)
Focus Vocabulary:
Government and
Storytown Lesson 2:
How do people

Individuals
2

boycott
Citizenship:
Interview a Tribal Office
improve their
who helped

canal
Reports about one
Member -Storytown Lesson
communities?
make a

disabled
person who has
14: Cause and Effect
difference in

natural
improved the local
Paragraph -
disaster
community. (B-5)
Storytown Lesson 4: Ellen

strike

Ochoa, biography

volunteer
their
communities.
Describes how four
individuals solved
problems to improve
the lives of people in
their communities
and in communities
around the world. (B5)

Explains why all
individuals share a
responsibility for
making their
community a better
place to live.(B-5)
.
History:

Researches and
describes the
contributions of
someone who has
improved life in the
local community. (B2)
How are we alike

around the world?
Children from
communities in

2
Focus Vocabulary:
History:


capital
Predicts similarities
Supplementary
and differences. (C-
other parts of
Vocabulary:
3)
the world

compare
Compare and

contrasts

Analyzes artifacts to
Storytown Lesson 12: A Pen
Pal Letter for Max: Penpal
identify what they
Letters, Focus on Types of
contrasts their
reveal about ways of
Question/ Take information
lives the lives
life. (B-1b)
and create mindmap of
Compares and
similarities and differences.
of other

children in
contrasts various
other
ways of life. (A-6)
communities

Compares and
contrasts student’s
community with a
community in
another country. (A6)
How does our

economy work?
Features of an
economy

Focus Vocabulary:
2
Economics:
Storytown Lesson 24:
Understands how
Persuasive Paragraph Have
Supply and

demand
supply and demand
students create product,
demand

economy
works. (F-5)
advertisement, then have a

goods

Identifies the
"Sunday Market" using

market
differing interests of
bartering/ mini economy

price
buyers and sellers in
model.

product
a market with respect

service
to price. (G-3)

supply

Explains the effects
of supply and
demand on prices.
(F-5)

Predicts what will
happen to prices
when supply or
demand changes. (F5)
History:

Sequences events on
a timeline. (A-1)
How does global
trade affect our

What is local
trade and
1
Focus Vocabulary:
Economics:

cons
Describes what global

global trade
trade is. (F-10)
community?

global trade

manufacture
Explains which goods
Importance of

pros
and services that are
trade

Products that
Supplemental
community and how it
come from
Vocabulary:
connects to other
natural

natural
communities. (G-1)
resource

resources

Analyzes a
Products that
hypothetical pattern
come from
of global trade. (G-1)
manufacture

produced in the local

Identifies conflicting
products
points of view about
Pros and Cons
global trade. (F-10)
of trade

Describes a way in
which global trade
has changed life in a
world community.
(G-1)

Identifies products
sold in the local
community that are
involved in global
trade. (G-1)

Draws examples of
global trade on a
world map. (G-1)
What are the
public services in
our community?

Public services
in communities
1
Focus Vocabulary:
Government and
Storytown Lesson 17:

health care
Citizenship:
Create a story dialogue of

private
Describes at least
typical public services in the
services
three government
village or Bethel.

public services
offices in my

suburb
community. (A-1)

tax


volunteers
Identifies public
services in
communities. (B-5)
Supplemental

Distinguishes
Vocabulary:
between public and

firefighter
private services. (A-

health aide
3)

police

village public
related to various
safety officer
public services. (C-1)

village police


officer
Analyzes artifacts
Evaluates the relative
importance of
different public
services. (C-1)

Uses a bar graph and
a pictograph to
represent numerical
data. (E-7)

History:

Identifies ways in
which Benjamin
Franklin showed
public virtue,
including his role in
helping to start
needed public
services. (B-2)
Who works at city
hall?

Duties and
responsibilities
of the people
2
Focus Vocabulary:
Government and

budget
Citizenship:

city hall


federal
responsibilities of
Storytown Lesson 18:
government
individuals and
Create play scene of mock
local
departments in a
tribal/school board meeting.
government
community
government. (C-1)
who work in
the local

government
Describes the main
offices and

militia
departments

public works

state
offices of the
government
community

Determines which
Supplemental
government are
Vocabulary:
appropriate for

dealing with various
laws
issues. (C-1)

Identifies the three
main levels of
government in the
United States and the
basic law that all of
them must obey. (B3)

Classifies selected
government leaders
and functions by level
of government. (B-3)
How do we have a

Ways people
3
Focus Vocabulary:
Government and
Storytown Lesson 24: Have

ballot
Citizenship:
students write persuasive
voice in our
have a voice in
community?
their

candidate
Explains two ways
paragraphs about why
community

citizen
people have a voice in
"________" (class

civil rights
my community. (E-3)
president/change school

demonstration

Identifies four ways
lunch/wearing hats/) Have

peaceful
for people to have a
students go through steps of

public
voice in their
public meetings/
meetings
community. (E-3)
demonstrations/ mock
Evaluates arguments
election.
Supplemental

Vocabulary:
for opposing positions

on an issue. (E-3)
vote

Describe a step-by-
step process for
preparing to vote
responsibly in an
election. ((E-3)
History:
Understands how
historical figures and
ordinary people have
helped to shape our
community, state, and
nation. (A-5)
Whose planet is it
anyway?

Environmental
problems in
and around
2
Focus Vocabulary:
Government and

environment
Citizenship:

fossil fuel


global
to problems and
warming
chooses the best
nonrenewable
option. (E-7)
our
communities

Compares solutions
resources

pollution
Geography:

renewable


Classifies sources of
resources
energy as renewable
toxic waste
or nonrenewable. (E2)
Identifies the
consequences of using
various sources of
energy. (E-2)
How can we help

the global
community?
The Global
Community



Focus Vocabulary:
Government and

global
Citizenship:
community
Describes role in the
2
How to protect

habitat
community and how it
the

tolerant
may affect someone
environment
Supplemental
else in the global
How to protect
Vocabulary:
community. (D-2)
wildlife

recycle

How to help

reduce
ways of showing
other people

reuse
public virtue by
Identifies specific
helping the global
community. (D-3)

Develops a detailed
proposal for a class
project to help the
global community.
(D-3)

Evaluates and
compares ideas for
class projects
according to a set of
criteria. (D-3)

Creates an image to
show people in the
global community
what life is like in the
United States. (D-3)
4th Grade Alaska History and Culture Curriculum Guide
Essential
Content
Question
Suggested
Key Terms
6/8/2013 12:56:00 AM
GLEs/Knowledge &
Connected Writing
Skills
Piece
Time
(wks)
Alaska's

Geographic Features of
Focus
Geography Skills:
Alaska
Vocabulary:


Location

active layer
and pictures to

Climate

alpine tundra
identify routes,
the

Permafrost

arctic
landforms, and
geographic

Tundra

axis
major bodies of
features of

Landforms

boreal forest
water located in our
Alaska?

Rivers/Ocean/Seas

climate
communities,

Glaciers

continental
regions, state and

Influences of Geography

continental
North America. (A-
shelf
1)
Geography
 What are
 How has
5
the
Uses maps, globes,
geography

geography
of Alaska

glacier
collect and interpret
influenced

gulf
geographic data. (A-
its history?

ice floe
4)

ice-wedge
 How would


Uses map tools to
Makes and uses
polygons
maps to gather and
you

inactive layer
report geographic
describe the

land bridge
information. (A-6)
geographic

latitude
region in

longitude
knowledge of the
which your

mantle
physical features of

Demonstrates
community

maritime
our state and
is located?

migratory
community. (B-1)

moraine

muskeg
describes the

pack ice
geographical

peninsula
features of Alaska.

permafrost
(B-1)

pingo

plateau
contrasts landforms

rainforest
and climate of each

retreats
of the regions of

Ring of Fire
Alaska, and draws

terminus
conclusions about

thaw lakes
how they affect the

transitional
economy. (B-7)

tundra

weather
geography of Alaska

wetlands
influenced its



Compares and
Determines how the
history. (F-1)
Supplemental
Vocabulary:
Locates and

Identifies cardinal and

advance
intermediate

boggy
directions. (A-1)

camouflage

climate
and own community.

equator
(A-2)

Draws maps of Alaska

eruption


hanging
community on a map.
glacier
(A-1)

Locates own
Locates important

meridians

natural
communities in each
resource
region of Alaska. (A-

ocean
1)

oomingmak

parallels
major geographic

permafrost
regions of Alaska on a
boil
map and globe. (A-1)


Identifies and locates
Describes and

predator

sea
compares regions of

spawn
Alaska including the

surge glacier
climates, landforms,

tidewater
and natural resources.
glacier
(B-8)

Describes how

tsunamis

valley glacier
indigenous people and

volcano
animals migrated
across the Bering Land
Bridge. (B-5)
Alaska's
Focus Vocabulary
Geography:
Regions and

Aleut


Alutiiq
Cultures

Early Trade Routes
Compares how
peoples adapted to



Regions of Alaska

Athabaskan
and modified their
Who were

Regional Inhabitants

Eyak
environment. (E-5)
the first

Alaska Native Languages

Tlingit
Alaskans?

Elements of Culture

Haida
makes each region
What

Alaska Native Peoples

Tsimshian
unique. (B-7)
and Cultures

Inupiaq

Yupik
makes
each
o
Aleut & Alutiiq
region
o
Athabaskan and
unique

Explains what
Discusses the
characteristics of
the five regions of
Eyak Indians

ancient
Alaska and their
and how
o
Inupiaq

artifact
importance in the
do they
o
Tlingit, Haida, and

boom
history and
Tsimshian Indians

boreal
economy of the
Yupik & Cupik

clan
state. (F-1)

corporation
Alaska as

culture
each region's
a whole?

environment
contribution to the
How would

kayak
state of Alaska as a
you

language
whole. (B-7)
contribute
to the
state of

7

o

Important Cities in Alaska
describe
family


Cites evidence of
Identifies the location
the region

migrate
of Alaska’s indigenous
in which

natural
peoples. (D-3)
your
resource

Identifies the major
communit

pictograph
natural resources of
y is

roadhouse
each region. (B-7)
located?

revenue

Describes how natural
cutter
resources have

scrimshaw
affected the growth

service
and development of
industry
Alaska. (E-1)

Discusses what makes

shareholder

stampede
each region unique.

sternwheeler
(B-1)

subsistence

telegraph
region’s indigenous

transportation
people and their

Discusses each
Supplemental
relationships to their
Vocabulary
natural resources. (E-

chill factor
4)

fault zone

Ice Age
compares the regions

igloo
of Alaska regarding the

old-growth
unique contributions of
forest
each region to the

pelt
state, the indigenous

region
people and cultures of

Describes and
each region, and the
important cities and
features of each
region. (B-7)
History:

Compares and
contrasts the
different Alaska
Native people and
cultures. (A-6)
Government and
Citizenship:

Describes important
contributions made to
the community, state,
and nation by
individuals and various
ethnic groups. (C-6)
Alaska's
History

Geography:

How has
Focus
Alaska
Vocabulary:
the uses of natural

Alaska
resources have

Summarizes how
immigratio

Alaska as Russia's Colony
n affected

Russian Sale of Alaska to
Federation of
affected Alaska’s
the United States
Natives (AFN)
development. (E-1)
Alaska?

Russian Exploration of
5
How have

Whaling
the major

Salmon Industry
Canadian
resources of Alaska,
contributio

The Gold Rush
Highway
the Pacific Rim, and
ns made

Transportation in Alaska
(ALCAN)
Russia. (B-2)
by

The US Military in Alaska


Alaska-
Alaska Native


Identifies major
Compares choices
individuals

Claims
made in the use of
and

Statehood
Settlement
Alaska’s natural
various

Land Claims
Act (ANCSA)
resources (E-1)
ethnic

Oil Boom

baleen
groups

Alaska's Natural

boom
resources and their
Resources

cannery
geographic locations
affected

and WWII

Tourism

corporation
have affected the
How has

Governing Alaska

czar
growth and
statehood

Gold Rush
development of
influenced

grubstake
Alaska. (E-4)
the history

immigrant
History:
of Alaska?

immigration

What is

Inside
important ideas in
Passage
historic Alaskan
documents. (C-2)
way to use

merchant
natural

revenue
resources?

Identifies how natural
Alaska?
the best



Explains the
Examines the events in
cutter
Alaska’s history from
How is

territory
post-contact to
Alaska’s

tourists
present. (A-7)
governmen

trader
t set up?

vaccinate

Identifies and
sequences major
How does
historical events that
the local,
have influenced
state and
Alaska's history. (A-1)
national

Identifies the
governmen
importance of Alaska
t affect
statehood in the
you?
context of U.S. history.
(A-7)

Explains how the
history of Russia and
Pacific Rim nations
influenced the history
of Alaska. (B-1)

Recognizes names of
Alaska’s Native
corporations. (B-2)
Government and
Citizenship:

Understands that
governments were
organized in
different ways
during the early
development of
Alaska. (A-4)

Understands the
importance of
effective leadership
in a democratic
society. (E-5)

Examines how Alaska
organizes its
government. (A-3)

Describes the basic
duties of state and
local government . (C3)

Recognizes the
relationship between
the U.S. government
and the State of
Alaska. (B-4)

Discusses important
contributions made to
the community, state,
and nation by
individuals and various
ethnic groups. (C-6)
5th Grade Regions of Our Country Curriculum Guide
Essential
Content
Question
Suggested
Key Terms
GLEs/Knowledge & Skills
6/8/2013 12:56:00 AM
Connected Writing Piece
Time
(Weeks)
What are
History:
the Social
Focus Vocabulary:
Sciences?
 The four
 Why is the
study of
social
2

ST Lesson 1- Form: Character
Identifies
Description of a Social
Scientist.

artifacts
ways that the

common good
social sciences

constructed
help explain
ST Lesson 4- Form:
features
human
Newspaper story; write a
behavior. A-3
newspaper story introducing
Lists artifacts
the social scientists
sciences
the social
 Resources

economist
sciences
used by

geographer
important
social

historian
and evidence
in helping
scientists

individual rights
that social
ST Lesson 16-Form: Narrative
 Natural and

natural features
scientists use in
Paragraph; Have students
understand
constructed

political scientist
their research.
write about the artifacts they
human
features

purpose of
C-2
collected and why they are
us to
behavior?
government

social sciences

Geography:

Explains the
o
economy
difference
o
geography
between natural
o
history
and constructed
o
political
features. E-5
science
Government &
Citizenship:

Describes
important in their life.
important
customs,
symbols and
traditions of
the United
States and
each region.
B-2

Understands
the rights and
responsibilitie
s of citizens of
the United
States. E-1, E2

Understands the
purpose of the
United States
government. A1

Understands
that
government
promotes the
common good.
B-3
The Regions
Focus Vocabulary:
Geography:
ST Lesson 6 - Form: Personal
of the

basin
Uses map tools to
Response Paragraph listing
United

coastal plain
collect, interpret,
reasons the Mississippi River

Equator
and analyze
(or Kuskokwim River) is the

global grid
geographic data. A-1
most important river in the
· Feature of a

inland
Makes and uses
United States (or in our
you apply
Map

lines of latitude
maps to gather and
region).
basic map
· Map Skills

lines of longitude
report geographic
skills to
· Good,

man-made
data. A-1, A-2
ST Lesson 28 Form How-To
interpret
resources, and
features
Interprets and
Paragraph describing travel
and
services found

natural features
analyzes maps,
from one point to another
analyze
in the regions

Northern/Souther
globes, and pictures
regions of
of the United
n hemisphere
of the United States
the United
States
Western/Eastern
to identify routes,
States?
· Changes in
hemisphere
landforms and major
hemispheres-
bodies of water
Northeastern,
located in our states,
Northwestern,
regions and country.
Southwestern,
A-4
Southeastern
Understands the

North/South Pole
concepts of regions

plateau
and describes the

Prime Meridian
ways in which the
States
· Regions of the
United States
 How do
the economy
1.5


Supplemental
United States can be
Vocabulary:
divided into different

cardinal directions
regions. C-3

compass rose
Identifies and

goods
explains the

intermediate
important features
direction
of the Northeast,

map key
Southeast, Midwest,

resources
Southwest and West.

scale
C-3, B-7

specialty map
Analyzes and

services
explains the
important physical
and human features
of the five regions of
the United States:
Northeast,
Southeast, Midwest,
Southwest, and
West. B-7, C-3
Uses cardinal and
intermediate
directions to
describe the relative
location of
significant places in
the United States.
A-1
Identifies and describe
the characteristics and
purposes (e.g.,
measures distance,
determines relative
location, classifies a
region) of a variety of
geographic tools and
technologies (e.g.,
globe, map, satellite
image). A-1
Identifies and apply
basic map skills-such
as an understanding of
direction sand latitude
and longitude to
interpret a physical
map of the United
States.
Uses maps to describe
elevation, annual
rainfall, and population
density. A-4
Describes ways in
which the United
States can be divided
into different regions.
B-7
Analyzes photographs
of cities and physical
landmarks and attempt
to identify their
locations on a regional
map of the United
States. B-7
Describes major
natural and
constructed features of
the regions of the
United States. B-1
Economics:
Identifies and
explains the goods,
resources, and
services unique to
the five regions in
the United States. F2
Understands that the
economy of the
United States
changes over time
and gives examples
of those changes. F2
The
History:
Peopling of
Focus Vocabulary:
the United
States
 Five major

African American
of immigration to the

American
United States on the
ST Lesson 17 Form: Skit
Revolution
cultural development
about different immigrations

Asian American
and history of the
gathering for a community

Christopher
five regions (e.g.,
feast.
Columbus
forms of shelter,

Civil War
language, food). B-1
ST lesson 23- Form: Poem;
ethnic and
 How have
racial
the
groups in
different
the United
racial and
States
1.5
Describes the impact
ethnic
 Settlement

Colony
Understands major
in the processing activity it
groups
patterns

democracy
developments in the
wants students to write a
come to
and reasons

diverse
histories and
verse from a song, but could
the United
of the five

European
societies of the
do a poem too.
States and
Major ethnic
American
regions of the United
contribute
and racial

glacier
States. B-2
d to its
groups

Ice Age
Identifies the five
growth and
 Contribution

immigrant
major racial and
developme
s of the five

Latinos
ethnic groups in the
nt?
major

Native Americans
United States. A-6
ethnic and

slave
Evaluates the effect of
racial
population density on
groups
the lives of urban and
rural dwellers in the
five regions of the
United States. A-6
Examines aspects of
industrialization,
urbanization, and
democracy. B-4
Constructs time lines in
significant historical
developments marked
in evenly spaced
intervals. C-1, C-2
Understands the
relative order of past,
present and future
time. A-1
Understands that key
people, decisions, and
events have had a
great impact on
history. A-8
Lists key contributions
to American society
made by people from
the five racial and
ethnic groups. B-2
Geography:
Explains how
different racial and
ethnic groups came
to the United States
and contributed to
its growth and
development. D-3
Recounts the
settlement stories of
Native Americans,
Latinos, European
Americans, African
Americans, and Asian
Americans. B-2, B-7
Compares human and
physical characteristics
of a region to which
Alaska belongs (West)
with those of another
region in the United
States. B-5
Identifies the positive
and negative effects of
human activities on the
physical environment
of the United States.
E-5
A Train Tour
Focus Vocabulary:
of the
Northeast

Features of
the
 What are
History:

Constitution

Declaration of
of industrialization,
ST Lesson 4 Form:
Independence
urbanization, and
Newspaper Story about an
democracy. A-6
event around the time of the
2

Examines aspects
northeaster

democracy
important
n region of

locks
features of
the United

mass production
the
States

Mayflower
important sites in

Megalopolis
the Northeast.
Descriptive
Affects of

peak
A-1
Paragraph(Setting); students
of the
population

population density
Describes major
can write a paragraph
United
density on

population map
natural &
describing the setting of this
States?
residents of

revolution
constructed
region or the setting of a
the

smog
features of the
particular city.
northeast

skyscraper
Northeast. E-5

Washington, D.C
Northeaste
rn Region
 How does
population

Geography:



revolution.
Identifies nine
ST Lesson 11- Form:
Traces the path of a
ST Lesson 12- Form:
density
Supplemental
train tour through
Compare and Contrast
affect daily
Vocabulary:
the Northeast on a
Composition; Students can
life in the

canal
map of the region.
write a composition comparing
Northeast?

pollution
A-1
and contrasting live in a

rural
Describes the
megalopolis to life in rural


urban
population density

Alaska.
of the Northeast
and compares it
ST Lesson 21-Form:
with that of other
Persuasive letter; Write a
regions of the
letter to persuade someone to
United States. A-6
move/work in the region.
History:

Evaluates the effect
ST Lesson 26- Form:
of population
Paragraph of Explanation
density on the lives
during the Processing activity
of urban- and rural-
students writes a letter to
dwelling
explain what they saw on the
Northeasterners.
Train Tour of the Northeast.
B-2

Compares human
and physical
characteristics of
Alaska's region
(West) with those
of the Northeast
Region. B-8
Government and
Citizenship

Understand the
purpose of
government. A-1

Understand the
constitution
ideals. B

Describes
important
customs,
symbols and
traditions of this
region and the
United States. B2
A Boat &
History:
Bus Tour of
Focus Vocabulary:
the

Understands the

agriculture
importance of the
Features of

ancestor
Southeast to the
ST Lesson 4 Form:
the

bayou
settlement and
Newspaper Story about
southeaster

bluegrass
growth of the U.S.
Hurricane Andrew or The
important
n region of

blues
A-6
Quilter’s of Gee Bend.
features of
the United

delta
the
States

floodplain

Geography
of the
Southeast

 What are
Southeaste
rn Region
of the

2
Geography:
Students can also write about
Identifies and
how the Kuskokwim River
foothills
maps the nine
affects life in their village.

hurricane
states in the

Jamestown
Southeast.A-1, A-

ST Lesson 11- Form:
United
southeast

jazz
2
Descriptive
States?
region

minerals
Describes the
Paragraph(Setting); students

navigable
major physical &
can write a paragraph

petroleum
human features
describing the setting of this
geography

plantation
of the Southeast.
region or the setting of a
affected

refinery
E-5
particular city.
life in the

segregation
Southeast?

strip mines
geographical
ST Lesson 21-Form:

swamp
information from
Persuasive letter; Write a

tidewater
maps of the
letter to persuade someone to

tourist
Southeast. A-1, A-
move/work in the region.
 How has


Gathers
4


Lists the effects of
ST Lesson 23: Poem/Song
geography on life in
writing in one of the styles of
the Southeast. E-5
the SE
Compares human
and physical
characteristics of
Alaska's region
(West) with those
of the Southeast
Region. B-8
Government &
Citizenship:

Describes
important
customs,
symbols and
traditions of this
region and the
United States. B2
A Crop
Geography:
Duster Tour
Focus Vocabulary:
of the
Midwest

 What are

ST Lesson 11- Form: Descriptive
Identifies and
Paragraph(Setting); students can

assembly line
maps the nine
write a paragraph describing the
Features of

canning
important sites in
setting of this region or the setting
the

combine
the Midwest. A-1
of a particular city.

crop dusters
Midwestern
2

Describes the
important
region of

fertile
major physical
ST Lesson 14 Form: Cause & Effect
features of
the United

fertilizers
and human
Paragraph about how farming has
the
States

flail
features of the
changed from the 1800's to the

frontier
Midwest. E-5
present time
Farm Life in

furrow
the Midwest

livestock
and physical
ST Lesson 17- Form: Write a skit to

lock/Soo Locks
characteristics of
demonstrate understanding of farm
Farming

meatpacking
Alaska's region
life during the 1800’s, 1900’s and
tools

mass production
(West) with
today.

pesticides
those of the
Midwester
n Region

of the
United
States?
 How has


Compares human
agriculture
Farming

pioneers
Midwest Region.
innovations

prairie
B-8
the

reaper
Midwest?

reservation

scythe
changes in average

self-sufficient
farm sizes from

sod
1800 to 2000. A-1

thresh

transportation
different farm
hub
technologies in
ST Lesson 21-Form: Persuasive
1800, 1900, and
letter; Write a letter to persuade
2000. A-1
someone to move/work in the
Explains the
region.
affected

History:



Identifies the
Describes the
differences in farm


life from 1800 to
ST Lesson 28-Form: How-to
2000. A-1
Paragraph; Have students
Uses graphs to
write a how to about farming
record statistical
during the 1800’s, 1900’s and
information. C-2
today. Students can pick one
Understands the
era.
importance of
farming & industry
of the Midwest. A6
Government &
Citizenship:

Describes
important
customs,
symbols and
traditions of this
region and the
United States. B2
A Big Rig
Focus Vocabulary:
Tour of the
Story about the Battle of the Alamo
adapt
Features of

Anasazi
maps the nine
the

Aqueduct
states in the
ST Lesson 12 - Form: Compare &
What are
southweste

border
Southwest A-1
Contrast Composition comparing
important
rn region

capital
Describes the
traits of SW region to the Lower
features
of the

The Grand
major physical
Kuskokwim Delta
of the
United
Canyon
and human
Southwes
States

cavern
features of the
ST Lesson 21- Form:

conservation
Southwest. B-5
Persuasive letter; Students
Colorado

Hoover Dam
Compares human
can write a letter to an
River basin

desert
and physical
organization/entity to change

drought
characteristics of
it’s bad habits (pollution,
Conservati

habitat
Alaska's region
water waste, etc.) so there is
on

mesas
(West) with
a positive impact on the

tern
Region of

the United
States?


ST Lesson 4 Form: Newspaper

Southwest

Geography:
How have
2



Identifies and
people

Mission
those of the
community. Example:
living

Alamo
Southwest
Students can write a letter to
near the

rebellion
Region. B-8
citizens to conserve water in
Colorado

reservoir
Understands the
Bethel. Students can write
River

river basin
ways people have
letters to have people pick up
shared its

source
adapted to the
litter to keep it out of the
water

tributaries
geography of the
water.
over

wastewater
Southwest. E-5
time?


Identifies nine
important sites in

How has
the
the Southwest. A-1

Identifies groups
climate
that share water
effect
from Colorado
people
River. E-3
living in

Lists several ways
the
that the water from
Southwes
Colorado River is
t?
used. E-3
Civics:

Understands why
conserving water
from the Colorado
River is important.
D-5
Government &
Citizenship:

Describes
important
customs,
symbols and
traditions of this
region and the
United States. B2
A Van &
Geography:
Airplane
 expedition
ST Lesson 12 - Form: Compare &
Identifies and
Contrast Composition comparing
 geyser
maps the nine
traits of two western cities they
 gorge
states in the
would like to live in, using Venn
region of
 mint
West A-1
Diagram from Lesson 13 processing
the United
 Mormons
Describes major
activity.
States
 oasis
physical and
 pass
human features
ST Lesson 17- Form: Write a
Lewis and
 sawmill
of the West. E-5
skit/commercial to get people to
Western
Clark
 technology
Explains reasons
visit a particular city in the West.
Region of
Expedition
why people are
Highlight the appeal to the city.
attracted to the
Example: Students could use what
West. E-5
they learned in the lesson to
Tour of the

West
Features of
the western
 What are
important
features of
the

the United
States?

Feature of
2



major
 What is
attracting

Explores the
write/perform (Imovie?) a
western
geography, history,
commercial about Portland, Oregon.
cities
people, and
people to
economy of the
ST Lesson: 27 Form:
the West
major cities in the
Paragraph of Historical
today?
West. F-1
Information about the Lewis &
History:

Compares one of
the western cities
to their own
community using a
Venn diagram. B-8
Government &
Citizenship:

Describes
important
customs,
symbols and
traditions of this
region and the
United States. B2
"Alaska, We
Clark Expedition
Salute To
Focus Vocabulary:
You"

agriculture
Major

bill
geographic

geography
features of
and the
Alaska

Geography:
ST Lesson 2-Form:
Autobiographical
Makes and uses
composition; Students can
borrowing
maps to gather
write about themselves.

citizen
and report
Examples of things to include:

constitution
geographic
important geographic features

demographics
information. A-1,
they have visited, how the
Influence of

environment
A-2
geography of the state
influence
Alaska’s

executive branch
Identifies the major
influences them, state historic
the
geography

federal
geographic features
events that have affected their
government
of Alaska. A-1
lives, how has state
Describes major
government directly affected
 How did
environme
nt

4
developme
nt of

Alaska?
 What are

Alaska?
 What

Major eras

judicial branch
and events

legislative branch
natural and
their life. Write about their
in Alaska's

manufacturing
constructed
experiences in Alaska.
history

retail
features of Alaska.
ST Lesson 8- Form:

service
A-1
Biography; Students could

taxation
Explains how the
chose an important elder of
economy
geography of
the community or an
and natural
Alaska has
important Alaskan to do
Resources
influenced the
research on and write a
Alaska's history and
biography.
economy. D-4
ST Lesson 9-Form:
Identifies familiar
Summary; Students can write
and famous
a summary of what they have
buildings and
learned about geography,
important
features of

Alaska's


events
have made 
Alaska's
Alaska the
state
way it is
government
today?


 How do
How a bill
landmarks in
government, history and
becomes a
Alaska. B-5
economics of the state.
Explains how the
ST Lesson 19-Form: Letter to
geography and
Request; Students can write
natural resources of
a letter to a state agency
Research
Alaska relate to the
requesting information.
process
state's economic
Students can also write to
activities. D-4
other states to request
people
aw in
make a
Alaska

living in
Alaska?

 How are
laws made
in Alaska?

Map skills
information for a research
History:



Explains the
project.
important ideas
ST Lesson 21-Form:
in historic
Persuasive letter; Write a
American
letter to persuade someone to
documents. C-2
move/work in the region.
Describes major
ST Multiple lessons/forms; Do
historical events
a research project on any
in the region.
state and include information
A-
1
on government, economics,
Researches Alaska
history and geography.
using the Internet,
the school library,
Lesson 15: Students research
and other
a building in their state to use
resources. C-1, C-
it to tell part of the state’s
2
history.
Economics:
Lesson 16: Students research


Understands the
1 of 8 economic activities and
impact of supply
put it on exhibit that comes to
and demand on
life. They also analyze the
consumers in a
economy of their community
free enterprise
to that of the state.
system.
Lesson 17: Write a letter to a
F-5
Identifies the
state leader asking for help to
primary economic
create a state law to solve a
activities of Alaska.
problem.
F-9

Knows that taxes
are used to pay for
the goods and
services provided
by the government.
F-1

Knows that the
government
borrows to pay for
some of the goods
and services it
provides. F-6
Government and
Citizenship:

Identifies the
primary features of
Alaska's state
government. C-3

Explains how an
idea becomes a law
in Alaska. A-3
6th Grade National Geographic
World Cultures and Geography Western Hemisphere
Curriculum Guide
Essential
Content
Question
Suggested
Key Terms
GLEs/ Knowledge & Skills
Time
Unit One:
•5 themes of
Focus Vocabulary:
History:
The
Geography

absolute location


benefit
religions and belief

capital
systems. (B- 1.C)

cartographers

categorize

Geography:

citizen

Use maps, globes, graphs,
Geography
•How do
•World Regions
•Types of Maps
geographers
5
Identify major world
think about
•Earth’s

climate
and legends, to analyze
the world?
Landforms

condensation
and interpret geographical

continent
map data. (A-1)
•How do
people use
•The Ring of

continental drift
geography?
Fire

continental shelf
differentiate between the

cyclone
world’s unique

Recognize and
•How is the
•Waters of the

democracy
geographical regions,
earth
Earth

distort
ecosystems, climate zones

earthquake
and cultures. (E-5)
continually
changing?
•Climate and

economy
•What shapes
Weather

ecosystem
information into five

elevation
themes and six elements.

entrepreneurship
(A-4)
the earth’s
varied
•Natural
Connected Writing
Piece
(Weeks)
Essentials of
6/8/2013 12:56:00 AM

Organize geographic
environments?
Resources

equator

Identify various types of

equinox
thematic maps and the
•How has
•Habitat

erosion
kind of information they
geography
Preservation

essential
provide. (A- 1,2)

evaporation

free enterprise
regions and the processes
economy
that shaped them,
geographic
keeping in mind
information
geographic patterns. (B-1)
influenced
cultures
•World Cultures
around the
world?
•Religions and

Belief Systems
system (GIS)
•Economic and

Political
Geography
•Protecting



Understand geographic
Use and identify various
geographic
types of thematic maps.
patterns
(A-1)
global positioning

Describe how Earth’s
system (GPS)
position effects the

government
seasons. (A-4)

Gross Domestic
Human Rights

Describe and explain how
Product (GDP)
processes deep within

habitat
Earth affect its surface

human rights
and what causes these

hurricane
processes. (C-1)

impact

latitude
weather each affect

longitude
environments on Earth.

marine life
(C-1)

non-renewable


Explain how climate and
Identify climate regions
resources
and understand how they

plain
affect life on Earth. (C-2)

plateau

precipitation
weather can cause

Prime Meridian
destruction and how

projections
scientists are working to

raw materials
lessen its effects. (C-1)

region

relative location
which natural resources

relief
sustain human life. (E-3)

renewable



Analyze how extreme
Describe the ways in
Identify threats to natural
resources
habitats and ways in

restored
which people are trying to

significant
reduce those threats. (E-

solstice
3)

spatial thinking

tectonic plates
Government & Citizenship:

terrace


theme
government is and

tornado
compare different forms of

tsunami
government. (A-1)

vegetation

volcano
Economics:

weather

Understand what
Understand basic
economics concepts and
Supplementary
analyze different kinds of
Vocabulary:
economics. (F-3)

globe

maps
Unit Two:
•Physical /
Focus Vocabulary:
History:
Explore
Spatial

abolition

North
Geography

alliance
the Maya and the Aztecs.

amendment
(A-6)
•Geography,

ancestry
Culture and

annexation
consequences of the
•What are the
History of

aquifer
American Revolution and
significant
Mexico, Canada

artifact
independence. (B-1.C,D)
physical
and the United

cenote
features of
States

Civil War
effects of expansion

civilization
westward and the growth
•Exploration

colonize
of industry in the 1800s.
and

commercial
(B-1.B)
America
5
North
America?
•How did the
Colonization
United States
agriculture



Describe achievements of
Analyze the causes and
Explain the causes and
Understand the

conquistador
relationship between
and Canada
•Expansion and

constitution
social class structure and
develop as
Conquest

cordillera
the movement for Mexican

dam
independence from Spain.
nations?
•How have
•Revolution and

descendant
Independence

dictator

diversity
effects of the Civil War for
various
(B-1.C,D)

Analyze the causes and
cultures
•American

drought
the North, the South and
influenced
System of

due process
newly freed slaves. (B-
Mexico’s
Government

economic sector
1.C,D)

empire
•Maya and

epidemic
conflict between the
Aztecs

ethanol
British and French on

exile
colonies in Canada. (B-1.

export
C,D)

fiber optic

fortify
modern elements of daily

glacier
life in Mexico. (A-6)
history?
•What issues
do the United
States and
•Conquistadors
Canada face
today?
•Media Culture


Examine traditional and
•How has
•Changing

global
globalization
Economy

globalization
shaped U.S. and Canadian

hieroglyphics
culture. (A-6)
•New Energy

hybrid
Sources

immigrant
consequences of the

indigenous
American Revolution and
•Globalization

industrialization
independence. (B-1.C)
Reaching

land reform
Towards

manufacturing
Geography:
Democracy

mass media


missionary
affected
Mexico?

Analyze the effect of

Identify how diversity has
Analyze the causes and
Recognize and
differentiate between the

mobile
world’s unique

multi-party
geographical regions,
democracy
ecosystems, climate zones

mural
and cultures. (C-1)

nationalize

naturalization
knowledge of the past and

neutrality
present to better

peninsula
understand history and

petroleum
seek answers to future

pioneer
geographical and

plantations
environmental problems.

rain shadow effect
(F-4)

recession

reform
different geographic

republic
regions and their impact

revolution
on local culture,

secede
migrations patterns,

smartphone
political units, economic

subsistence
systems, cultural
farming
diffusion, and human

sustainable
organizations. (C-2)

tax

temperate
and legends, to analyze

terrorism
and interpret geographical

tolerance
map data. (A-1,2)



Utilize geographical
Describe the attributes of
Use maps, globes, graphs,

transcontinental


tribute
geographic factors on

tyranny
economic resources in the

wind turbine
West. (E-2)

Explain the impact of
Identify major landforms,
bodies of water, and
climates of North America.
(A-1)

Analyze the impact of
resources and climate on
economic activities in the
Great Plains. (E-2)

Make connections
between Mexico’s
geographic features and
the country’s economy.
(E-2)

Draw conclusions about
the effects of tourism in
the region. E-2)
Government & Citizenship:

Describe the principles
upon which the U.S.
Constitution is based. (B-
1)

Identify the rights and
responsibilities of citizens
in the Untied States and
Canada. (E-1,2)


Economics:

Understand how
developments such as
exploration, trade,
mercantilism, and
capitalism all contributed
to a global community and
the impact this had the
economic interdependence
of the earth’s surface. (D2 / F-10)

Understand the
relationship between
supply and demand for oil
and the need for
alternative energy
sources. (F-5)

Understand the ways in
which culture is shaped by
media technology. (A-6)
Unit Three:
•Physical /
Focus Vocabulary:
Geography:
Explore
Spatial

archipelago

Central
Geography

canal
and legends, to analyze

canopy
and interpret geographical
map data. (A-1,2)
America and
5
Use maps, globes, graphs,
the
•Earthquakes

cash crop
Caribbean
and Volcanoes

coastal plain

commonwealth
differentiate between the

Recognize and
•How has
•Columbian

deforestation
world’s unique
physical
Exchange

dictator
geographical regions,

ecosystem
ecosystems, climate zones

ecotourism
and cultures. (C-1)

exploit
geography
been a
8Tourism
positive or

Identify and describe the
negative
•Geography,

extinction
natural/physical and man
influences on
Culture and

fertile
made forces that have
the economy
History of the

food security
created the world’s
of region?
Caribbean

fuse
current geography as well
Islands

global warming
as projected future

habitat
geographical changes. (E-

harbor
5 / C-2)

infrastructure
•How have
economic
•Panama Canal
resources

Recognize and
influenced the
•Feeding

intersection
communicate the interplay
history of the
Central America

isthmus
between natural
region?
•Migration
•How do trade

lock
geographic elements and

malnutrition
forces and their role in

marketing
motivating man made
and
•Conserving

migrate
geographical and
globalization
the Rain Forest

multitude
environmental change. (E-
affect the

poacher
5)
cultures of the

policy
region today?

province
knowledge of the past and

rain forest
present to better
•How is the

remittance
understand history and
region trying

reserve
seek answers to future
to improve the

scarcity
geographical and
standard of

seismic
environmental problems.
living?

standard of living
(E-5 / C-2)

staple

surplus
development of new trade

tectonic plates
routes between

terrain
continents. (D-2)

tourism

tourism
main geographic features

triangular trade
of Central America and

viceroy
the Caribbean. (A-1)




Utilize geographical
Trace the sequence of the
Identify and analyze the
Analyze the causes and
effects of earthquakes and
volcanoes in Central
America and the
Caribbean. (C-2)

Explain the factors
affecting food supply and
ways to improve food
security in the region. (E1)

Evaluate the impact of the
Columbian Exchange
based on a primary and a
secondary source. (F-1)

Analyze the effect of
poverty on migration
patterns in the Caribbean.
(D-4)

Understand how the
rainforest of Central
America contribute to the
economy of the region.
(E-3,4)
Unit Four:
•Physical /
Focus Vocabulary:
History:
Explore
Spatial

adapt

South
Geography

artifact
reveal about Nazca

biodiversity
culture. (A-4,6)
America
5
Examine what artifacts
•How does
•Elevation

coup
Differences

current
Spanish conquest and

descendent
colonization in South

ethanol biofuel
America. (A-6)

excavate
elevation
influence
•Amazon River
climate in


Analyze the impact of
Examine the impact of
South
•Rain forest

exile
Portuguese colonization
America?
and climate

export revenue
and the slave trade in
change

fertilizer
Brazil. (A-6)

geoglyph
•How did

Summarize Bolivar’s ideas
mountains,
•Ancient South

grasslands
about South America
plateaus, and
American

greenhouse gas
independence. (A-8,9)
rivers shape
Culture

hunter-gatherer

immigrate
•Spanish

infrastructure
Involvement

kinship
Geography:

language family

the region’s
history?
•In what ways

Examine the Inca Empire
in South America. (A-6)
Use maps, globes, graphs,
is South
•Geography,

liberate
and legends, to analyze
America
Culture and

lowland
and interpret geographical
culturally
History of Brazil

Mediterranean
map data. (A-1,2)
diverse?
Climate
•Simon Bolivar

Recognize and

megacity
differentiate between the
•How is

mestizo
world’s unique
modern South

monopoly
geographical regions,
America

nomad
ecosystems, climate zones
building its

profitable
and cultures. (C-1)
economy?

prosperous

rain shadow
different geographic
•How has

rebellion
regions and their impact
Brazil become

roots
on local culture,
an economic

slash-and burn
migrations patterns,
power?

slum
political units, economic

soybean
systems, cultural

steel
diffusion, and human

subsistence
organizations. (C-2)
farming


Describe the attributes of
Recognize and

suspension bridge
communicate the interplay

temperate
between natural

terraced
geographic elements and

topography
forces and their role in

transpiration
motivating man made

treaty
geographical and

tributary
environmental change. (E-

vegetation
5)

venue

Utilize geographical
knowledge of
Supplementary

the past and present to
Vocabulary:
better understand history

convert
and seek answers to

cuisine
future geographical and
environmental problems.

Describe how elevation
and climate affect life in
South America.

Analyze how the Amazon
River’s seasonal flooding
affects the rain forest
around it.

Learn about how rain
forests work, and analyze
the impact of
deforestation on climate
change. (E-4, 5, 6)

Learn about the lowlands
of South America,
including their physical
features and history of
human habitation. (A-5 /
B-7)
Unit Five:
•Physical /
Focus Vocabulary:
History:
Explore
Spatial

abstract

Europe
Geography

aging population
achievements of classical

apartheid
Greece influenced the

aqueduct
ancient and modern

barbarian
world. (A-6)
•Roots of
•How did
Democracy
6
Explain how the cultural
Europe’s

bay

Analyze the rise and fall of
physical
•Classical

canal
the Roman Empire and
geography
Greece

city-state
the impact of Roman

colony
culture on western

concentration
civilization. (A-6,7)
encourage
interaction
•Roman Empire
with other
regions?
camp

Draw conclusions about
•Middle Ages

consumer
life in the Middle Ages by
and Christianity

currency
analyzing the Roman

democracy
Catholic Church and the
feudal system. (A-6)
•How did
European
•Renaissance

democratization
thought shape
and

demographics
Western
Reformation

dialect
changes that took place in

epic poem
Europe during the
•Exploration

Euro
Renaissance and
•How did
and

Eurozone
Reformation. (A-6,7)
Europe
Colonization

factory system

Feudal System
and effects of the French
civilization?
develop and


Analyze the cultural
Summarize the causes
extend its
•Industrial

fjord
Revolution and Napoleon’s
influence
Revolution

genre
life. (A-6,7)

Golden Age
•French

guillotine
led to World War I, World
Revolution

heritage
War II and the Cold War.

indulgence
(A- 1,6,7)
around the
world?
•How is the
diversity of
•World War I,

marine reserve
Europe
World War II

nationalism


Describe the conflicts that
Explain the challenges
that eastern European
reflected?
and the Cold

natural rights
countries face in making
War

navigation
the transition from

novel
communism to

opera
democracy. (A-7)

patrician

peninsula
tensions and struggles for

perspective
power that led to World

perspective
War I. A-1,7)

philosopher

plebeian
Geography:

polder


privatization
differentiate between the

radical
world’s unique

reparations
geographical regions,

republic
ecosystems, climate zones

serf
and cultures. (C-1)

sovereignty

staple
that occur in the use,

tariff
distribution, and

textile
importance of resources

trench
and how they are a cause

troubadour
of this change. E-4)

uplands



Explain the nationalist
Recognize and
Understand the changes
Utilize geographical
knowledge of the past and
Supplementary
present to better
Vocabulary:
understand history and

cuisine
seek answers to future

ecosystem
geographical and

waterway
environmental problems.
(F-4)

Describe the attributes of
different geographic
regions and their impact
on local culture,
migrations patterns,
political units, economic
systems, cultural
diffusion, and human
organizations. (C-2)

Describe the land regions
and the climates of
Europe. (A-1 / C-1)

Explain how Europe’s
coastline promoted
industry, settlement, and
interaction with other
regions. (D-1,2)

Describe the impact of
immigration on European
people and culture. (D-1)
Government & Citizenship:

Analyze the philosophical
ideas about human rights
on which democracy is
based. (A-2)

Identify and describe the
influence of the ancient
Greeks on the
development of
democracy. (B-1. C,D)

Compare the structure of
the U.S. government with
that of the Roman Empire.
(A-4)

Analyze the philosophical
ideas about human rights
on which democracy is
based. (E-1)

Draw conclusions about
the effects of a unified
current of the European
Union. (D-5)
Unit Six:
•Physical /
Focused Vocabulary:
History:
Russia & the
Spatial

arid

Eurasian
Geography

collective farm
Russia from early Slavic

communism
settlements through the
•Extreme

contaminate
Mongol rule. (A-1,7)
Climates

coup

czar
from serfdom to
industrialization. (A-6)
Republics
5
•How have

Trace the development of
Trace Russia’s transition
size and
•Natural

diplomacy
extreme
Resources

fallout

federal system
effects of the collapse of
the Soviet Union. (A-2,7)
climates

Explain the causes and
shaped Russia
•Central Asian

gauge
and the
Landscapes

glasnost

greenhouse gas
effects of the collapse of
•Serfdom to

half-life
the Soviet Union. (A-1,7)
Industrialization

hydroelectric
Eurasian
republics?
•How has

Explain the causes and
power
Geography:

geographic
•Geography,

invader
isolation
Culture and

methane
and legends, to analyze
influenced the
History of

nomad
and interpret geographical
region’s
Siberia, Russia

non-renewable
map data. (A-1,2)
history?
and the once
Soviet Union
fossil fuels

Use maps, globes, graphs,
Recognize and

peat
differentiate between the
•What

perestroika
world’s unique
features, such

permafrost
geographical regions,
as size and

pesticide
ecosystems, climate zones
climate, have

port
influenced

propaganda
Russian

proportional
natural/physical and man
representation
made forces that have

radioactive
created the world’s
•How have

reign
current geography as well
Russia and

revenue
as projected future
the Eurasian

Scorched Earth
geographical changes. (E-
Policy
5 / C-2)
culture?
republics dealt
and cultures. (C-1)


Identify and describe the
with recent

secular
political,

semiarid
different geographic
economic, and

serf
regions and their impact
environmental

socialism
on local culture,
challenges?

state
migrations patterns,

steppe
political units, economic

strike
systems, cultural

taiga
diffusion, and human

terrain
organizations. (C-2)

tribute

tundra
communicate the interplay

yurt
between natural

Describe the attributes of
Recognize and
geographic elements and
Supplementary
forces and their role in
Vocabulary:
motivating man made

geographical and
culture

landmass
environmental change. (E-

pipeline
5)

Utilize geographical
knowledge of the past and
present to better
understand history and
seek answers to future
geographical and
environmental problems.
(F-4)

Understand the changes
that occur in the use,
distribution, and
importance of resources
and how they are a cause
of this change. (E-4)

Analyze the variety of
physical features that
characterize Russia and
the Eurasian Republics.
(B-2)

Explain how extreme
climates affect people’s
lives in Russia and the
Eurasian republics. (C-1)

Locate important natural
resources in the region
and discuss why they are
significant. (E-1)

Describe how the physical
geography of Central Asia
affects the people who live
there. (C-1)

Analyze the relationship
between climate and
culture in Russia and the
Eurasian republics. (B1.A)

Analyze the effects of the
Chernobyl nuclear disaster
on the environment. (E45)

Explain how oil and
natural gas contribute to
the economics and
governments of Russia
and some of the Eurasian
Republics. (E-1,4)
Government & Citizenship:

Explain the government
and economic system of
the Soviet Union. (A-1)

Analyze the structure of
Russia’s federal system of
government. (A-1)

Explain the government
and economic system of
the Soviet Union. (A-2)
Essential
Content
Question
Suggested
Key Terms
GLEs / Knowledge
Time
(Weeks)
and Skills
Focused Vocabulary:
The Essentials
of Geography

How do

geographers
think about
the world?
5 themes of
Geography
World Regions

Types of Maps

Earth’s Landforms
History:
4



absolute location
benefit
capital




cartographers
categorize
citizen
climate

Identify
major world
religions and
belief
systems. (A6)
How do people
use
geography?
How is the
earth
continually

The Ring of Fire

Waters of the Earth

Climate and
Weather
changing?

What shapes
the earth’s

varied
environments?

Natural Resources
Habitat
Preservation
World Cultures
How has
geography
influenced
cultures
around the
world?

Religions and Belief
Systems

Economic and
Political Geography

Protecting Human
Rights

condensation






continent
continental drift
continental shelf
cyclone
democracy
distort







earthquake
economy
ecosystem
elevation
entrepreneurship
equator
equinox

erosion



essential
evaporation
free enterprise
economy
geographic
information system



(GIS)
geographic patterns
global positioning
system (GPS)
Geography:


Use maps,
globes,
graphs, and
legends, to
analyze and
interpret
geographical
map data. (A1,2)
Recognize
and
differentiate
between the
world’s
unique
geographical
regions,
ecosystems,
climate zones
and cultures.
(E-5)

Organize
geographic
information

government
into five

Gross Domestic
Product (GDP)
habitat
human rights
hurricane
impact
themes and
six elements.










latitude
longitude
marine life
non-renewable
resources
plain
plateau

precipitation






Prime Meridian
projections
raw materials
region
relative location
relief




renewable resources
restored
significant
solstice

Identify
various types
of thematic
maps and the
kind of
information
they provide.
(A-1,2,3)

Understand
geographic
regions and the
processes that
shaped them,
keeping in mind
geographic
patterns. (B1)

Describe how
Earth’s position
effects the
seasons. (A-4)

Describe and
explain how

spatial thinking
processes deep






tectonic plates
terrace
theme
tornado
tsunami
vegetation
within Earth
affect its
surface and
what causes
these
processes. (A-


volcano
weather
4)

Explain how
climate and
weather each
affect
environments
on Earth. (C-1)

Analyze how
extreme
weather can
cause
destruction and
how scientists
are working to
Supplementary
Vocabulary:
 globe
 maps
lessen its
effects. (C-1)

Identify threats
to natural
habitats and
ways in which
people are
trying to reduce
those threats.
(E-3)
Government &
Citizenship:

Understand what
government is and
compare different
forms of
government. (A-1)
Economics:

Understand
basic
economics
concepts and
analyze
different kinds
of economics.
(F-3)
Explore

Europe
How did
Europe’s
physical
geography
encourage
interaction
with other
regions?
How did
European
Geography

Roots of
Democracy

Classical Greece
How did
Europe
develop and
extend its
influence
around the
world?
2
Focused Vocabulary:
History:






abstract
aging population
apartheid
bay
aqueduct
canal

barbarian
colony
city-state
dialect
concentration camp
consumer
currency
Explain how the
cultural
achievements of
classical Greece
influenced the
ancient and
modern world. (B1.A)

Middle Ages and
Christianity

Renaissance and







Reformation

democracy
western






democratization
demographics
epic poem
Euro
Eurozone
fjord
civilization. (A6,7)




factory system
Feudal System
Golden Age
genre

thought shape
Western
civilization?
Physical / Spatial


Roman Empire
Exploration and
Colonization
Industrial
Revolution

French Revolution

World War I, World


Analyze the rise
and fall of the
Roman Empire and
the impact of
Roman culture on
Draw conclusions
about life in the
Middle Ages by
analyzing the
Roman Catholic
Church and the
feudal system. (A6)
How is the
diversity of
Europe
reflected?
War II and the Cold

heritage
War






guillotine
indulgence
marine reserve
nationalism
natural rights
navigation







novel
patrician
opera
peninsula
perspective
perspective
philosopher

plebeian






polder
privatization
reparations
republic
radical
sovereignty




serf
staple
textile
tariff

Analyze the
cultural changes
that took place in
Europe during the
Renaissance and
Reformation. (A6,7)

Summarize the
causes and effects
of the French
Revolution and
Napoleon’s life.
(A- 6,7)

Describe the
conflicts that led
to World War I,
World War II and
the Cold War. (A1,6,7)

Explain the
nationalist
tensions and
struggles for
power that led to
World War I. (B-

trench


troubadour
uplands
1.B)
Geography:

Supplementary
Vocabulary:
 cuisine


ecosystem
waterway

Recognize and
differentiate
between the
world’s unique
geographical
regions,
ecosystems,
climate zones
and cultures. (C1)
Understand the
changes that
occur in the use,
distribution, and
importance of
resources and
how they are a
cause of this

change. (E-4)
Utilize
geographical
knowledge of
the past and
present to better
understand
history and seek
answers to
future
geographical

and
environmental
problems. (F-4)
Describe the
attributes of
different
geographic
regions and
their impact on
local culture,
migrations
patterns,
political units,
economic
systems,
cultural
diffusion, and
human
organizations.
(C-2)

Describe the land
regions and the
climates of
Europe. (A-1 / C1)

Explain how
Europe’s coastline
promoted
industry,
settlement, and
interaction with
other regions. (D1,2)

Describe the
impact of
immigration on
European people
and culture. (D-1)
Government &
Citizenship:

Analyze the
philosophical ideas
about human
rights on which
democracy is
based. (A-2)

Identify and
describe the
influence of the
ancient Greeks on
the development
of democracy. (B1.C,D)

Compare the
structure of the
U.S. government
with that of the
Roman Empire.
(A-4)

Analyze the
philosophical ideas
about human
rights on which
democracy is
based. (A-2)

Draw conclusions
about the effects
of a unified
current of the
European Union.
(D-5)

Explain the
challenges that
eastern
EuraNopean
countries face in
making the
transition from
communism to
democracy. (D-5)

Analyze and
evaluate how
industrialization
changed European
economies and
people’s way of
life. (B-1.B)
Explore Russia
How have size

Physical / Spatial
Geography
2
Focused Vocabulary:
 arid
 coup
History:

Trace the
development of
and extreme
climates
shaped Russia
and the
Eurasian
republics?
How has
geographic
isolation
influenced the
region’s
history?
What features,
such as size
and climate,
have
influenced
Russian
culture?
How have
Russia and the
Eurasian

Extreme Climates

Natural Resources

Central Asian
Landscapes

collective farm
Russia from early






communism
contaminate
diplomacy
czar
fallout
gauge
Slavic settlements
through the
Mongol rule. (A1,7)
federal system
glasnost
half-life
greenhouse gas
hydroelectric power
invader
nomad

Explain the causes
and effects of the
collapse of the
Soviet Union. (A2,7)

Serfdom to
Industrialization

Geography, Culture
and History of
Siberia, Russia and
the former Soviet







Union

methane
(A-6)


peat

non-renewable fossil
fuels
perestroika
permafrost
pesticide
Explain the causes
and effects of the
collapse of the
Soviet Union. (B1.A)






port
propaganda
proportional
representation

Trace Russia’s
transition from
serfdom to
industrialization.
Geography:

Use maps,
globes,
graphs, and
republics dealt

radioactive
legends, to
with recent
political,
economic, and
environmental
challenges?





revenue
reign
Scorched Earth
Policy
secular
semiarid
analyze and
interpret
geographical
map data. (A1,2)
Recognize







socialism
serf
state
steppe
strike
taiga
terrain
and
differentiate
between the
world’s
unique
geographical
regions,

tribute
ecosystems,


tundra
yurt
climate zones
and cultures.
(C-1)
Identify and
describe the
natural/physi
Supplementary
Vocabulary:

culture


landmass
pipeline


cal and man
made forces
that have
created the
world’s
current
geography as
well as
projected
future
geographical

changes. (E-5
/ C-2)
Describe the
attributes of
different
geographic
regions and
their impact
on local
culture,
migrations
patterns,
political units,
economic
systems,
cultural
diffusion, and
human
organizations.

(C-2)
Recognize
and
communicate
the interplay
between
natural
geographic
elements and
forces and
their role in
motivating
man made
geographical

and
environmenta
l change. (E5)
Utilize
geographical
knowledge of
the past and
present to
better
understand
history and
seek answers
to future
geographical
and
environmenta

l problems.
(F-4)
Understand
the changes
that occur in
the use,
distribution,
and
importance of
resources and
how they are
a cause of
this change.
E-4)

Analyze the
variety of
physical
features that
characterize
Russia and the
Eurasian
Republics. (B2)

Explain how oil
and natural gas
contribute to
the economics
and
governments of
Russia and
some of the
Eurasian
Republics. (E1,4)

Explain how
extreme
climates affect
people’s lives in
Russia and the
Eurasian
republics. (C-1)

Locate
important
natural
resources in the
region and
discuss why
they are
significant. (E1)

Describe how
the physical
geography of
Central Asia
affects the
people who live
there. (C-1)

Analyze the
effects of the
Chernobyl
nuclear disaster
on the
environment.
(E-4,5)
Government &
Citizenship:

Explain the
government
and economic
system of the
Soviet Union.
(A-1)

Analyze the
structure of
Russia’s federal
system of
government.
(A-1)
Explore SubSaharan Africa
How has the
varied
geography of
sub-Saharan
Africa affected
people’s lives?

Physical /
Spatial
Geography of
sub- Saharan
Africa


Rift Valley
Rain Forests and
Resources
How did trade
networks and
migration

Migration
4
Focused Vocabulary:
 agricultural revolution







alluvial
apartheid
basin
caravan
city-state
clan
colonialism




commodity
coup
deforestation
desertification
History:
 Analyze the

causes and effects
of the Bantu
migrations of SubSaharan Africa.
(B-1.A)
Describe the
effects of
European
colonization in
Africa and events
that led to African
influence the

Early States and

domestic policy
independence. (B-
Trade






ecotourism
epidemic
erosion
escarpment
ethnic group
ethnobotanist
1.A,D,E)







failed state
famine
first language
griot
highlands
homeland
hydroelectric power

imperialism






infectious
interior
landlocked
legume
lingua franca
literacy rate
describe the
natural/physical
and man made
forces that have
created the
world’s current




malnutrition
medical plant
microcredit
missionary
geography as
well as
projected future
geographical
development
of African
civilization?

Colonization to
Independence
What
historical and

Africa’s Borders,

Music and
Cultures
Modernization
geographic
factors have
influenced the
cultures of
sub-Saharan
Africa?

Prized Mineral
Resources of
sub- Sahara
How have
conflict and
government
instability
slowed
economic
development
in subSaharan
Africa?

Ending
Apartheid
Geography:
 Recognize and
differentiate
between the
world’s unique
geographical
regions,
ecosystems,
climate zones
and cultures. (C1)

Identify and

modernization
changes. (E-2 /






nocturnal
pandemic
poaching
pride
rain forest
refugee
C-2)
Describe the
attributes of
different
geographic
regions and






reserve
rift valley
savanna
segregation
trans- Atlantic slave
trade
trans-Saharan
their impact on
local culture,
migrations
patterns,
political units,
economic
systems,

transition zone
cultural


transportation corridor
vaccine
diffusion, and
human
organizations.
(C-2)
Recognize and
communicate
Supplementary
Vocabulary:
 concentrated




dormant
evident
habitat
incentive


the interplay
between natural
geographic
elements and

mineral
forces and their

oral tradition
role in
motivating man
made
geographical
and
environmental


change. (E-5)
Identify and
describe the
physical features
of East Africa and
the Great Rift
Valley. (B-1,2)
Analyze how West
Africa’s physical
features, climate,
precipitation, and
access to coastal
waters affect the
population of the

region. (C-1)
Describe the
geography and
resources of
Central Africa and


the rain forest. (E3,4)
Learn about the
mineral resources
of Sub-Saharan
Africa, their
economic
potential, and the
challenges in
extracting them.
(E-1,2)
Understand how
Southern Africa’s
physical features
and natural
resources shape
the land and its
economic
development. (E3,4)

Examine the
impact of trade on
the development
of states and
empires in Africa.
(D-1,2)
Economics:
 Understand the
legacy of
colonialism and
the steps that
Africa is taking to
form stable
countries. (A-4)
Explore

Physical /
4
Focused Vocabulary:
History:
 Determine the
Southwest
Spatial

adherent
factors that
Asia and North
Africa
Geography
agricultural revolution
alluvial plain
arid
breakwater
coalition
cultural hearth

supported the
development of
civilization in
Mesopotamia. (B1.A)
Compare the
cuneiform
deity
desertification
diffusion

origins of Judaism,
Christianity, and
Islam. (B-1.C)
Explain the
How have
climate and
location
influenced the
region in the
past and
today?

Tigris and
Euphrates Rivers

Mesopotamia






Birthplace and
Diffusion of
Religions





How did
civilization
develop in
Southwest
Asia and North
Africa?
How have
resources and
migration
shaped culture
in Southwest
Asia and North
countries in
the region?
domesticate
historical






dynasty
emirate
extremist
fault
floodplain
guest worker
importance of the
Ottoman Empire.
(B-1.C)
Draw conclusions
about the ancient
Egypt and its
Comparing







hereditary
hieroglyphics
intifada
irrigation
literate
messiah
migration
Geography:
 Use maps,
globes, graphs,
Governments

monotheistic
and legends, to






mosque
nonrenewable
oasis
papyrus
petrochemical
petroleum
analyze and
interpret
geographical
map data. (A1,2)
Recognize and




pharaoh
pilgrimage
qanat
religious toleration

The Ottoman
Empire

The Nile River
Valley

Egypt’s Ancient
Civilization

Migration and
Trade

Africa?
What forces
have affected
the
development
of modern


Oil and Wealth

Tensions in
Southwest Asia

contributions to
civilization. (B1.A)

differentiate
between the
world’s unique
geographical

reserve
regions,






sarcophagus
self-rule
sheikh
silt
strait
suffrage
ecosystems,
climate zones
and cultures. (C1)
Describe the
attributes of




sultan
totalitarian
tsunami
vocational

Supplementary
Vocabulary:
different
geographic
regions and
their impact on
local culture,
migrations
patterns,

arid
political units,






city-state
desertification
extent
hieroglyphics
hydroelectric power
irrigation
economic
systems,
cultural
diffusion, and
human
organizations.




messiah
non-renewable
papyrus
pharaoh
(E-5 / C-2)
Recognize and
communicate
the interplay


pyramid
between natural



regulate
reliable
tomb
geographic
elements and
forces and their
role in
motivating man
made

geographical
and
environmental
change. (E-5)
Utilize
geographical
knowledge of
the past and
present to better
understand
history and seek
answers to
future
geographical

and
environmental
problems. (F-4)
Understand the
changes that
occur in the use,
distribution, and
importance of
resources and
how they are a
cause of this


change. (E-4)
Describe the
location and
importance of the
Nile River to its
people. (E-3)
Analyze the
physical

geography of
Southwest Asia
and North Africa
(B-1)
Describe the
features and
significance of the
Tigris and
Euphrates rivers
on its people and
environment. (E

3)
Describe the
location,
geography,
climate, and
geological history
of the Anatolian
and Iranian
plateaus. (C-1)
Analyze trends in
migration and
trade in Southwest
Asia and North
Africa. (D-1,2)
Government &
Citizenship:
 Analyze
similarities and
differences among
governments in
Southwest Asia
and North Africa.
(A-4)
Economy:
 Understand how
developments
such as
exploration,
trade,
mercantilism,
and capitalism
all contributed
to a global
community and
the impact this
had the
economic

interdependence
of the earth’s
surface. (D2 /
F10)
Analyze the
importance of oil
in the economies
of Southwest Asia
and North Africa.
(G-2,4)
7th Grade National Geographic World Cultures and Geography
Eastern Hemisphere Curriculum Guide
Semester 1
6/8/2013 12:56:00 AM
Essential
Question
Content
Suggested
Time
(Weeks)
Key Terms
GLEs / Knowledge
and Skills
Focused Vocabulary:
The
Essentials of
Geography

5 themes of
Geography

World Regions
How do
geographers
think about

Types of Maps
the world?

Earth’s Landforms
How do people
use
geography?

The Ring of Fire

Waters of the Earth
How is the

Climate and
earth
continually
changing?
Weather

Natural Resources
What shapes

Habitat
History:
4






absolute location
benefit
capital
cartographers
categorize
citizen







climate
condensation
continent
continental drift
continental shelf
cyclone
democracy





distort
earthquake
economy
ecosystem
elevation

Identify major
world
religions and
belief
systems. (A6)
Geography:


Use maps,
globes,
graphs, and
legends, to
analyze and
interpret
geographical
map data. (A1,2)
Recognize and
the earth’s
varied
environments?
Preservation

World Cultures
How has
geography
influenced

Religions and Belief
Systems
cultures
around the
world?

Economic and
Political Geography

Protecting Human
Rights

entrepreneurship
differentiate






equator
equinox
erosion
essential
evaporation
free enterprise
between the
world’s
unique
geographical
regions,
ecosystems,
economy
geographic
information system
(GIS)
geographic patterns
global positioning
system (GPS)
climate zones
and cultures.
(E-5)




government





Gross Domestic
Product (GDP)
habitat
human rights
hurricane
impact




latitude
longitude
marine life
non-renewable

Organize
geographic
information
into five
themes and
six elements.

Identify
various types
of thematic
maps and the
kind of
information
they provide.
(A-1,2,3)

Understand
resources
geographic






plain
plateau
precipitation
Prime Meridian
projections
raw materials
regions and the
processes that
shaped them,
keeping in mind
geographic
patterns. (B1)







region
relative location
relief
renewable resources
restored
significant
solstice

spatial thinking






tectonic plates
terrace
theme
tornado
tsunami
vegetation


volcano
weather
Supplementary Vocabulary:

Describe how
Earth’s position
effects the
seasons. (A-4)

Describe and
explain how
processes deep
within Earth
affect its
surface and
what causes
these
processes. (A4)

Explain how
climate and
weather each
affect

globe
environments

maps
on Earth. (C-1)

Analyze how
extreme
weather can
cause
destruction and
how scientists
are working to
lessen its
effects. (C-1)

Identify threats
to natural
habitats and
ways in which
people are
trying to reduce
those threats.
(E-3)
Government &
Citizenship:

Understand what
government is and
compare different
forms of
government. (A-1)
Economics:

Understand
basic economics
concepts and
analyze
different kinds
of economics.
(F-3)
Explore
Europe
How did
Europe’s
physical
geography
encourage
interaction
with other
regions?
How did

Physical / Spatial
Geography

Roots of
Democracy

Classical Greece

Roman Empire

Middle Ages and
Christianity
2
Focused Vocabulary:
 abstract







aging population
apartheid
bay
aqueduct
canal
barbarian
colony




city-state
dialect
concentration camp
consumer
History:

Explain how the
cultural
achievements of
classical Greece
influenced the
ancient and
modern world. (B1.A)

Analyze the rise
and fall of the
Roman Empire and
the impact of
European
Renaissance and

currency
Roman culture on
Reformation






democracy
democratization
demographics
epic poem
Euro
Eurozone
western
civilization. (A6,7)







fjord
factory system
Feudal System
Golden Age
genre
heritage
guillotine
diversity of

indulgence
Europe
reflected?






marine reserve
nationalism
natural rights
navigation
novel
patrician




opera
peninsula
perspective
perspective
thought shape
Western
civilization?
How did
Europe
develop and
extend its
influence
around the
world?
How is the



Exploration and
Colonization
Industrial
Revolution

French Revolution

World War I, World
War II and the Cold
War

Draw conclusions
about life in the
Middle Ages by
analyzing the
Roman Catholic
Church and the
feudal system. (A6)

Analyze the
cultural changes
that took place in
Europe during the
Renaissance and
Reformation. (A6,7)

Summarize the
causes and effects
of the French
Revolution and
Napoleon’s life. (A6,7)

philosopher

Describe the






plebeian
polder
privatization
reparations
republic
radical








sovereignty
serf
staple
textile
tariff
trench
troubadour
Geography:

uplands

conflicts that led to
World War I, World
War II and the
Cold War. (A1,6,7)
Supplementary Vocabulary:
 cuisine
 ecosystem
 waterway

Explain the
nationalist tensions
and struggles for
power that led to
World War I. (B1.B)
Recognize and
differentiate
between the
world’s unique
geographical
regions,
ecosystems,
climate zones
and cultures. (C1)
Understand the
changes that
occur in the use,
distribution, and
importance of
resources and
how they are a
cause of this

change. (E-4)
Utilize
geographical
knowledge of the
past and present
to better
understand
history and seek

answers to
future
geographical and
environmental
problems. (F-4)
Describe the
attributes of
different
geographic
regions and their
impact on local
culture,
migrations
patterns,
political units,
economic
systems, cultural
diffusion, and
human
organizations.
(C-2)

Describe the land
regions and the
climates of Europe.
(A-1 / C-1)

Explain how
Europe’s coastline
promoted industry,
settlement, and
interaction with
other regions. (D1,2)

Describe the
impact of
immigration on
European people
and culture. (D-1)
Government &
Citizenship:

Analyze the
philosophical ideas
about human
rights on which
democracy is
based. (A-2)

Identify and
describe the
influence of the
ancient Greeks on
the development of
democracy. (B1.C,D)

Compare the
structure of the
U.S. government
with that of the
Roman Empire. (A4)

Analyze the
philosophical ideas
about human
rights on which
democracy is
based. (A-2)

Draw conclusions
about the effects
of a unified current
of the European
Union. (D-5)

Explain the
challenges that
eastern
EuraNopean
countries face in
making the
transition from
communism to
democracy. (D-5)

Analyze and
evaluate how
industrialization
changed European
economies and
people’s way of
life. (B-1.B)
Explore
Russia

How have size
and extreme
climates
shaped Russia
and the
Eurasian
republics?

Extreme Climates

Natural Resources

Central Asian
Landscapes

How has
geographic
isolation
influenced the
region’s
history?
What features,
such as size
and climate,
have
Physical / Spatial
Geography
Serfdom to
Industrialization

Geography, Culture
and History of
Siberia, Russia and
the former Soviet
Union
2
Focused Vocabulary:
 arid
 coup








collective farm
communism
contaminate
diplomacy
czar
fallout
gauge
federal system







glasnost
half-life
greenhouse gas
hydroelectric power
invader
nomad
methane


peat
non-renewable fossil
fuels
perestroika

History:

Trace the
development of
Russia from early
Slavic settlements
through the
Mongol rule. (A1,7)

Explain the causes
and effects of the
collapse of the
Soviet Union. (A2,7)

Trace Russia’s
transition from
serfdom to
industrialization.
(A-6)

Explain the causes
and effects of the
collapse of the
Soviet Union. (B-
influenced

permafrost
Russian
culture?





pesticide
port
propaganda
proportional
representation
radioactive







revenue
reign
Scorched Earth Policy
secular
semiarid
socialism
serf

state
between the






steppe
strike
taiga
terrain
tribute
tundra
world’s
unique
geographical
regions,
ecosystems,
climate zones

yurt
and cultures.
(C-1)
Identify and
describe the
How have
Russia and the
Eurasian
republics dealt
with recent
political,
economic, and
environmental
challenges?
Supplementary Vocabulary:

culture
1.A)
Geography:



Use maps,
globes,
graphs, and
legends, to
analyze and
interpret
geographical
map data. (A1,2)
Recognize and
differentiate

landmass
natural/physi

pipeline
cal and man
made forces
that have
created the
world’s
current
geography as
well as
projected
future
geographical
changes. (E-5
/ C-2)

Describe the
attributes of
different
geographic
regions and
their impact
on local
culture,
migrations
patterns,
political units,
economic
systems,
cultural
diffusion, and
human
organizations.
(C-2)

Recognize and
communicate
the interplay
between
natural
geographic
elements and
forces and
their role in
motivating
man made
geographical
and
environmental

change. (E-5)
Utilize
geographical
knowledge of
the past and
present to
better
understand
history and
seek answers
to future

geographical
and
environmental
problems. (F4)
Understand
the changes
that occur in
the use,
distribution,
and
importance of
resources and
how they are
a cause of this
change. E-4)

Analyze the
variety of
physical
features that
characterize
Russia and the
Eurasian
Republics. (B-2)

Explain how oil
and natural gas
contribute to
the economics
and
governments of
Russia and
some of the
Eurasian
Republics. (E1,4)

Explain how
extreme
climates affect
people’s lives in
Russia and the
Eurasian
republics. (C-1)

Locate
important
natural
resources in the
region and
discuss why
they are
significant. (E1)

Describe how
the physical
geography of
Central Asia
affects the
people who live
there. (C-1)

Analyze the
effects of the
Chernobyl
nuclear disaster
on the
environment.
(E-4,5)
Government &
Citizenship:

Explain the
government and
economic
system of the
Soviet Union.
(A-1)

Explore Sub-

Saharan
Africa
How has the
varied
geography of
sub-Saharan
Physical /
Spatial
Geography of
sub- Saharan
Africa

Rift Valley
Africa affected
people’s lives?

Rain Forests and
Resources
How did trade

Migration
4
Analyze the
structure of
Russia’s federal
system of
government.
(A-1)
Focused Vocabulary:
History:







agricultural revolution
alluvial
apartheid
basin
caravan
city-state
clan





colonialism
commodity
coup
deforestation

Analyze the causes
and effects of the
Bantu migrations
of Sub-Saharan
Africa. (B-1.A)
Describe the
effects of European
colonization in
Africa and events
that led to African
independence. (B-
networks and

desertification






domestic policy
ecotourism
epidemic
erosion
escarpment
ethnic group
Prized Mineral
Resources of







ethnobotanist
failed state
famine
first language
griot
highlands
homeland
sub- Sahara

hydroelectric power
describe the






imperialism
infectious
interior
landlocked
legume
lingua franca
natural/physical
and man made
forces that have
created the
world’s current
geography as




literacy rate
malnutrition
medical plant
microcredit
well as projected
future
geographical
changes. (E-2 /
migration
influence the
development
of African
civilization?


Colonization to
Independence
What historical
and
geographic
factors have
influenced the
cultures of
sub-Saharan

Africa’s Borders,
Music and
Cultures
Modernization


Africa?
How have
conflict and
government
instability
slowed
economic
development
in subSaharan

Early States and
Trade
Ending
Apartheid
1.A,D,E)
Geography:
 Recognize and
differentiate
between the
world’s unique

geographical
regions,
ecosystems,
climate zones
and cultures. (C1)
Identify and
Africa?

missionary






modernization
nocturnal
pandemic
poaching
pride
rain forest






refugee
reserve
rift valley
savanna
segregation
trans- Atlantic slave
trade
culture,
migrations
patterns,
political units,
economic
systems, cultural
diffusion, and

trans-Saharan
human



transition zone
transportation corridor
vaccine
Supplementary Vocabulary:
 concentrated
organizations.
(C-2)
Recognize and
communicate the
interplay
between natural




geographic
elements and
forces and their
role in
dormant
evident
habitat
incentive
C-2)


Describe the
attributes of
different
geographic
regions and their
impact on local

mineral
motivating man

oral tradition
made
geographical and
environmental
change. (E-5)
Identify and
describe the


physical features
of East Africa and
the Great Rift
Valley. (B-1,2)
Analyze how West
Africa’s physical
features, climate,
precipitation, and

access to coastal
waters affect the
population of the
region. (C-1)
Describe the
geography and
resources of
Central Africa and
the rain forest. (E3,4)

Learn about the
mineral resources
of Sub-Saharan
Africa, their
economic
potential, and the
challenges in

extracting them.
(E-1,2)
Understand how
Southern Africa’s
physical features
and natural
resources shape
the land and its

economic
development. (E3,4)
Examine the
impact of trade on
the development of
states and empires
in Africa. (D-1,2)
Economics:

Understand the
legacy of
colonialism and the
steps that Africa is
taking to form
stable countries.
(A-4)
Explore
Southwest
Asia and
North Africa

Physical /
Spatial
Geography

Tigris and
Focused Vocabulary:
 adherent
 agricultural revolution
 alluvial plain
 arid
Euphrates Rivers

breakwater
Mesopotamia. (B-






coalition
cultural hearth
cuneiform
deity
desertification
diffusion
1.A)
Compare the
origins of Judaism,
Christianity, and
Islam. (B-1.C)
Explain the




domesticate
dynasty
emirate
extremist
How have
climate and
location
influenced the
region in the
past and
today?
How did
civilization
develop in

Mesopotamia

Birthplace and
Diffusion of
Religions

The Ottoman
Empire
4
History:
 Determine the
factors that
supported the
development of
civilization in


historical
importance of the
Ottoman Empire.
(B-1.C)
Southwest

Asia and North
Africa?
How have
resources and
migration
shaped culture
in Southwest
Asia and North
Africa?
The Nile River

fault
Valley






floodplain
guest worker
hereditary
hieroglyphics
intifada
irrigation







literate
messiah
migration
monotheistic
mosque
nonrenewable
oasis

Egypt’s Ancient
Civilization

Migration and
Trade

Comparing
Governments
What forces
have affected

Oil and Wealth
the

Tensions in

papyrus
Southwest Asia






petrochemical
petroleum
pharaoh
pilgrimage
qanat
religious toleration




reserve
sarcophagus
self-rule
sheikh
development
of modern
countries in
the region?

Draw conclusions
about the ancient
Egypt and its
contributions to
civilization. (B-1.A)
Geography:

Use maps,
globes, graphs,
and legends, to
analyze and
interpret
geographical
map data. (A1,2)

Recognize and
differentiate
between the
world’s unique
geographical
regions,
ecosystems,
climate zones
and cultures. (C1)

silt






strait
suffrage
sultan
totalitarian
tsunami
vocational

Describe the
attributes of
different
geographic
regions and their
impact on local
culture,
Supplementary Vocabulary:
 arid
 city-state
 desertification
 extent
 hieroglyphics
migrations
patterns,
political units,
economic
systems, cultural
diffusion, and
human

hydroelectric power
organizations.






irrigation
messiah
non-renewable
papyrus
pharaoh
pyramid
(E-5 / C-2)
Recognize and
communicate the
interplay
between natural
geographic



regulate
reliable
tomb

elements and
forces and their
role in
motivating man
made

geographical and
environmental
change. (E-5)
Utilize
geographical
knowledge of the
past and present
to better
understand
history and seek
answers to
future
geographical and
environmental

problems. (F-4)
Understand the
changes that
occur in the use,
distribution, and
importance of
resources and
how they are a
cause of this
change. (E-4)



Describe the
location and
importance of the
Nile River to its
people. (E-3)
Analyze the
physical geography
of Southwest Asia
and North Africa
(B-1)
Describe the
features and
significance of the
Tigris and
Euphrates rivers

on its people and
environment. (E-3)
Describe the
location,
geography,
climate, and
geological history
of the Anatolian
and Iranian
plateaus. (C-1)

Analyze trends in
migration and
trade in Southwest
Asia and North
Africa. (D-1,2)
Government &
Citizenship:
 Analyze similarities
and differences
among
governments in
Southwest Asia
and North Africa.
(A-4)
Economy:
 Understand how
developments
such as
exploration,
trade,
mercantilism,
and capitalism
all contributed to
a global
community and
the impact this
had the
economic
interdependence
of the earth’s

surface. (D2 /
F10)
Analyze the
importance of oil in
the economies of
Southwest Asia
and North Africa.
(G-2,4)
7th Grade National Geographic World Cultures and Geography
Eastern Hemisphere Curriculum Guide
Semester 2
6/8/2013 12:56:00 AM
Essential
Question
Explore
South Asia
Content

Physical /
Spatial
Suggested Key Terms
Time
(Weeks)
4
Focused Vocabulary:
 aquifer
Geography
How do South
Asia’s water
system affect
how people in
the region live?
How have
physical
features,
religion, and
empires
shaped South
Asia’s borders?
How is
diversity

Living with
Monsoons

Resources and
Land Use







arable
caste system
civil disobedience
colonialism
conservation
cricket
cyclone
deity
delta
empire
henna
karma
literacy rate
military dictatorship
monsoon
mythology
pilgrimage

Conservation

Early
Civilization

Historic Empires







Colonialism to
Partition




GLEs / Knowledge
and Skills
History:
 Identify and
describe ancient
civilizations in
South Asia and the
geographic features
that influenced
their development.
(B-1.B)


Examine the
historic empires of
South Asia and how
geography helped
shape their
borders. (B-1.B,C)
Compare and
contrast the
characteristics of
major religions of
reflected in

plate






popular culture
push-pull factors
reincarnation
sanitation
sari
shalwar-kameez

Why has India
experienced an
economic
Changing
Traditions,
Cultures, Daily
Life and
Government of
South Asian
Analyze the impact
of the Green
Revolution on
India’s economy
and environment.
(B-1.4)
boom?
Countries





slum
subcontinent
subsistence farmer
sustainable
tolerance

Analyze the
importance of
Hinduism as a
religion and a
unifying feature of
the culture in South
Asia. (A-6)

Identify and
South Asia’s
cultures?
What are some
effects of
South Asia’s
rapid changes?


Economic
Growth /
Economic
Decline
South Asia. (A-6)
Supplementary Vocabulary:


The Golden

accommodate
Quadrilateral






collide
cultural hearth
deny
discrimination
displace
drought




ecosystem
elevation
establish
evaporation
Impact of
Urbanization
describe some
ancient traditions
that are still an
important part of
modern culture in
South Asia. (A-6)
Geography:
 Use maps,
globes, graphs,

famine
and legends, to





isolation
overpopulation
pollution
reverse
symbol
analyze and
interpret
geographical map
data. (A-1,2)
Recognize and
differentiate

between the
world’s unique
geographical
regions,
ecosystems,
climate zones and
cultures. (C-1)

Identify and
describe the
natural/physical
and man made
forces that have
created the
world’s current
geography as
well as projected
future
geographical
changes. (E-5 /

C-2)
Recognize and
communicate the
interplay
between natural
geographic
elements and
forces and their
role in motivating
man made
geographical and
environmental
change. (E-5)

Utilize
geographical
knowledge of the
past and present
to better
understand
history and seek
answers to future
geographical and
environmental
problems. (F-4)

Analyze how South

Asia’s physical
features, climate,
and water systems
affect its population
patterns. (C-1)
Analyze the South

Asian seasonal
monsoons and
evaluate how well
people in the region
have adapted to
them. (C-1)
Explain the causes
and effects of
pollution in the
Ganges River, and
describe efforts
towards its
improvement. (E3,4)

Analyze the extent
of South Asia’s
water problems,
including pollution,
drought and
flooding. (E-3,4)
Government &
Citizenship:
 Examine the
structure of India’s
government and
draw conclusions
about the
challenges India
faces as the world’s
largest democracy.
(A-3)
Economy:
 Describe India’s
improving
infrastructure, and
its impact on
India’s economy.

(G-4)
Identify the effects
of rapid
urbanization,
resource usage and
population growth
on infrastructures
in South Asia. (E2,3)
Explore East
Asia
How did
geographic
factors affect
population
distribution?
What
influences,
beliefs and
encounters
helped shape
China?

Physical /
Spatial
Geography

Early Dynasties

Confucianism

Silk Roads and

celadon
how it influenced
Trade






demilitarized zone (DMZ)
dynastic cycle
dynasty
economic globalization
empire
entrepreneur
Chinese society. (B1.C)
Analyze the causes
and effects of the
Korean War. (A-7 /
B-1.D)




ethical system
expedition
fertility rate
free trade

Exploration and
Isolation

Communist
Revolution
What factors
had an impact
on the

Religious
Traditions
4
Focused Vocabulary:
 alluvium
 amine
 animism
 archipelago
 armistice
 basin
 bullet train
History:
 Trace the
development of the
early Chinese
dynasties. (A-6,7)
 Identify the main
ideas of
Confucianism and


Describe how
religious traditions
have blended in
East Asia. (A-6)
histories of

ger
History, Culture
and
Government of
China, Japan,
North Korea
and South





gorge
gross domestic product
(GDP)
loess
magnetic levitation
mainland
Korea
What problems
doe East Asia







manga
maritime
martial law
meditation
monotheism
moral
movable type
face today,

multinational corporation
impact on local
and what are
its
opportunities?






occupy
one-child policy
pagoda
polytheism
porcelain
reservoir
culture,
migrations
patterns, political
units, economic
systems, cultural
diffusion, and




retreat
rivalry
samurai
semiarid
human
organizations. (E5 / C-2)
Utilize
Japan and
Korea?
How do
traditions and
modernization
create a
unique way of
life in East
Asia?

Geography:
 Use maps,
globes, graphs,
and legends, to
analyze and
interpret


geographical map
data. (A-1,2)
Describe the
attributes of
different
geographic
regions and their

shogun
geographical





steppe
terra cotta
tribute
typhoon
zaibatsu
knowledge of the
past and present
to better
understand
history and seek
answers to future
Supplementary Vocabulary:
 ban
 barter
 capital
 caravan
 competitive
 comply

geographical and
environmental
problems. (F-4)
Analyze how East
Asia’s physical
features and
climate have

controversy
influenced






dissolve
drought
erode
eruption
famine
refuge
population
patterns. (C-1)
Explain how China
benefits from and
controls its river.
(E-1,3)


rivalry
seize


Compare and
contrast North
Korea and South
Korea. (B-2,3)



Explain how the
people of Mongolia
have adapted to
their desert
country. (B-1)
Explore the benefits
and drawbacks of
building the Three
Gorges Dam. (E3,4,5)
Evaluate the
importance of the
Silk Roads in
transferring goods
and ideas. (D-1,2)
Government:
 Explain how the
Communist
Revolution in China
changed the
country’s
government and
economy. (A-4)
Economy:

Understand how
developments
such as
exploration,
trade,
mercantilism, and
capitalism all
contributed to a
global community
and the impact
this had the
economic
interdependence
of the earth’s
surface. (D-2 /
F10)
Explore
Southeast
Asia
What are the
geographic
conditions that

Physical /
Spatial
Geography

Parallel Rivers

Island Nations
4
Focused Vocabulary:
 adapt
 attribute




bas-relief
bauxite
biodiversity
colonialism
History:
 Analyze the role of
physical geography
in the history and
culture of
Southeast Asia. (B1.B)
divide
Southeast Asia
into many
different parts?

commerce






dialect
domesticate
dormant
dynamic
ecologist
emergence
fragmented country
industrialize
land bridge
language diffusion
metropolitan area
monk
monopoly

Ancient Valley
Kingdoms

Trade and
Colonization

Indonesia and
the Philippians

The Vietnam
War

Regional







outside
Languages and

multinational corporation
influences
shaped
cultures in
Southeast
Asia?
Religious
Traditions






poach
port
prehistoric
reliable
remittance
resistance




ritual
subsistence fishing
trend
typhoon
How have
physical
barriers in
Southeast Asia
influenced its
history?
How have local
traditions and
How are
Southeast
Asia’s
governments

Governing
Fragmented
Countries

Identify religions
that have been
prominent in
Southeast Asia in
the past and
present. (A-6)
Geography:
 Use maps,
globes, graphs,
and legends, to
analyze and
interpret
geographical map
data. (A-1,2)


Recognize and
differentiate
between the
world’s unique
geographical
regions,
ecosystems,
climate zones and
cultures. (C-1)
Describe the
trying to unify

wallaby
attributes of
their
countries?


wat
zoologist
Supplementary Vocabulary:
 complex
 fossil
different
geographic
regions and their
impact on local
culture,
migrations







patterns, political
units, economic
systems, cultural
diffusion, and
human
organizations. (C2)
landlocked
launch
potential
relocate
restore
transform
tsunami


Analyze the location
and physical
geography of
Southeast Asia. (B1)
Understand the
importance of
South Asia’s major
rivers for sustaining
life in the region.
(E-3)

Explain the process
of internal
migration and
describe its effect.
(D-1)
Government &
Citizenship:
 Compare the
problems of
governing
Indonesia,
Malaysia, and the
Philippines. (A-4)
Explore
Australia, the
Pacific Realm
& Antarctica

Physical /
Spatial
Geography

Indigenous
Plants and
How did
geographic
isolation
influence the
development
Animals

Biological
Hitchhikers
4
Focused Vocabulary:
 adventure tourism
 alliance
 assimilation
 assisted migration
 atoll




clan
coral island
corral reef
crevasse
History:
 Analyze how the
languages and
culture of
Australia’s
indigenous people

developed. (A-6,8)
Describe the impact
of the convict
system on the
of this region?

How did
geographic
isolation shape
the history of
Australia and

the Pacific
Realm?
Antarctica
becoming
connected to
the rest of the
world?
What new
economic
patterns are
emerging in
the region?
Indigenous
Populations and
their Rights

How are
Australia, and
the Pacific
Realm, and
The Pacific
Islands
From Convicts
to Colonists

emigrate
development of






exoskeleton
feral
free trade agreement
generation
geothermal energy
glacier
Australia. (A-6,7,8)







hotspot
ice shelf
immigration
indigenous
invasive species
labor force
linguist
Geography:
 Use maps,
globes, graphs,
and legends, to

analyze and
interpret
geographical map
data. (A-1,2)
Recognize and
differentiate
between the

Urbanization

Immigration to

marine
world’s unique
Australia






marsupial
navigation
outrigger canoe
pictograph
renewable energy
reserve
geographical
regions,
ecosystems,
climate zones and
cultures. (C-1)
Identify and



salinization
scientific station
seafarer

Polynesian
Culture

Human
Footprint in
Antarctica

New Trade

describe the
natural/physical
and man made
forces that have
Patterns

Adventure
Tourism
Supplementary Vocabulary:
created the






convey
convict
extinct
land bridge
oral tradition
tourism
world’s current
geography as
well as projected
future
geographical
changes. (E-5 /


transport
urban
C-2)
Describe the
attributes of
different
geographic
regions and their
impact on local

culture,
migrations
patterns, political
units, economic
systems, cultural
diffusion, and
human

organizations. (C2)
Utilize
geographical
knowledge of the
past and present
to better
understand
history and seek
answers to future
geographical and




environmental
problems. (F-4)
Identify and
describe the
location and
geographic features
of the region. (B-1)
Analyze the impact
of geographic
isolation on
indigenous species.
(A-8)
Describe the
physical processes
that formed the
Pacific islands. (C1,2)
Synthesize
information about



climate change and
human action on
the Great Barrier
Reef. E-3,4,5)
Describe how
Australia has been
shaped by
immigration. (D-2)
Examine the history
of human
involvement in
Antarctica. (A-5,9)
Understand how
trade has

influenced the
economies of
Australia, New
Zealand, and the
Pacific Realm. (D-1)
Analyze the impact
of adventure
tourism in the
region. (E-4)
Economy:

Understand how
developments
such as
exploration,
trade,
mercantilism, and
capitalism all
contributed to a
global community
and the impact
this had the
economic
interdependence
of the earth’s
surface. (D-2 / F10)
8th Grade American History
Curriculum Guide Semester I
Essential Questions
Content
6/8/2013 12:56:00 AM
Suggested
Key Terms
GLEs/Knowledge and
Time
Skills
(Weeks)
Historiography

Primary and Secondary
Sources
2
Focus Vocabulary:
History:


What is history?

Historical Bias
What tools do
historians use to

Points of view
Before Common Era
(BCE)
skills to use a variety of

bias
sources to understand

chronology
information. (C.3)

Common Era (CE)
study history?
 Distinguish between
primary and secondary

context
What sources are

evidence
available in

historical interpretation
learning about the
past?
Apply critical thinking
sources. (C.2)
 Analyze various primary
sources (documents,
photographs/images,

objectivity
architecture, etc.) for

point of view
information about the
What is the

primary source
past. (C.2)
difference between

secondary source
primary and

subjectivity
historical accounts may
secondary sources?

timeline
differ. (A.3)
 Recognize how and why
 Identify bias and
How does point of
subjectivity in sources
view and bias affect
(primary and secondary).
the usefulness of a
(A.4)
source?
 Analyze and interpret
primary and secondary
How do we
source material. (C.3)
determine what
 Evaluate historical
happened in the
documents. (C.2)
past?
 Interpret charts, graphs,
tables, maps and
Is there such a
thing as absolute
historical truth?
Why is history still
open to
interpretation?
cartoons. (C.2)

Pre-Columbian Era
 Migration routes of the
Focus Vocabulary:
History:

and Early European
first Americans to the

colony
Exploration:
Americas

Columbian Exchange
European Exploration

conquistadors
on the Americas. (B.1.e)
 American Indians view

convert
of their environment

coureurs de bois
established territorial

cultural region
claims in the Americas.

culture
(C.2)

domesticate

environment
French, English, and
3
How did the first
Americans adapt to
their environment?
How did Europeans
 Points of view
 Motives behind


Analyze the effects of
Explain how Europeans
Compare the Spanish,
explore and
European exploration of

migrate
Dutch settlements in the
establish
the Americas

missionaries
Americas. (A.1.e)

natural resource

slavery
settlements in the
Americas?
 Impact of European

Describe the impact of
European exploration and
exploration and
settlement of the
settlement of the
Supplemental Vocabulary:
Americas on indigenous
Americas on indigenous

adapt
peoples and West
peoples

dominate
Africans. (B.1.d)

resourceful

revise
Geography:

temporary

Describe how American
Indians viewed their
environment. (B.4)

Analyze ways in which
American Indians of eight
cultural regions adapted
to their environments.
(E.3)
Early English

Reasons for the
Focused Vocabulary:
History:
Settlements and
settlement of the

cash crops

Colonies
British colonies

charter
reasons for the settlement

democratic
of the British colonies.
Different government

English Bill of Rights
(B.1.c)
What were the
systems among the

Great Awakening
similarities and
colonies

Magna Carta
secondary sources to

Mayflower Compact
learn about various
Physical features of the

mercantilism
aspects of colonial life,
United States and its

Parliament
including rights of
influence on the United

rights
colonists, religion,
States development

slave trade
education, and life for
4

differences among
the colonies in
North America?
What was life really
like in the colonies?


Identify the various
Analyze primary and
enslaved African

Various aspects of
Supplemental Vocabulary:
Americans. (C.2)
colonial life, including

authorize
rights of colonists,

contract
political ideas of the Great
religion, education, and

economy
Awakening that led to
life for enslaved African

isolated
revolutionary fervor in the
Americans

law
American colonies. (B.4)

leisure

prosperous
Carta and the English Bill

rebel
of Rights affected

restore
colonists’ view of their

rule
own rights. (D.3)



Identify the moral and
Summarize how Magna
Compare the different
religious practices in the
colonies. (A.6)
Geography:

Explain the physical
features of the North
America and its
influence on the
development of
colonies. (E.3)

Compare the geographic
regions of North America
and how that affected the
colonies. (E.4)
Government:

Compare the different
government systemsincluding the system set
up in the Mayflower
Compact-among the
colonies. (A.2)
Economic:

Compare and contrast the
different economic
aspects of the colonies.
(F.3)
Independence and

Revolution
When is it
necessary for
citizens to rebel
against their

Influences
Focused Vocabulary:
History:
Enlightenment and its

ally

effects on the Colonial

American Revolution
results of the
America

boycott
Revolutionary War.
The French and Indian

Common Sense
(A.1,7)

Continental army

Declaration of
War
4

Explain the cause and
Assess the impact of such
key events as the French
government?

Events leading to the
Independence
and Indian War, the
rebellion in the

independence
Boston Massacre, and the
Colonies

natural rights
battles of Lexington and

petition
Concord on colonists’
The conduct and

repeal
loyalty to the British
Declaration of
outcome of the War of

strategy
government. (A.7)
Independence?
Independence

tyranny
What principles of
government are
expressed in the


Analyze the actions of the
British government
How was the

Jefferson’s draft of the
Supplemental Vocabulary:
between 1763 and 1775
Continental army
Declaration of

authority
that led to conflict in the
able to win the war
Independence

crucial
British Colonies. (B.A.d)
for independence

debate
from Great Britian?

democracy
war for independence and

fundamental
the subsequent defeat of

impose
the British. (B.4)

issue

policy
American Revolution on

rebellion
other parts of the world.

restricted
(B.2)

retain

violation


Examine the course of the
Identify the impact of the
Government:

Identify the roots of the
nation’s blend of civic
republicanism, classical
liberal principles, and
English parliamentary
traditions. (B.1)

Analyze the principles of
government expressed in
the Declaration of
Independence. (B.1)

Recognize the impact
slavery had on early
government. (A.2)
Constitution and

Bill of Rights
Ideas that contributed
Focused Vocabulary:
History:
to the establishment of


the U.S. Government
Articles of
Determine the causes of
Confederation
Shay’s Rebellion and its

Bill of Rights
effects on the new nation.
Strengths and

constitution
(A.7)
emerged from the
Weaknesses of The

Constitutional
Constitutional
Article of
Convention?
Confederation
4
What compromises

Convention
Geography:

defendant


double jeopardy
Northwest Ordinance
Shays Rebellion and

due process
helped established new
Constitution
the road to the

Electoral College
territory for the United
created “a more
Constitutional

Enlightenment
States. (A.6)
perfect Union”?
Convention

executive branch

federalism
Government:

Great Compromise

How has the
What freedoms


Major Principles of the
Explain how the
Summarize the
does the Bill of
U.S. Constitution and

interest group
development of the
Rights protect and
Government

legislative branch
United States

majority rule
government and the
Ratification Process of

Northwest Ordinance
major documents that
the U.S. Constitution

Northwest Territory
were created. (B.2)

popular sovereignty
The major arguments

ratify
of the Articles of
of the Federalist and

republic
Confederation. (B.1)
the Anti-Federalists

self-incrimination

The Federalist Papers
contention during the

Three-Fifths
development of the
Compromise
Constitution, the
warrant
arguments surrounding
why are they
important?




The Bill of Rights
Alexander Hamilton



and Thomas Jefferson
Analyze the effectiveness
Identify the main points of
them, and their
Supplemental Vocabulary
resolutions. (B.3)

committed


compensation
leaders as George

contradiction
Washington and Roger

controversial
Sherman in the writing

deprive
and ratification of the

discrimination
Constitution. (E.5)

diverse

domestic
political philosophy of the

framework
Constitution championed

function
by such men as James

Describe the role of such
Describe the underlying

guarantee
Madison and Alexander

ingenious
Hamilton. (B.1)

liberal

Debate landmark
Supreme Court cases to
determine whether the
rights and freedoms
protected by the Bill of
Rights relate to the issues
involved. (B.7, 8, 9)

Identify the main features
of Constitution and
describe the basic
lawmaking process. (E.4)

Analyze how the
Constitution divides
powers among various
levels and branches and
preserves individual
rights. (B.3)

Explain how the guiding
principles of the
Constitution have created
“a more perfect Union”
and resulted in a
government that can
adapt to changing times.
(B.6)

Compare their own desire
for rights and the
founders’ work to add a
bill of rights to the
Constitution. (B.2)

Identify key rights and
freedoms protected by the
Bill of Rights and explain
why those freedoms are
important in their own
lives. (B.2)
Economics:

Explain the impact slavery
had on the Southern
economy. (F.2)

Compare and contrast the
economies of the North
and South. (G.7)
8th Grade American History
Curriculum Guide Semester II
Essential Question
Content
6/8/2013 12:56:00 AM
Suggested
Key Terms
GLEs/ Knowledge and
Time
Skills
(Weeks)
New Republic

Washington, Adams,
Focused Vocabulary:
History:

blockade


embargo
strengths and

isolationism
weaknesses of the
Hamilton's financial plan

loose construction
newly formed
and the Whiskey rebellion

Monroe Doctrine
United States of

neutrality
America. (A.1.a)
American Foreign Policy

nullify
the United States have
(student text pages. 248-

sedition
of the War of 1812
become involved n world
250) (Can be covered in

states’ rights
and sequence on a
affairs in the early
this unit of Imperialism)
theory
timeline. (B.4)
Jefferson, and Madison
How did the Federalist
administrations
and Republican visions
for the United States

differ?
To what extent should

1800’s?

Washington's Farewell
3
strict construction

Washington’s
the Monroe Doctrine.
Farewell Address
(B.1.c)



Whiskey Rebellion


War of 1812
Monroe Doctrine
Identify major events

Address


Describe the
Explain the intent of
Identify the positions
of Federalists and
Supplemental
Republicans in the
Vocabulary:
election of 1800.

accumulate

Propose solutions to
Purpose and Effects of the

cease
early U.S. foreign
Alien and Sedition Acts

eloquent
policy challenges.
and the Rise of political

finance
(D.2)
parties

liberate

pursue
Government:

reluctant


resolution
the key positions of

signify
Federalists and
Compare and contrast
Republicans. (B.4)
Economics:

Describe Hamilton’s
financial plan. (G.7)

Explain how trade
influenced commerce.
(F.5)
The Young Nation
Focus Vocabulary:

Developing a sense of
nationalism

American culture

capitalism
following the

civil servant
Revolutionary War.

folk art
(A.6)
Early American art, music,

frontier
and literature

Jacksonian
American art, music,
Democracy
and literature by
Economic nationalism
How well did President
Andrew Jackson promote
3
Describe early
American System
1800s?



What did it mean to be an
American in the early
History:

Identify themes in
democracy?

Andrew Jackson and the

secede
artists, musicians,
growth of American

spiritual
and writers of the
Democracy

spoils system
early 1800s. (A.6)

tariff

Trail of Tears

Identify ways in
which popular culture
reflected America’s
Supplemental
growing national
Vocabulary:
identity. (A.6)

dispute

Describe the

distinct
perspectives of

emerge
various groups of

ignorant
people in response to

proclaim
Jackson and his key

stereotype
policies. (B.1.c)

voluntarily
Government:

Identify ways in
which politics
reflected America’s
growing national
identity. (B.2)
Manifest Destiny and
Focus Vocabulary:
History:
Diverse Peoples of the

annex

Manifest Destiny and a

diplomacy
events, and effects of
growing nation

forty-niners
the Texas War of

irrigation
Independence and

legacy
the Mexican-American

Lewis and Clark
War. (B.1.d)
West

How justifiable was U.S.
expansion in the 1800s?
What were the motives,
3


The Louisiana Territory
The Mexican-American War
hardships, and legacies
of the groups that moved

expedition
manifest destiny
pioneer women and

Mexican-American
the status that
War
western women

Mexicanos
achieved. (B.1.e)

Mormons
Mexicano contributions to

Oregon Trail
Geography:
the Southwest

rancho


territory
boundaries of the

Texas War for
United States
Independence
throughout the
Life in the West
Gold Rush Pioneers
How have Mexicano
contributions influenced
life in the United States?

Describe the role of

west in the 1800s?


Analyze the causes,
Describe the changing
1800s. (F.2)
Supplemental

Determine the effects
Vocabulary:
of manifest destiny

divine
on westward

justifiable
expansion in the

dictator
1800s. (F.1)

motive

stimulate
incentives for

status
territorial expansion

prospect
and the methods

persecuted
used to acquire these

tradition
lands in the 1800s.

accompaniment
(F.1)

procession

Evaluate the
Economic:

Describe how the
westward
expansion affected
the economy of the
United States.
(G.1,3)

Analyze the motives,
hardships, and
economic incentives
associated with
westward expansion.
(F.7;G.7)
Americans in the Mid1800s

The spirit of reform
Focus Vocabulary:
History:


abolitionist
Analyze how

To what extent did the
The Second Great
Awakening
reform movements of the
mid 1800s improve life

How was life in the North

agrarian
transcendentalism

cotton gin
contributed to the

Declaration of
spirit of reform.
Sentiments
(A.1.c)

deforestation
Life in the North and the

discrimination
movements that
South

immigrant
resulted from the

industrial
conditions in prisons,

Industrial
schools, for slaves,
Revolution
and for women in the
Nat Turner’s
mid-1800s. (B.1.e)
different from life in the
South?

Equal Rights for women
for Americans?

3
North and South, slave and
free
How did African

Americans face slavery
Rebellion


Identify the reform
Explain the effects of
and discrimination in the

oppression
new inventions and
mid 1800s?

plantation
manufacturing

racism
methods on the North

reform
and South. (B.1.b)

Second Great

Compare the lives and
Awakening
opportunities of free

segregation
blacks in the North

Seneca Falls
with those of the free
Convention
blacks in the South.

transcendentalism
(A.6)

Underground
Railroad

Describe aspects of
slave life and forms of
resistance to slavery.
(B.1.c)
Supplemental
Vocabulary:
Geography:

conform


devote
geography of the

drastic
United States

evident
created vast

hostility
cultural differences

individualism
in regions of the

innovation
country. (C.3; D.5)

internal

intuition
geographies differed

manual
in the North and

passive
South. (B.7)

reformer

sympathetic


Describe how the
Analyze how the
Examine the
geographic factors
involved in building a
network of roads,
canals, and railroads.
(D.1)

Examine the political
factors involved in
building a network of
roads, canals, and
railroads. (D.4)
Economic:

Analyze how the
economies differed in
the North and South.
(F.2)

Examine the economic
factors involved in
building a network of
roads, canals, and
railroads. (F.2)
The Civil War
Which events of the mid


Confronting the issue of
Focus Vocabulary:
History:
slavery


The Missouri Compromise
1800’s kept the nation
together and which

The Civil War
causes and results

civil war
of the Civil War.

Compromise of
(B.A.1.d)
1850

Explain the how the

Confederacy
governmental policies

Dred Scott
sustained the
decision
institution of slavery.
Emancipation
(B.1.c)
What factors and events
influenced the outcome
Summarize the
House
The Dred Scott Decision
events pulled it apart?

3
Appomattox Court

of the Civil War?
Proclamation

fugitive

Analyze the impact of
key events on the

Gettysburg
antislavery movement
Address
and on the Union.

habeas corpus
(B.2)

Kansas-Nebraska

Compare the
Act
strengths and
Lincoln-Douglas
weaknesses of the
debates
Union and
Missouri
Confederacy at the
Compromise
outbreak of the Civil

Union
War to predict the

Wilmot Proviso
outcome of the war.


(B.1.d)
Supplemental

Identify the views of
Vocabulary:
leaders on both sides

assert
of the Civil War. (D.4)

confront

crisis
the experiences of

ensure
white and black Union

faction
soldiers. (D.3)

perpetual

reinforcement
Geography:

technological


Compare and contrast
Trace the effects of
territorial expansion
on the debate over
slavery. (D.5)
Reconstruction

Presidential reconstruction
To what extent did
Reconstruction bring

Black codes
Focus Vocabulary:
History:

black codes


civil rights
examples of black

Fifteenth
codes. (B.2)
African Americans closer
to full citizenship?
Amendment

Congressional
reconstruction


Southern reconstruction
Plessy v. Ferguson

2

Cite purposes and
Identify the effects of
Fourteenth
the Freedmen’s
Amendment
Bureau. (B.1.c)

Freemen’s Bureau

Identify the factors

Jim Crow laws
that caused African

Reconstruction
Americans to leave

Thirteenth
the South. (B.4)
Amendment
Government:
Supplemental

Analyze how the
Vocabulary:
American

resolve
government tried to

so-called
bring the country

tolerate
back together after
the Civil War. (B.7)

Examine the
Thirteenth,
Fourteenth, and
Fifteenth
Amendments and
their role in
Reconstruction. (B.3)
Alaska Studies Curriculum Guide
Essential Questions
Content
1 Semester
Suggested
6/8/2013 12:56:00 AM
Key Terms
GLEs/Knowledge and Skills
Time
(Weeks)
Using Sources to

Learn About Alaska
How can I learn about

the history of the
Lower Kuskokwim
region of Alaska?

Type of sources
2
Focus Vocabulary:
History:

o
Primary

ANCSA
o
Secondary

assimilation
present) The student
Alaska’s human history

corporation
demonstrates an
before European contact

historical context
understanding of the
The economy of the

historical perspective
interaction between
Kuskokwim Region

primary source
people and their physical

secondary source
environment by:
How can I learn about
Alaska as a State (1959-

Alaska’s history?
AH. PPE 6 analyzing
patterns of movement
Supplementary
and settlement. [DOK
What is important to
Vocabulary:
2] (H. B4, G. D3)
know about Alaska’s

land, history, and
peoples?
Why is it important to
understand Alaska’s
issran-woven grass

RL.11-12.6 Evaluate
basket
authors’ differing

missionary
points of view on the

qasgiq-men’s house
same historical event

Slaviq-Russian
or issue by assessing
Orthodox Christmas
the authors’ claims,
land, history, and
reasoning, and
cultures?
evidence.
Geography:
 Analyze patterns of
movement and
settlement. (B.6)
Economics:

Analyze how basis of the
economy of the
Kuskokwim region has
changed over time. (F.9)
Alaska’s Geography

Composition of
Focus Vocabulary:
History:
geographic region:

bioregion


corporation
history information

demographic
from the local
Gather oral and written
What is important to
o
physical features
know about Alaska’s
o
climate
land, history, and
o
weather

demography
community and provide
peoples?
o
location

ecology
an appropriate
o
natural resources

economic base
interpretation of its
o
economic base

feature
cultural meaning and
o
human

geographic region
significance.
inhabitants

habitation
Names and geographic

inhabitants
patterns of movement
homes of Alaska’s

qasgiq-men’s house
and settlement. [DOK
indigenous groups

issran-woven grass
2] (H. B4, G. D3)
Who owns Alaska?
How did this
ownership situation

come about?

1
Changes in the local
basket


village/region over time

AH. PPE 6 analyzing
AH. PPE 3 Using texts/
sources to analyze the
Economic and social
Supplemental Vocabulary:
effect of the historical
activities of Alaska

climate
contributions and/or
Native Regional and

desert
influences of significant
village corporations

natural resources
individuals, groups and

peninsula
local, regional, statewide,

terrain
international

topographic
organizations. [DOK 3]

tundra
(H. B4)

weather

AH. PPE 7 using texts/
sources to explain the
political, social, cultural,
economic, geographic,
and historic
characteristics of the
student’s community or
region. [DOK 3] (H. B1b,
C. E2, E8)

Geography:

Analyze and describe the
geography of Alaska and
how it affects the people.

Know that places have
distinctive geographic
characteristics. (B.1)

Analyzing patterns of
movement and
settlement. (B.6)

Use maps and globes to
locate places and regions.
(A.1)

Make maps, globes, and
graphs. (A.2)

Understand how and why
maps are changing
documents. (A.3)

Use graphic tools and
technologies to depict and
interpret the world’s
human and physical
systems. (A.4)

Evaluate the importance
of the locations of human
and physical features in
interpreting geographic
patterns. (A.5)

Understand that a region
is a distinct area defined
by one or more cultural or
physical features. (B.7)
Alaska’s People

What is important to
know about Alaska’s

land, history, and
peoples?

Names and geographic
Focused Vocabulary:
History:
homes of Alaska’s

“Four Hundred”

indigenous groups

abolition
indigenous peoples of

acculturated
Alaska and where they
European contact

characteristic
live.
Migration of groups of

coincided
people to Alaska

constituency
Alaska History before
2

Identify the different
Compare the cultural
aspects of the different
Why is it important to

History of the Yup’ik

discrimination
indigenous peoples of
people

entrenchment
Alaska.
Important aspects of

evading
different Alaskan

exodus
explain the political,
cultures

exploit
social, cultural, economic,
Who lives in Alaska,

exterminate
geographic, and historic
when did they arrive,

immigrant
characteristics of the
and why did they

inequities
student’s community or
come?

internment
region. (A.4)

Jim Crow
Who are the Yup’ik

landmark decision
elements, including
people, and where do

linear
language, literature, the
they/we come from?

New Deal Democrat
arts, customs, and belief

per capita
systems, reflect the ideas
How do I want my

plague
and attitudes of a specific
community and state

prejudice
time and know how the
to deal with strangers

propaganda
cultural elements
from different places

racial segregation
influence human
and cultures?

racism
interaction. (A.6)

reapportionment
Who am I and how

stereotype
bridge to understanding
does my background

supremacy
groups of people and an
affect my future?

tradition
individual's relationship to

tuberculosis
society. (A.8)

variant
understand Alaska’s
land, history and
cultures?





Using texts/ sources to
Know that cultural
Know that history is a
AH. PPE 2 using
texts/sources to analyze
Supplemental Vocabulary:
the similarities and

abandoning
differences in the cultural

accommodations
attributes (e.g., language,

aisle
hunting and gathering

assimilation
practices, art,

Alaska Native
music/dance, beliefs,

alleged
worldview), movement,

arbitrary
interactions, and

assimilationist
settlement of Alaska

bigotry
Native peoples. [DOK 3]

botched
(G. D1, D4)

cavalier

contrary
Geography:

conviction


culture
people throughout the

deplorable
state of Alaska was

dumbfounded
affected by the geography

egalitarian
of the state.

escorted

excreta
have created changes to

exert
the land.

exigencies

festering
locate places and regions.

fifth columnists
(A.1)


Analyze how migration of
Evaluate how the people
Use maps and globes to

flaked stone

Make maps, globes, and

fractured

fraternizing

furor
technologies to depict and

Gold Rush
interpret the world’s

Great Emancipator
human and physical

ground slate
systems. (A.4)

hutlaanee-
graphs. (A.2)


Use graphic tools and
Evaluate the importance
taboo/forbidden
of the locations of human

hypocrisy
and physical features in

incompatible
interpreting geographic

inconsistency
patterns. (A.5)

inferiority complex

inflamed
characteristics and

invariably
distributions. (D.3)

labyrinthine

larceny
technology,

lethargy
transportation, and

lurid
communication impact

manipulation
social, cultural, economic,

Native Alaskan
and political activity.

notorious
(D.4)

notorious

objectionable
cooperation shape social,

obnoxious
economic, and political



Interpret population
Analyze how changes in
Analyze how conflict and

odoriferous

pathetic spectacle

patronage

patronize

persistent

prophesy

quarantined

rationale

rebuked

rebuttal

respite

scourge

shyster lawyers

social pariahs

staunch

trod

unsanitary
use of space. (D.5)
Key Periods and

Periods and themes
Focused Vocabulary:
History:
Events in Alaska’s
within Alaska’s human

archaeologist

History
history

brutalized
on the Three Periods of
Russian migration to

civil
Alaska’s history.
Alaska

colony

commercial
cultural, economic,
indigenous people

commissioned
political, and geographic
brought by colonial rule

compromise
changes colonial rule
Alaska as an American

corridor
brought to Alaska’s
land, history, and
territory, and the

Cossack
indigenous people.
peoples?
process to statehood

crustaceans

Alaska’s Constitution

diplomatic
patterns of movement and

The relationship

disposition of land
settlement. [DOK 2] (H.
understand Alaska’s
between the federal

expedition
B4, G. D3)
land, history, and
government and

exploitation
cultures?
indigenous Americans

Ice Age
sources to analyze the
That the Alaska Native

Immunities
effect of the historical
What effects does
Claims Settlement Act

manifested
contributions and/or
colonial rule have on
(ANCSA) of 1971

maritime
influences of significant

marooned
individuals, groups and

meager
local, regional, statewide,
What there

monopoly
international
meaningful

naturalist
organizations. [DOK 3]
differences between

nuggets
(H. B4)

How can I learn about
Alaska’s history?

What is important to
know about Alaska’s
What is important to


indigenous people?
Changes for Alaska’s
2



Create a timeline based
Analyze demographic,
AH. PPE 6 analyzing
AH. PPE 3 using texts/
the Russian and

overridden

American rule of

pay streak
sources to analyze the
Alaska?

prohibitions
effect of the historical

prospectors
contributions and/or
Were there

regulate
influences of significant
meaningful

state
individuals, groups and
differences between

territory
local, regional, statewide,
territorial Alaska and
AH. PPE 3 using texts/
and/or international
Alaska as a state of
Supplemental Vocabulary:
organizations. [DOK 3]
the United States?

“hail of arrows”
(H. B4)

accessible
Do Alaska’s

accurate
contrasting the differing
indigenous people

admirably
perspectives between
have a similar

amended
rural and urban areas.
relationship to stat

anthracite
[DOK 2] (H. B1b, C. E4)
and federal

appropriate
government, as do

asset
sources to explain the
Native Americans and

avoid sunken reefs
political, social, cultural,
Hawaiians in other

Beringia
economic, geographic,
states? If not, how or

bifaces
and historic characteristics
why does it differ?

bison
of the student’s

blades
community or region.

burins
[DOK 3] (H. B1b, C. E2,

capable
E8)

compulsory


AH. PPE 5 comparing and
AH. PPE 7 using texts/

contentious
Geography:

distinctive


domestication
locate places and regions.

Edison records
(A.1)

equivalent

eventually

exploited

flint
maps are changing

forbidden
documents. (A.3)

foreign

formerly
technologies to depict and

geology
interpret the world’s

glaciated
human and physical

gravers
systems. (A.4)

guano

handsome profit
of the locations of human

ill-fated
and physical features in

investigate
interpreting geographic

jade
patterns. (A.5)

labor-intensive

limitations
tools and technologies to

machinery-intensive
analyze and develop

measure of self
explanations and solutions
government
to geographic problems.
merchants
(A.6)


Use maps and globes to
Make maps, globes, and
graphs. (A.2)




Understand how and why
Use graphic tools and
Evaluate the importance
Use spatial (geographic)

microblades


numerous
distinctive geographic

opposition
characteristics. (B.1)

paleoarctic

phonographs
groups and individuals

placer
identify with places. (B.4)

prone

rank and file
is a distinct area defined

sanitation
by one or more cultural or

scurvy
physical features. (B.7)

severe

silt
people to exchange

stock raising
goods, services, and ideas

sufficient
creates population

trimming of the sails
centers, cultural

vanished
interaction, and

versions
transportation and



Know that places have
Discuss how and why
Understand that a region
Know that the need for
communication links.
(D.1)

Explain how and why
human networks,
including networks for
communications and for
transportation of people
and goods, are linked
globally. (D.2)

Interpret population
characteristics and
distributions. (D.3)

Analyze how changes in
technology,
transportation, and
communication impact
social, cultural, economic,
and political activity. (D.4)

Analyze how conflict and
cooperation shape social,
economic, and political
use of space. (D.5)
Government:

Summarize how the
territory of Alaska became
a state.
Alaska’s Modern

Political Economy

Why is it important to
understand Alaska’s
Modern Alaskan
Focused Vocabulary:
History:
Economy

subsistence

Alaska Native Regional

mixed economy

dual subsistence
and Village corporations

2
The four stages in

system.

per capita
cultures?
system

corporation

Native Alaskan
Assimilation
Describe the four stages
in Alaska’s subsistence
Alaska’s subsistence
Do Alaska’s
of the Alaskan Natives.
management
land, history, and

Analyze the assimilation
AH. PPE 4 describing how
Alaska’s strategic location
Supplementary
played an important role
indigenous people
Vocabulary:
in military buildup and
have a similar

ANCSA
explaining the interrelated
relationship to stat

ANRC
social and economic
and federal

ANILCA
impacts. [DOK 2] (G. A5)
government, as do

assimilation
Native Americans and

cannery

AH. PPE 5 comparing and
contrasting the differing
Hawaiians in other
perspectives between
states? If not, how
rural and urban areas.
and why does it
[DOK 2] (H. B1b, C. E4)
differ?

AH. PPE 6 analyzing
patterns of movement and
Who owns Alaska?
settlement. [DOK 2] (H.
How did this
B4, G. D3)
ownership situation
come about?

AH. PPE 7 using texts/
sources to explain the
political, social, cultural,
What will my role be
economic, geographic,
in Alaska’s future?
and historic characteristics
of the student’s
community or region.
[DOK 3] (H. B1b, C. E2,
E8)
Geography:

Describe how native
corporations have used
the land for the good of
the people.

Make maps, globes, and
graphs. (A.2)

Use graphic tools and
technologies to depict and
interpret the world’s
human and physical
systems. (A.4)

Use spatial (geographic)
tools and technologies to
analyze and develop
explanations and solutions
to geographic problems.
(A.6)

Know that places have
distinctive geographic
characteristics. (B.1)

Discuss how and why
groups and individuals
identify with places. (B.4)

Describe and demonstrate
how places and regions
serve as cultural symbols,
such as the Statue of
Liberty. (B.5)

Understand that a region
is a distinct area defined
by one or more cultural or
physical features. (B.7)

Understand how resources
have been developed and
used. (E.1)

Recognize and assess
local, regional, and global
patterns of resource use.
(E.2)

Understand the varying
capacities of physical
systems, such as
watersheds, to support
human activity. (E.3)

Analyze the consequences
of human modification of
the environment and
evaluate the changing
landscape. (E.5)
HS American Government
Essential Question
Content
6/8/2013 12:56:00 AM
Suggested
Key Terms
GLE/Knowledge and Skills
Time
Unit One:

Foundations of
The Founders’
America’s
Basic Ideas About
Government
Government
Focus Vocabulary:
History:


checks and
Analyze the political, social,
balances
economic, and religious
Purpose and

common good
systems of the British Colonies
Responsibilities

constitution
prior to 1770. (B-2)
of Government

direct democracy
The principles of

Founders
influenced the launching of an
should government
the US

government
American nation. (B-4)
serve?
Constitution:

Mayflower
What purposes

4 weeks


How did historical
philosophers

influence the
American

government?
limited
How is power
Geography:

monarchy
popular

natural rights
migrated to North American and
sovereignty

representative
their settlement patterns. (D-4)
checks and
democracy

separation of
distributed and the

federalism
abuse of power

judicial
the US
Compact

powers
prevented within
Explain how the Founders
government
balances





Summarize why Europeans
Analyze reasons, major patterns,
republican
and issues with regard to
government
population distribution,
separation of
demographics, settlements,
powers
migrations, cultures in the United
social contract
States. (D-4)
review

Constitution?

American civic
Supplemental
Government:
virtue
Vocabulary:

Consent of the

anarchy
Investigate the rationale for
the purpose of government. (A-


governed

aristocrat
1)
Features of

autocratic
constitutional

bill
Locke impacted American
government

civic virtue
government. (B-1)
The Founders

consent
constitutional

delegate
following principles of
government

dictatorial
constitution(B-1):


Explain how the values of John
Explain the importance of the
government
o
limited government

faction
o
popular sovereignty

higher law
o
checks and balances

indentured
o
separation of powers
servant
o
federalism
legislative and
o
judicial review

executive branch

Examine the role of government

limits
and its impact on their lives of the

self-sufficient
Colonists. (A-4)

state of nature

subject
Economics:

Identify the nature of British
mercantilism and its relationship to
colonialism in the 13 colonies. (F-2)
Unit Two: What

Foundations of
Shaped The
America’s
Founders Thinking
Government
About Government

Effects of English
3 weeks
Focus Vocabulary
History:



Articles of
Describe the struggles between the
Confederation
English monarch and Parliament.
checks and
(B-1.c)
laws, regulations,
How did
and taxes on
Constitutional
Colonial America
government develop

in Great Britain?

Was it justified for
Great Britain to
balances

Identify and represent verbally or
English Bill of
in writing the chronological order of
Rights
events that led to American
independence. (B-4)
The American

Inalienable Rights
Revolution

Magna Carta
The Articles of

natural rights
Government:
Confederation

patriot


Popular
the purpose of government. (A-
sovereignty
1)
tighten their control
over the American


Colonies following
representative

Investigate the rationale for
Analyze how the weaknesses of
government
the Articles of Confederation
the French and

rule of law
influenced the Constitution. (A-
Indian War?

separation of
3)
powers

Explain how the struggles between
What experiences

Tories
the English monarch and
and motives led to

unalienable rights
parliament evolved into a system of
the American
Revolution?
separated powers and
Supplemental
Vocabulary
What basic ideas of

government are in
the Declaration of

Independence?
How did the Articles
representative government. (B-3)

Explain the importance of the
1st Continental
Magna Carta and the English Bill of
Congress
Rights that influenced the writing of
2nd Continental
the U.S. Constitution. (B-3)
Congress

abolish
Economics:

arguments

Describe the economic
of Confederation fail

Battle of Saratoga
weaknesses of the Articles of
to bring stability and

Boston Tea Party
Confederation. (F-1)
order to the new
American nation?
(1773)

charter

Committees of
Correspondence

common law

common people

Daughters of
Liberty

Declaratory Act
(1766)

diplomacy

English Bill of
Rights

French and Indian
War

ideals

legislative
supremacy

Loyalist

Magna Carta

nobility

Northwest
Ordinance

Parliament

Petition of Rights

Proclamation of
1763

Quartering act of
1765

revolution

royalty

Shays Rebellion

Sons of Liberty

Surrender at
Yorktown

Tea Act (1773)

The Boston
Massacre (1770)

Unit Three: What

The origins and
3 weeks
Treaty of Paris
Focus Vocabulary
History:

Happened at the
purpose of the

Electoral College
Philadelphia
Electoral College

enumerated
and forces that pushed the colonies
powers
to hold a Constitutional convention.
equal
(A-1)
Convention

Enumerated
Powers
How were the


The debate over
Summarize the historical events
representation
weaknesses of the
Equal

executive branch
Geography:
Articles of
Representation

ex post facto law

The intent of the

general welfare
Confederation

Evaluate how geography of The 13
States created challenges for the
remedied by the
general welfare
clause
delegates of the Constitutional
Constitution?
clause

Great Compromise
Convention. (E-2)
The Great

impeach
How did the Framers
Compromise and

judicial branch
Government:
resolve the conflict
its shortcomings

jurisdiction

Impeachment

legislative branch
Articles of Confederation and
and its process

necessary and
how they were remedied by the
proper clause
Constitution. (A-3)

about representation

in Congress?

How did the framers
postpone the conflict

between the
Northern and
Southern States?
How did the
Necessary and
Proper Clause

New Jersey Plan
Proportional

proportional
representation and slavery led
representation
to compromise during the
Three Fifths
Constitutional Convention. (B-
Clause
1,2,3)
Representation

Writ of Habeas

Corpus

Describe the weaknesses of the

Virginia Plan

Writ of Habeas
distributed to prevent its abuse
Corpus
within the US Constitution? (B3)
delegates resolve the
conflict about the

Evaluate how the issues of

Explain how power is
Explain the importance of the
powers of the
Supplemental
following principles of
legislative branch?

22nd Amendment
constitution (B-3):

Advice of Consent
o
limited government

appellate
o
popular sovereignty
jurisdiction
o
checks and balances
How much power
should be given to
the legislative,

appointments
o
separation of powers
executive and judicial

Benjamin Franklin
o
federalism
branches?

Bill of Attainder
o
judicial review

delegate

Fugitive Slave
held by the President as found
Clause
in Article II of the Constitution
George
(B-3).

Washington


Summarize the various powers
Summarize the various powers

Gouverneur Morris
held by the Congress as found

impeach
in Article I of the Constitution

original
(B-3).
jurisdiction


Summarize the various powers
Philadelphia
held by the Judiciary as found
Convention
in Article III of the Constitution

tariff
(B-3).

treaties

unconstitutional
Economics:

Describe the conflicts about
protective tariffs and how it was
resolved. (F-1)

Compare and contrast the
economies of the different regions
of the 13 states. (F-2,3)
Unit Four: How

Anti-federalist
3 weeks
Focus Vocabulary
History:

Was the
and what did

Anti-federalist
Constitution Used
they believe in

confederation
viewpoints of the Federalists

Democrat
and Anti-Federalists. (B-4)

federal system
to Establish
Government

America forms a

Summarize the opposing
Construct a timeline that conveys
confederation

Federalist
the evolution from the first days of

judicial review
the Constitutional convention to the
America creates

political parties
Constitution’s ratification and
and national
the federal

Republican
addition of the Bill of Rights. (B-
government?
system

separation of
4,5)
How is power divided
between the state

powers
How did the people

Federalist and
approve the new
what they
Constitution?
believed in
How did political

parties develop?
How does the

Supreme Court
powers of the

Explain the influence geography
played in the debate over the

2nd Amendment
ratification of the Constitution
The purpose of

9th Amendment
between the Federalists and Anti-
Judicial Review

10th Amendment
Federalists. (D-4,5)

Alien Act
The creation of

Sedition Act
Government:
political parties

Cabinet


Confederation
the Federal Government,

Currency
reserved to the states and

Department of
powers concurrent to both the
State
state and federal governments.
Department of the
(B-4)
Supremacy

Treasury
What is the role of
Geography:

legislative and
executive branches?
supremacy
Supplemental
exercise judicial
review to check the


the Supreme Court in

Classify powers delegated to
Analyze the basic civil liberties
Department of
contained in the Constitution
War
and review the constitutional
deciding between

Federalist Party
protection provided for each.
states’ rights and a

federal district
(A-1,3,5)
strong central
government?
courts

federal system

Judiciary act of
What legitimate
concerns did Anti-

federalist have
regarding the powers
Explain how a bill becomes a
law. (A-3,8)

Compare and contrast unitary,
1789
confederate, and federal systems of
Marbury v.
government. (A-3)
Madison



Explain how the Constitution gives
Opinion of the
the federal government supreme
Court
power over the state governments.

Null and Void
(B-4)

ratify
What role do political

Republican Party
Supreme Court, how it shapes
parties play in the

sovereign
public policy, and the forces that
U.S. electoral

Supremacy Clause
shape its decisions. (B-3,8)
system?

unitary
granted to the new
Constitution?


government
Explain the workings of the
Examine the role of the Supreme
Court in settling disputes between
What factors
the state and federal government.
influence voter
(B-4,8, C-8)
behavior and

participation?
Formulate a reason for the
development of political parties and
explain their impact on
What are the
fundamental
government. (A.5)

Describe the roles, functions, and
ideological principles
limitations of Congressional power.
that define the major
(B-3)
political parties in the

Compare and contrast key
United States today?
characteristics of the House and
Senate. (B-3)

Analyze the factors influencing
voter participation, behavior and
voting trends. (E-2,3)

Explain the differing positions taken
by the major political parties on
current domestic and international
issues. (E-3)
Unit Five: How

Due Process
Focus Vocabulary
History:

1st Amendment

Equal Protection

2nd Amendment
towards political and social equality
Clause

4th Amendment
for all. (A-1)

5th Amendment

Civil war
Government:
Amendments (13,

Does the
Constitution

Protect our Basic
Rights

The Bill of Rights
3 weeks
How did the
Constitution balance

The evolution
Evaluate America’s evolution
Analyze the basic civil liberties
14,15)
contained in the Constitution
individual liberties
and extension of

Bill of Rights
and review the constitutional
and order?
suffrage to

due process
protections provided for each.
nearly all adult

Equal Protection
(A-1,3)
How does the
Supreme Court
Americans
Clause

exercise judicial
review to check the
powers of the

Establishment
Explain the importance of the First
Amendment. (A-2)
Clause

suffrage
Economics:

Identify the roles on government in
legislative and
Supplemental
the US economy (defining and
executive branches?

19
Amendment
protecting property right,

24th Amendment
maintaining competition,
What roles do civil

26
promoting goals such as full
rights and liberties

abridging
play in American

assemble
politics?

Boycott

Brown v. Board of
How has the right to
vote expanded since
th
Amendment
Education

the Constitution was
adopted?
th
Civil Rights act
(1964)

Civil Rights
Movement
In what situations

Dawes Act
are citizen’s

double jeopordy
constitutional rights

Grandfather
limited?
Clause

Hazelwood School
Do all Americans
District v.
enjoy equal
Kuhlmeier
protection of the

law?
Indian Citizenship
Act

Jim Crowe Laws

literacy test

poll tax
employment, and justice). (F-7)

Plessy v. Ferguson
(1896)

Procedures

redress of
grievances

separate but equal

segregation

Tinker v Des
Moines (1969)

Voting Rights Act
(1965)
Unit Six: What Are

Role and
2 weeks
Focus vocabulary
History:

The
Responsibility of

citizen
Responsibilities of
Citizens

international law
Declaration of Independence,
Citizenship

nation-state
Constitution, and Bill of Rights
Process

naturalized citizen
have influenced other nations.
Characteristics

legal permanent
(A-9)
Citizens
What is the


relationship of the
United States to
other nations and the
world?
of a Nation State

resident
Purpose of
International law
Identify ways in which the
Geography:
Supplemental

Interpret how geography influences

civic responsibility

economic rights
What are the rights

Humanitarian
Government:
and responsibilities

Legal permanent

of citizenship?
resident
interactions between nations. (D-4)
Summarize the important
characteristics of citizenship

How might citizens
personal
and reasons it is important for
responsibilities
citizens to fulfill their public
responsibilities. (E-1,2)
participate in civic

personal rights
affairs?

political rights

United Nations

Summarize the characteristics of a
nation-states and the role of
international law. (D-3)

Explain the role of the United
States in international affairs. (D1-5)
Economics:

Evaluate America’s economic needs
in the global community and how
these needs can be met. (G-7)
American History Semester 1
Essential Questions
Content
6/8/2013 12:56:00 AM
Suggested
Key Terms
GLE/Knowledge and Skills
Time
(Weeks)
Americas
Transformation
2
History:
From agriculture to

Assimilation
industry

Angel Island
westward expansion on
Expansion of American

Chinese Exclusion act.
specific groups of
industry

Chisholm Trail
people. (B.1e)
Causes of industrial

Dawes Act
revolution

Ellis Island
negative effects of
Labor Issues and

Homestead act
westward expansion on
Was the rise of
Responses arising from

Jane Adams
different groups of people
industry good for the
industrialization

John D. Rockerfeller
living in the West. (B.1b)
Immigration to the

Manifest Destiny
United States

Pendelton Act
Impact of Urbanization

Populist Party
and Resulting problems

Samuael Gompers
the immigrant
Impact of immigrants

Settlement House
experience around the
on American society

Social Gospel Movement
turn of the century.
(D.5)
What opportunities

Focus vocabulary:

and conflicts emerged
as Americas moved

westward?

United States?
Was the role of


industry good for
American workers?



Evaluate the effects of
Analyze the positive and
Geography:

Explain key aspects of
How did new

political machines

Standard Oil
technologies in

Political Corruption

Thomas Nast
communications, food

Transcontinental Railroad
drove others to immigrate
processing, and

Tweed Ring
to America and were they
sanitation impact the
standard of living for

Evaluate the forces that
came from. (D.3)
Supplemental vocabulary:
Americans?

black List
Government Citizenship:

Boycott
What was it like to be

Civil Service
unit to understand the
an immigrant to the

collective bargaining
conditions that gave rise to
United States around

gentleman’s agreement
turn-of-the-century labor
the turn of the

graft
movements, and explain
century?

Immigration
the goals, losses, and gains

Kickback
of the three major labor

labor union
movements. (F.7)

mass production

melting point
frustrations of forming

monopoly
labor unions. (F.6)

nativism

patronage

political machine

strike
industrialism on life in

urbanization
the United States. (F.8)


Analyze content from the
Explain the benefits and
Economics:


Explain the impact of
Graph data and analyze
images about industrialism
in America. (G.3)

Evaluate and describe the
economic advantages of
the creation of the
Transcontinental Railroad
and it creation of a
nationally integrated
economy. (G.6)
Reformers'

Progressive Movement
Focus vocabulary:
History:
Response to

Trust/monopolies

Amendments 16, 17, 18, 19

Industrialization

Muckrakers

Booker T. Washington
to investigate major

Conservationism

Bull Moose Party
problems in American
What social, political

Clayton Anti Trust Act
society during the turn of
and environmental

Eugene V. Debs
the 20th century. (A.2)
problems did

Federal Reserve Act
American's face at the

Ida Tardbell
primary sources to write an

Industrial Workers of The
article exposing one of
World (IWW)
America’s problems at the

Jacob B. Rilis
turn of the century. (A.1a)
Who were the

Jane Addams
Progressives, and

John Muir
images to identify how
how did they address

muckraker
progressives responded to
the problems they

National Association of
the problems of the early
Colored People (NAACP)
1900s.
turn of the 20th
2
Century?
saw?



Analyze multiple sources
Synthesize key content and
Analyze chapter text and

New Freedom
Evaluate the impact of
How well did

Pure Food and Drug Act
progressive solutions on
presidents Roosevelt,

Referendum recall
society. (B.1e)
Taft, and Wilson

Robert La Follette

Compare and contrast how
promote progressive

Sherman Antitrust Act
the presidencies of
goal in national

Social Gospel Theory
Roosevelt, Taft, and Wilson
policies?

Theodore Roosevelt
addressed progressive

Trust busting
reforms. (B.1c)

Upton Sinclair

W. Howard Taft
Geography:

W.E.B Du Bois


Woodrow Wilson
Identify how Americans
migrations from the farm
to the city changed the
Supplemental vocabulary:
obligations of city, federal

conservationist
and state governments.

direct primary
(D.4)

granger

Initiative
Government/citizenship:.

populism


progressivism
government that are

Trust
progressive in nature. (A.4)
Identify aspects of today’s
Economics:

Describe the nature of
America’s changing
economy and lifestyles.
(F.7)
Building an Empire
Focus vocabulary:
History:

American Foreign Policy

Alfred T Mahan
Was American foreign

territorial acquisitions

Anti-imperialist League
American foreign policy.
policy during the

Spanish-American War

Big Stick Policy
(A.1)
1800's motivated by

Asian Intervention

Boxer Rebellion
realism or idealism?

Latin American

diplomacy
and primary sources

Mexican-American War
regarding American’s

Open Door Policy
varying viewpoints
States go to war

Panama Canal
regarding overseas
against Spain in

Philippine American War
expansion. (C.2)
1898, and why was

Platt Amendment
the outcome

William H. Seward
leading up to and during the
significant?

Roosevelt Corollary
Spanish-American War.

Rough Riders
(B.1d)
Were U.S.

Spanish American War
intervention abroad

Texas Revolution
Government/Citizenship:
between 1890 and

U.S. involvement in Latin

Intervention
Why did the United

Purchase of Alaska
2
1917 motivated more



Understand 19th century
Synthesize key content
Summarize key events
Analyze the Spanish-
America
American War’s impact on
by realism or

USS Maine
American foreign policy.
idealism?

Washington’s Farewell
(D.1)
Address

Yellow journalism
Geography:

Analyze maps as primary
Supplemental vocabulary:
sources to chart U.S.

Building an Empire
interventions in the Pacific.

America’s Neutrality
(A.1)

Annexation

American Imperialism
Economics:

Dollar Diplomacy


Monroe Doctrine
emerging industrial economy

Moral Diplomacy
and ideals of Manifest

Purchase of Alaska
Destiny drove America to

War of 1812
assert economic influence in
Evaluate how America’s
the Pacific. (F.10)
The Great War

Causes of World War I.
Focus vocabulary:
History:

WWI impact on the

The Great War

United States.

Alliance System
U.S. entry into World War
I. (A.1)
Was it in the interest
of the United States

Fourteen Points

Allied Powers
to stay neutral or

Treaty of Versailles

American Expeditionary
declare war in 1917?

Analyze events leading to
Learn about the
Force (AEF)
contributions of American

Big Four
soldiers to World War I.
How was World War I

Central Powers
(A.7)
different from

Espionage Act
previous wars?

League of Nations
technologies soldiers faced.

Liberty Bonds
(B.1d)
How did Americans on

Lusitania
the home front

Sedition act
Geography:
support or oppose

Selective Service Act

World War I?

Sussex Pledge
different groups of

The Great Migration
Americans and how their

Treaty of Versailles
experiences during World
2
Should the United

Summarize the new military
Identify and analyze
States have ratified or

Trench Warfare
War I were different based
rejected the Treaty of

Unrestricted Submarine
on place. (B.4)
Versailles?
Warfare

Wilson’s Fourteen Points
Government/Citizenship:

Zimmerman Note

Debate the reasons for
and against American
Supplemental vocabulary:
involvement in World War

convoy system
I. (D.1)

imperialism

militarism
demonstrate understanding

nationalism
of how new military

neutrality
technologies changed the

propaganda
course and conduct of War.

Synthesize information to
(D.4)

Summarize information on
Wilson’s Fourteen Points, the
Treaty of Versailles, (D.1)

Use historical evidence to
justify support of or
opposition to Senate
ratification of the Treaty of
Versailles. (D.1)
Economics:

Express understanding of
how America’s
involvement in WWI was
partially driven by
economic interest. (F.1)

Synthesize how wartime
leads to booms in the
economy and how war’s end
often leads to economic
downturn. (F.5)
The Roaring '20s

What effects did
Social Transformations
Focus vocabulary:
History:
and Conflicts of the

Flappers

1920's

free enterprise system
political, social, and racial

free market economy
tensions of the postwar

Great migration
period. (B.1e)
Transformations and

Harlem Renaissance
Conflicts of the 1920's

Immigration/quota system
and innovations that

installment buying
shaped popular culture

new consumer/durable
during the 1920s. (B.1a)
postwar tensions
have on America's
founding ideals?
Did the Republican
Era of the 1920's

Economic
2
bring peace and
goods


Analyze the economic,
Describe the social trends
Identify and evaluate
prosperity to all

Palmer raids
different points of view
Americans?

Red Scare
about the Republican Era.

Return to Normalcy
(B.1c)

Scopes Trial

Speakeasy
What social trends
and innovations

Compare and contrast the
social trends of the 1920s
shaped popular
with the social trends of
culture during the
Supplemental
today. (B.2)
1920s?

fundamentalism

isolationism
traditionalists and
How did social,

jazz
modernists regarding
economic and

modernist
important social issues of
religious tensions

prohibition
the 1920s. (C.2)
divide Americans

temperance movement
during the Roaring

traditionalist


Identify the perspectives of
Synthesize text, primary
sources and class discussion
Twenties?
to compare and contrast the
traditionalist and modernist
perspectives of the 1920s’.
Geography:

Evaluate why during the
1920’s different regions
of America either
prospered or starved
based on the geography
of agriculture and
industry in America. (F.1)
Government/Citizenship:

Synthesize key content to
assess the effects of postwar
tensions on America’s
founding ideals. (A.2)

Determine whether the
Republican Era brought
peace and prosperity to all
Americans. (B.9)
Economics:

Analyze and explain the
key causes of the Great
Depression. (F.1)
.
The Great

Depression and
Causes of the Great
Focus vocabulary:
History:
Depression

agricultural depression


Bonus Army
social impacts of New
Republican Economic

Buying on margin
Deal programs. (A.7)
Policies

Dust Bowl

Federal Deposits Insurance
experienced by different
Company (FDIC)
groups of Americans.
New Deal (Relief, recovery,
(B.2)
New Deal

What were the causes
of the Great
Depression?

Effects of the Great
Depression
2

How did the Federal
and reform)


Analyze the political and
Analyze the hardships
Analyze how the Depression
Government respond

Social Security Act
affected the lives of ordinary
to the economic

stock market crash
Americans. (B.1b)
collapse that began in
1929?

Supplemental vocabulary:
Describe how Americans
endured the hardships of the

defecit spending
Depression. (B.1b)
How did Americans

free market economy
endure the hardships

Keynesian Economics
Geography:
of the Great

Relief

Depression?

Recovery
environmental and
How did the

Reform
geographical changes
expansion of

regulation
that created the Dust
government during

speculation
Bowl and how those
the New Deal affect

Wall Street
factors led to mass
the nation?
Evaluate the
migrations of people.
(E,5)
How did America’s
role as an
Government/Citizenship:
international financier

Debate what should be the
allow the Great
proper role of government in
Depression to turn
regulating the economy.
global?
(C.1)

Categorize possible
responses to the economic
crisis by the political
ideology they represent.
(B.6)

Interpret how the expansion
of government during the
1930s impacted Americans.
(C.1)

Trace the evolution of
America’s principles of
limited government to the
need for a broader more
expansive and active federal
government. (B.2)
Economics:

Evaluate the economic
causes that led to the
Great Depression and
predict ways it could have
been avoided.

Compare Hoover’s and
Roosevelt’s successes
and failures in combating
the Great Depression.

Debate whether America’s
economic policies
combatting the Great
Depression contributed to a
global depression.
American History Semester 2
Essential
Content
Question

and trends that characterized the

Baby Boom
years

Berlin Wall
following World War II. (B.2)

Black Panther Party

Brown v. Board of Education
nonconformist trends in American

Cesar Chavez
society during 1950s. (B.2)

Civil Rights Act of 1964

counterculture
Civil Rights Movement on a timeline.

Cuban Missile crisis
(A.1)

Dr. Martin Luther King

Elvis Presley
primary and secondary sources

Freedom Riders
regarding the methods and

Hippies
motivations of groups seeking civil
an age of

Interstate Highway act
rights.(C.2)
affluence?

Malcolm X
How did

Medicare/Medicaid
on historical content, primary
segregation affect

Miranda Rights
sources, and secondary sources. (C.2)
American life in

Montgomery Bus Boycott
the postwar

National Association for the
weaknesses of Kennedy’s presidency.
period?
Advancement of Colored
(C.3)
How did civil rights
People (NAACP
Unites States
Why are the

Fail Deal

Civil Rights Movement
affluence?
How did some

Protest Movements
Americans rebel
against conformity

New Frontier
in the 1950s?
Why did poverty

Great Society
persist in the
United States in
•
Summarize the key events, people,
American Indian Movement
an age of
•
History

1950s Society in the
remembered as
•
GLE/Knowledge and Skills

1950s
•
Key Terms
Focus vocabulary:
America
•
Suggested
Time
Fair Deal to the Great
Society: Reform in
6/8/2013 12:56:00 AM

Suburbia






Understand the conformist and
Sequence important events of the
Gather historical evidence from
Evaluate Kennedy’s presidency based
Analyze the key strengths and
Understand how the counterculture
•
•
•
•

National Aeronautics and
movement influenced American
the ideals of
Space Administration
society in the 1960s. (A.6)
liberty, equality,
(NASA)
activists advance

Explain the effect of the
and opportunity

Nation of Islam
counterculture on American society.
for African

Peace Corps
(A.6)
Americans?

Plessy V Ferguson
How did civil rights

Poverty (Urban/Rural)
Geography
activists change

Rock ‘n’ Roll

their strategies

Sit-ins
caused by the Interstate Highway
and goals in the

Sputnik
System in regards to where
1960s and 1970s,

Suburbs (Levittown)
Americans lived, shopped,
and how

Southern Christian
worked. (D.4)

Evaluate the resulting shift
successful were
Leadership Conference
they in achieving
(SCLC)
lived in America before and after the
Interstate Highway act. (F.1)
Compare and contrast where people
racial equality?

Termination Policy
Why and how did

Test Ban Treaty
the civil rights

Thurgood Marshall
and social classes of America still
movement

U-2 Incident
experiencing poverty post WWII
expand?

United Farm Workers (UFW)
(A.1)
Was John F.

Voting Rights Act of 1965
Kennedy a great

War on Poverty
Government/citizenship
president?

Warren Court

What is the proper

Watts Riot
advanced the ideals of liberty,
role of

White Flight
equality, and opportunity for
government in

Use Maps to communicate the regions
Describe how civil rights activists
African Americans. (A.2)
shaping American
•

Simulate the effects of discrimination
society?
and segregation on American society.
What was the
(B.5)
impact of the

Analyze how Johnson’s Great Society
counterculture on
and the Warren Court expanded the
American society?
role of government in American
society. (E.4)

State a position on the proper role of
government in shaping American
society. (E.4)
Economics

Discuss and write about the extent to
which this era was and was not one of
peace and prosperity. (G.5)

Evaluate and Hypothesize about the
economic benefits and cost of
government funded infrastructure
projects like Interstate highways.
(G.6)

Hypotheses about the causes of
poverty in the postwar years. (G.5)

Identify and discuss forces that
contributed to minority group’s
immobility to move from inner cities
and the socio-economic impacts. of
this. G.7)
Vietnam and

Focus vocabulary:
Vietnam
 Evaluate the causes of the Vietnam
Watergate: The
Turbulent Years


Nixon Foreign Policy
Why did the United
States increase its

Watergate
military
involvement in

Ford/Carter Years
2
and communicate them verbally

Agent Orange

Amendments (26th)

Arab Israeli War
diplomatic and monetary cost of

Army of the Republic of
Vietnam to determine whether
Vietnam
containment of Communism in
Vietnam was worth the cost. (B.1c)
Vietnam?



or in writing. (D.2)
 Evaluate the human, political,
What made the

Détente
Vietnam War

Domino Theory
difficult to win?

Environmental Protection
Vietnam from 1945 to 1965 and
Agency (EPA)
create a bar graph showing increases
in U.S. military personnel. (A.1)
What lessons for
 Complete a timeline of key events in
Americans

Ho Chi Minh
emerged from the

Gulf of Tonkin
Vietnam War?

Iranian Hostage Crisis
writings to debate whether the
What events

Kent State Shootings
United States made the right decision
influenced Richard

Napalm
to increase troop deployments to
Nixon’s rise to and

National Organization of
Vietnam in 1965. (C.2)
fall from power?

History
Women (NOW)


Analyze primary source data and
Make inferences from interviews
How should

North Vietnamese Army
and photographs about the events
historians

missing in action (MIA)
and effects of the war. (B.1d)
characterize the

My Lai Massacre
1970s?

protest movement

Read and analyze content from the
chapter to sequence important

What forces help

Richard Nixon
events of the Nixon administration.
facilitate women’s

Roe v. Wade
(A.1)
liberation?

Tet Offensives

Viet Cong
Geography

Viet Minh


Vietnam Syndrome
Asia and Vietnam to determine the

Vietnamization
difficulty this posed to the United

war of attrition
State Armed Forces. (F.1)

War Powers Act

Watergate Scandal
spread of communism across the

Woodstock
globe areas of attempted

Womens Liberation
containment. (A.1)
Movement

Evaluate the Geography of South East
Use geopolitical maps to track the
Government/citizenship

Supplemental vocabulary:
Evaluate the resulting lessons
learned by America in Vietnam and
rank them in order of importance.

birth control pill

credibility gap

Guerilla Warfare
technological, medical, and moral

post traumatic stress
issues involved with the women’s
disorder
liberation movement. (B.5)

public opinion
(D.2)


Analyze the civic, cultural,
Analyze statistical primary source
data regarding economics, poltical
participation, and education levels
of women to determine how much
the Women’s Liberation movement
elevated the status of women in
American society.(A.2)
Economics

Analyze primary source data to
determine the economic cost of
Vietnam. (G.3)

Analyze and communicate the events
that led to an era of economic
stagflation during the 1970’s. (F.1)
Modern America:

1980-Present
Conservative

Revolution
Was the Reagan
Revolution good
for the nation?




•
Americans with Disabilities
Cold War era. (B.2)
Act (ADA)

Evaluate America’s role in conflicts

Osama Bin Laden
Gulf, Yugoslavia, and Rwanda to
U.S. Domestic Policies

Camp David Accords
determine the effectiveness of
in the 21st Century

Contract with America
those roles. (A.1d)

Compassionate
9/11

Examine and discuss the reasons for
Conservatism
and the outcomes of America’s 2001

Exxon Valdez
invasion of Afghanistan and the 2003

Geopolitics
invasion of Iraq. (A.1d)

Glass Steagall Act
U.S. Foreign Policy in
George H. W. Bush,
Bill Clinton, and

in places such Panama, the Persian
the Post War Era
To what extent did
foreign policy actions of the post–
Axis of Evil
positive or mostly
negative?
Al Qaeda

President Reagan’s
actions mostly
Analyze, assess, and debate U.S.

The End of the Cold
War

History

2
Were the effects of
foreign policy
Focus vocabulary:
The Reagan/

Compare and contrast the reasons for

George W. Bush

Grenada
the invasions of both Afghanistan and
fulfill their

Invasion of Panama
Iraq. (C.2)
domestic policy

Iran Contra Affair
goals?

Iran Hostage Crisis
What sre positive

Mikhail Gorbachev
and negative

Military Commissions Act of
sources to better understand how the
2006
events of 9/11 posed challenges to
outcomes of policy


Examine foreign policy during Reagan
era. (C.2)

Analyze secondary and primary
decisions like

Mixed economy
preserving the nation’s founding
NAFTA and the

New Right/Moral Majority
ideals. (C.2)
repeal of Glass

Neoconservatives
Steagall.

North American Free Trade
foreign policy may have attributed to
Agreements (NAFTA)
the attacks of 9/11 (B.2)
How well did U.S.


Analyze how America’s economic and
foreign policy

No Child Left Behind
decisions meet the

Maquiladoras
foreign policy to determine whether it
challenges of the

Patriot Act
is creating a more peaceful and
post–Cold War

Palestinian Liberation
equitable world. (D.2)
era?


Analyze contemporary American
Organization (PLO)
What debates have

Reagan Doctrine
Geography
arisen since 9/11

Reaganomics

about how to

Second Gulf War/Iraq War
the world into a global community.
balance security

Stagflation
(D.2)
while preserving

Taliban
American ideals?

War in Afghanistan
about potential solutions to
What successes

War on Terrorism
increasing global demand of fixed
and failures have

Evaluate the forces that help unite
Research, discuss, and hypothesize
resources.(E.3)
arisen from the
Supplemental vocabulary:

“War on Terror”


Evaluate and describe NAFTA’s
impact on immigration and
What is America’s

Ethnic Cleansing
settlement patterns in North America.
current position in

Genocide
(D.5)
the Geopolitical

HIV/AIDS
Arena?

humanitarian aid
Government/civics
What future

Illegal immigration

course should

Internet/worldwide web
the Bush Sr., Clinton, and Bush Jr.
America take to

Jihad
administrations. (E.5)
secure the interest

nation building

Analyze key domestic policies of
Debate the course U.S. foreign
of a majority of
policy should take now and in the
Americans?
future to respond to a variety of
global circumstances. (D.5)

Evaluate America’s contemporary
diplomatic problems to determine
how America can meet its diplomatic
goals. (D.5)

Synthesize key content to write an
opinion regarding how best to
preserve one of the founding ideals in
the aftermath of 9/11. (D.5)
Economics

Analyze the effects of the Reagan
Revolution on the American economy
and society. (E.7)

Analyze the effects of the Bush
Administration on the American
economy and society. (F.1)

Communicate the economics impacts
of the repeal of the Glass Steagall Act.
(G.7)
World History Curriculum Guide
Semester 1
12:56:00 AM
Essential Question
Themes of World
Content

History
How can a thematic

Key Terms
GLEs/ Knowledge and Skills
Focus Vocabulary:
History:
Work

artifact


bias
materials from a variety of

chronology
perspectives in world history.

cultural
Type of sources
o
Primary
sense of world history?
o
Secondary

Suggested
Time
(Weeks)
How Historians
approach help us make

6/8/2013

Analyze and interpret historical
Understand the interpretation
diffusion
of evidence using primary and

evidence
secondary resources. (A.4)

gender roles

interregional
including language, literature,
The Thematic

kinship
the arts, customs, and belief
Approach

periodization
systems, reflect the ideas and
Cultural

point of view
attitudes of a specific time and
Interaction

primary
know how the cultural
source
elements influence human
secondary
interaction. (A.6)
Points of view
o
o
Political
Structures
o
o

Economic
source


Know that cultural elements,
Understand that history is
Structures

spatial frames
dynamic and composed of key
Social

universal
turning points. (A.7)
Structures
o
2
Human-
standards

Know that history is a bridge to
understanding groups of people
Environment
Supplemental
and an individual's relationship
Interaction
Vocabulary:
to society. (A.8)

AD/CE

BC/BCE
fundamental connection that

context
unifies all fields of human

government
understanding and endeavor.

objectivity
(A.9)

subjectivity

timelines


Understand that history is a
The origin and impact of
ideologies, religions, and
institutions upon human
societies. (B.1.c)

Recognize the importance of
time, ideas, institutions,
people, places, cultures, and
events in understanding large
historical patterns. (B.4)

Evaluate the influence of
context upon historical
understanding. (B.5)

Apply thinking skills, including
classifying, interpreting,
analyzing, summarizing,
synthesizing, and evaluating,
to understand the historical
record. (C.3)
Geography:

Discuss how and why groups
and individuals identify with
places. (B.4)

Describe and demonstrate how
places and regions serve as
cultural symbols, such as the
Arc de Triomphe. (B.5)

Understand that a region is a
distinct area defined by one or
more cultural or physical
features. (B.7)
Government:

Understand how nations
organize their governments.
(A.3)

Relate how people create
similarities and differences
among places. (B.3)
Prehistory-300 C.E.

Hunter-gatherer
Focus Vocabulary:
History:
societies

monarch

apostles
cultures, and movements have
The beginning of

caste
shaped world history. (B.1.c)
hunter-gatherers to the
agriculture and why it

city-state
great civilizations of the
arose.

civilization
analyze examples of

covenant
ethnocentrism. (A.5,8)

cultural
How did humans
progress from bands of

5
ancient world?

How have religions
The rise and fall of
civilizations:
diffusion



Analyze how individuals,
Students will understand and
Describe early hunter-gatherer
influenced human
o
Mesopotamian

culture
society?
o
Egyptian

dharma
o
Indus Valley

direct
o
Athenian Empire
o
Roman Empire

domestication
world religions: Hinduism,
o
Han Dynasty

empire
Judaism, Confucianism,
o
Mauryan Empire

filial piety
Buddhism, Christianity, and
o
Gupta Empire

hierarchy
Islam and describe their basic

hunter-
tenants. (A.1.c

democracy
The origins,
gatherers
societies. (A.1.a)

Compare the ancient empires
of Athens and Rome. (B.4)


Explain the origins of six major
Explain the spread and
development, beliefs,

ideology
influence of each of the six
and interactions of

Jewish
world religions. (A.1.a)
world religions:
Diaspora

Gather, review and analyze
o
Judaism

karma
historic information to
o
Christianity

Mandate of
support/reject argument.
o
Islam
Heaven
(A.4,5)
o
Hinduism

monotheism

Write and defend historical
o
Buddhism

nirvana
argument with
o
Confucianism

pastoral
primary/secondary sources as
nomads
evidence. (C.2,3)

polytheism

Qur’an
Geography:

republic


Resurrection
rivers had on the early

sedentary
civilizations of Mesopotamia,

Sunnah
Egypt, Indus Valley, and China.

Torah
(E.1,3)

Analyze the influence that
Explain the development of
Supplemental
agriculture and the effects it
Vocabulary:
had on early societies. (E.1,4)

agriculture

Analects

Brahmins

Cuneiform

Eightfold Path

Four Noble
Truths

Hadith

hieroglyphics

interregional

Kshatriyas

legislation
Interactions, 300-

1500 C.E.
Why did the first empires



Neolithic

pharaohs

Prehistoric

rabbis

Shudras

Vaishyas

Vedas
Focus Vocabulary:
History:
world

Afro-Eurasia


aristocracy
scientific and technological

autonomy
advancements. (B.1.e)

bubonic
The Muslim Empire
The Mongol World
place?

morals
Crisis of the classical
decline, and how did new
empires rise to take their

Networks of Exchange
3

of feudalism and the rise
Hundred Years’ War on

bureaucracy
feudalism in Europe. (A.7)

Byzantine
Eastern Orthodox Church and

caliph
its relations with the west.
Feudalism

civil service
(B.1.c)
The Byzantine Empire

Empire develop and form
its own distinctive

Trace the development of the
Empire
examination


The Decline of
of democratic thought?
How did the Byzantine
Summarize the impact of the
plague
How did events in Europe
contribute to the decline

Evaluate the impact of major
Political Development


Describe the reunification of
Constantinopl
China under the Sui and Tang
e
dynasties. (B.2)
Crusades

Compare and contrast
church?
Which method of
of Imperial China

selecting officials led to

Dar al-Islam
approaches to Confucian

dialect
thought during the Song and
The Trading Empire of

dynasty
Mongol periods. (A.1.c)
Ghana

Eastern
the best leaders for
China?

Achievements of the

Explain the significance of the
Orthodox
achievements of the Mayas,
Church
Aztecs, and Incas in the areas
Mayas, Aztecs, and

emperor
of science and technology, arts
Incas

epidemic
and architecture, and language
Saharan trade lead to

Ghana
and writing. (A.6)
Ghana’s wealth and

glyph
success?

habeas corpus
series of artifacts from the

heretic
Mayan, Aztec, and Incan

Hundred
civilizations. (C.2)
To what extent did trans-
What were the significant
achievements of the

Identify and categorize a
Years’ War
Mayas, Aztecs, and

imperial
Geography:
Incas?

khan


Magna Carta
of voluntary migration in the

matrilineal
world in the past and the

meritocracy
present. (D.2)

Mesoamerica

millennium
religions, including the

Model
expulsion of Jews and Muslims
Parliament
from Spain, the spread of
Orthodox
Christianity to the Americas,
Christianity
and the expansion of Islam to


Explain the causes and effects
Explain the movement of world

patriarch

Pax Mongolica

pictograph
increased oceanic travel,

Shi’a
including changes in the global

solar year
system of trade, migration, and

stele
political power. (D.2)

Sufis

Sunni
Constantinople as a trading

suspension
hub and explain how it
bridge
emerged as the capital of the
trans-Saharan
Byzantine Empire. (D.1)

trade
Southeast Asia. (D.4)



Analyze the impact of
Demonstrate the importance of
Analyze how the bubonic

trephination
plague spread from Central

warlord
Asia to Europe, and evaluate

world religion
the impact it had on the
population of Europe and on
Supplementary
feudalism. (D.2; F.4)
Vocabulary:

bubonic
Government:
plague

Describe significant medieval

Black Death
English legal and constitutional

liturgy
developments, such as Magna
Carta and the establishment of
Parliament, and their impact on
feudalism. (A.2)

Explain contributions of
Justinian I. (E.4)

Analyze the influence of
Confucianism on how
government officials were
selected. (E.5,6)

Evaluate the different methods
of selecting officials in imperial
China. (E.5,6)

Describe the government of
Ghana. (A.4)
Economics:

Students will analyze the costs
and benefits of government
trade policies from around the
world. (F.10)

Explain how trade in gold and
salt led to the growth of Ghana
and Mali. (G.2)

Model the system of silent
barter used by Wangarans and
North African traders. (F.3)

Evaluate how trans-Saharan
trade affected different groups
in West African, both culturally
and religiously. (F.2)
The First Global Age,

1400-1800
What changed the world

more between 1400 and
An Emerging Global
Focus Vocabulary:
History:
World

absolutism


boyars
multiple causal factors of

capitalism
conflicts during Global Age

capitalism
1400-1800. (B.1.d)

circumnavigat
The Growth of State
Powers
1800- trade, travel,
weaponry, or ideas?

The Movement of
Religion and Ideas
What made empires
outside Europe rise and

decline?
What ideas transformed

Detail the movement of world
e
religions from 1400-1800.

civil service
(B.4)

Columbian
Expanding Empires
outside of Europe

4
Students will analyze the


Evaluate impact of major
Exchange
scientific and technological
Commercial
advancements from 1400-
Revolution
1800. (A.1.e)
European

conquistadors
Transformations

czar
political, economic, and social

daimyo
factors that helped empires

denomination
outside Europe rise and thrive.
What factors lead to

despot
(A.6)
European dominance in

divine right
the emergence of the

Enlightenmen
the decline of empires outside
t
Europe.
Europe in the early
modern era?

Global Economy
first global age?

entrepreneur



Evaluate military, cultural,
Compare factors that led to
Analyze change and continuity


excommunica
within the first global age.
tion
(A.6)
geocentric

Understand multiple causal
theory
factors of conflicts in world

globalization
history. (A.7)

Great Dying

gunpowder
Scientific Revolution in 16th
revolution
century Europe and explain its

haiku
impact on scientific thinking

heliocentric
worldwide. (A.1.c)
theory


Describe the origins of the
Identify the contributions of

heresy
significant scientists such as

humanism
Copernicus, Galileo Galilei, and

indentured
Isaac Newton. (B.2)
servitude

Explain the political

indulgence
philosophies of individuals

inflation
such as John Locke, Thomas

janissary
Hobbes, Voltaire, Montesquieu,

kabuki
Rousseau, Martin Luther, and

mercantilism
John Calvin. (A.1.c)

meritocracy

mestizos
Reformation, Scientific

middleman
Revolution, and Enlightenment

natural rights
contributed to transformations

perspective
in European society. (B.4)

Analyze how the Renaissance,

Protestant

Reformation-
intellectual, artistic, economic,
Counter
and religious impact of the
Reformation
Renaissance and Reformation

Renaissance
during the Global Age 1400-

revenue
1800. (A.6)

samurai

scientific
Geography:
method



Explain the political,
Analyze the impact of
Scientific
increased oceanic travel,
Revolution
including changes in global

secular
system of trade, migration,

separation of
and political power. (D.4)
powers

serf
Government:

shogun


social contract
relationships and tensions

Treaty of
between national and
Tordesillas
international issues in the
triangular
world in the past and present.
trade
(D.5)


tribute

vernacular
transformations in areas

westernizatio
outside Europe. (A.3)
n

Students will analyze the

Analyze major political
Describe various forms of
government and evaluate how
Supplementary
they interact at national and
Vocabulary:
global levels. (D.3)

bureaucracy

Describe the Enlightenment’s

Mandate of
impact on the development of
Heaven
Western ideals such as rule of

nation-state
law, individual liberty, and

sovereign
democratic-republican
government. ( A.2)
Economics:

Students will understand and
analyze how planned and
market economies have
shaped production,
distribution, and consumption
of goods, services, and
resources around the world.
(F.2)

Explain the impact of oceanic
travel on global trade and
political power. (F.10)
World History Curriculum Guide Semester 2
Essential Question
Content
Suggested
6/8/2013 12:56:00 AM
Key Terms
GLEs
Time
(Weeks)
Age of Global
Revolutions, 1700s-

1914
Political revolutions
Focus Vocabulary:
History:


during 100s-1914
American
Students will understand how
Revolution
the challenges to democracy

Bessemer process
and human rights help define

capital
eras in world history. (B.4)

capitalism

concession

conservative
Imperialism

constitutionalism
technological inventions and
revolutions during the
Throughout the

coup d’état
discoveries brought about
1700s and 1800s similar
World

domestic system
massive social, economic,

enclosure
political, and cultural change.

factory system
(B.4)
What was so

French Revolution
revolutionary about the

guerrilla warfare
Britain, Belgium, Germany,
Industrial Revolution?

hegemony
Japan, France, and the United

industrial
States. (B.2)
and their legacies
What forces drove the
revolutions of the 1700s,

1800s, and early 1900s?
How were political
and different?
The Industrial
Revolution

4
How did a few nations
Revolution

Describe the origins of
industrialization. (B.1.c)



Examine how scientific and
Describe industrialization in
Analyze the political,
come to control so much

industrialization
economic, and social causes
of the globe?

infrastructure
and consequences of 19th

interchangeable
century imperialism. (B.4)
parts

Use maps, photographs, and

labor union
other evidence to analyze and

laissez-fraire
explain the causes and global

liberal
consequences of 19th century

liberalism
imperialism, including

mass production
encounters between imperial

monopoly
powers and local peoples in

Monroe Doctrine
India, Africa, Central Asia,

partition
and East Asia. (C.2)

political revolution

popular
Geography:
sovereignty

Analyze how humans used

productivity
technology to modify the

racist
physical environment. (A.6)

republicanism

Roosevelt
population, rural to urban
Corollary
migration, and growth of

Rule of Law
cities associated with the

socialism
Industrial Revolution. (F.4)

sovereign

sphere of
impacts of industrialization
influence
and urbanization. (E.5)

strike

urbanization



Describe the growth of
Describe the environmental
Describe increasing global
interconnections between
societies, through the
Supplemental
emergence and spread of
Vocabulary:
economic and political
systems and innovations and

agriculture
technologies via new global

capitalism
networks. (D.4)

Creoles

Declaration of
colonial rule of such nations
Independence
as England, France, Germany,
Declaration of the
Italy, Japan, the Netherlands,
Rights of Man and
Russia, Spain, Portugal, and
Citizen
the United States. (A.5)


Discuss the locations of

Enlightenment

imperialism
Government:

Loyalists


Manchus
consequences of major

Mandate of
political revolutions, including
Heaven
the American and French

Meiji Restoration
Revolutions, Latin American

mestizos
independence movements,

mulattos
and the Revolutions of 1848.

National Assembly
(A.3; E.5)

nationalism

Patriots
rise of the nation-states in a

peninsulares
western context (Germany,

shogun
Italy) and non-western

Suez Canal
context (Meiji Japan). (A.2)

Analyze the causes and
Compare and contrast the

textile

The Articles of
South Africa and India,
Confederation
French policies in Indochina,
The Constitution
and Japanese policies in Asia.
of the United
(A.4)


Compare British policies in
States


Three French
Economics:
Estates

trend
Identify the social and
economic impacts of
industrialization, including its
effect on women and children
and the rise of organized
labor unions. (G.5)
Global Crisis and

Achievement, 19001945
How did the global


balance of power change
between 1900 and 1945,

and why?
The Turn-of-the
Focus Vocabulary:
History:
Century World

aggression

World War I and its

aggressor
multiple causal factors of
Consequences

Amritsar Massacre
conflicts in world history.
The Russian

appeasement
(B.1.d)
Revolution

Atlantic Charter
Foreign Influences

authoritarian
characteristics, and long-term
and Political

autocrat
consequences of World War I.

autonomy
(B.1.d)
Americas

bankrupt
North Africa and

Blitzkrieg
Revolutions in the
Why did the Great War
last so long and bring

6


Students will analyze the
Explain the causes,
Analyze the transformations
that shaped world societies
about so much change?
the Middle East

Bolsheviks
between World War I and
The Rise of

Boxer Rebellion
World War II. (B.1.d)
What changes did the
Fascism and

British Raj
Russian Revolution bring
Totalitarian States

censor
and immediate consequences
of World War II. (B.1.d)


Analyze the causes, course,
about within Russia and

WWII

civil disobedience
in world affairs?

Forces for

civil liberties
Independence and

civilian
theaters of battles,
Revolution in Asia

coalition
characteristics, and major
and effects of political

Cold War
turning points of World War I.
unrest in Latin America

command
(A.7)
What were the causes
in the 19th and 20th
centuries?
economy


Examine the principal
Discuss the influence of World

communism
War I on literature, art, and

corporatism
intellectual life in the West.
How did European

counterattack
(A.6)
colonialism lay the

creditor
groundwork for the

customs
and characteristics of
emergence of the

Czar
socialism and communism,
modern Middle East?

D-Day
including the influences of

dictatorships
Karl Marx. (B.1.c)

economic
What accounted for the
rise of totalitarian states
after World War I?


imperialism
Identify the historical origins
Describe the decline of the
Ottoman Empire. (B.1.d)

elites

Compare the ideologies,

embargo
policies, and governing
Why was there another

fascism
methods of 20th century
global conflict so soon

genocide
dictatorial regimes in Nazi
after World War I?

gereral strike
Germany, Italy, Spain, and

ghettos
the Soviet Union. (B.2)
How did popular

hajj
movements transform

Holocaust
Mussolini, Adolf Hitler,
India and China after

home rule
Francisco Franco, and Joseph
World War II?

Indian Civil
Stalin prior to World War II.
Service
(D.4)

Indian Nation


Explain the roles of Benito
Analyze how art reflects the
Congress
culture in which it is created.

isolationism
(A.6)

Long March

mandate
policies, and consequences of

martial law
the Holocaust (or Shoah).

militarism
(B.4)

millet

Munich Pact
points and unique

nationalize
characteristics of the war.

Nazi Party
(C.3)

neutrality

no-man’s land
the United States and the

Nuremberg Trials
Soviet Union as global

oligarchies
superpowers. (B.1.d)

Panama Canal

Paris Peace
Conference




Explain the Nazi ideology,
Analyze the major turning
Describe the emergence of
Analyze the journey to
independence in India. (B.4)

Compare the backgrounds,

platform
leadership, and strategies of

plebiscite
Gandhi and Mao. (B.4)

propaganda

protectorate
nationalism, the emergence

puppet
of communism, and civil war
government
in China. (B.1.e)

Explain the rise of Chinese

rationing

regent
Geography:

republican


revenue
world, including the growth of

sanction
Arab nationalism, the rise of

secular
Arab nation-states, and the

segregation
increasing political,

soviets
geographic, economic, and

surname
religious complexity of Arab

tariff
peoples. (D.4)

totalitarian

Treaty of
consequences of World War I,
Versailles
including the Versailles Treaty

trench warfare
and its spatial and political

unemployment
consequences. (D.5)

Trace changes in the Arab
Analyze the long-term
insurance

war crimes
Government:

Zionist

Students will analyze how an
understanding of world
Supplemental
history can help us prevent
Vocabulary:
problems today. (D.5)

alliance system


Allies
impact of various forms of

atomic bomb
government on people in the

Axis Powers
past and present. (A.1)

bourgeoisie

bureaucracy
global balance of military,

Central Powers
economic, and political power

East Germany
between 1900 and 1945.

Eastern Front
(D.5)

entrepreneurs

Fourteen Points
the Russian Revolution,

gauchos
including its effect on World

Gestapo
War I and the Bolshevik

Grand National
establishment of the Union of
Assembly
Soviet Socialist Republics

guerrilla war
(USSR). (A.4)

imperialism

inflation
of totalitarian means to seize

Leninism
and maintain control. (A.4)

Lusitania

Marxism
movements among various

National
Latin American countries in
Revolutionary
the 20th century, including




Students will evaluate the
Analyze the changes in the
Analyze the consequences of
Evaluate Vladimir Lenin's use
Compare revolutionary
Party
how citizens participated in

proletariat
changing their governments.

Red Terror
(A.3)

SchutzStaffel (SS)

Social Democrats
such as liberty, equality,

socialism
democracy, human rights,

sovereignty
constitutionalism, and

spheres of
nationalism on political
influence
revolutions. (A.2)


Identify the influence of ideas

stalemate
Describe the emergence and

strike
characteristics of fascism and

Suez Canal
totalitarianism. (A.4)

Unterseeboot

USSR
Economic:

warlords


West Germany
occurred in Latin America in

Western Front
the early 1900s, including
Analyze transformations that
economic imperialism, foreign
military intervention, and the
nationalization of foreign
investments. (F.10)

Analyze the impact of the
discovery of petroleum
resources in the Middle East.
(G.2)
The Cold War and

The Cold War
Focus Vocabulary:
History:

African Union

The Cold War and

al Qaeda
analyze examples of
the Third World

apartheid
ethnocentrism. (C.3)

Arab League
Movements Toward

Arab oil embargo
conflict, including the ways
How did the Cold War
Independence and

Arab Spring
the Soviet Union and the
affect Third World
Democracy

archipelago
United States attempted to

arms race
expand power and influence
Shifts of Power in

bailout
in Korea and Vietnam. (B.1.d)
the Middle East

Berlin Wall

birthrate
explain the end of the Cold

Camp David
War and its significance as a
Accords
20th-century event. (C.2)
Beyond, 1945-Present

How did the Cold War
5
change the world?

nations?

How have emerging
nations fared in their
quest for political
stability, economic
growth, and democracy?

Contemporary
Global Issues


Describe the major arenas of
Develop an argument to

Cold War

common market
explain the effects of the Cold
Why is the Middle East a
comparative
War in nations in Africa,
flashpoint in world
advantage
Southeast Asia, and Latin

containment
America. (C.3)

covert action

Cultural
information from
Revolution
photographs, videos, and

death rate
maps. (C.2)

détente
affairs?
What are key challenges
facing in the world in the
21st century?

Students will understand and


Develop an argument to
Organize and interpret
Visual material such as

deterrence
presentations based on

developed
research. (C.2)
countries


Analyze the causes and
developing
challenges of continuing and
country
new conflicts, including those

domino theory
created by ethnic, territorial,

drug cartel
religious, and or nationalist

embargo
differences. (B.1.d)

ethnic cleansing

European Union
causes and consequences of

exile
conflicts in the Middle East,

greenhouse effect
including the development of

gross domestic
the state of Israel, Arab-
product
Israeli disputes, Palestine, the

human rights
Suez crisis, and the nature of

Iranian Revolution
the continuing conflict.

Iron Curtain
(B.1.d)

Khmer Rouge

Korean War
Geography:

life expectancy


Marshall Plan
causes and consequences of

multinational
population changes over the
corporation
past 50 years. (F.4)

multinational
corporation


Analyze the interregional
Analyze and explain the
Describe and explain the
changes over the past 50

NATO
years in the use, distribution,

natural resource
and importance of natural

nonaligned
resources on human life,
nations
settlement, and interactions.
North American
(F.3)

Free Trade


Analyze the causes and
Agreement
challenges of continuing and
Organization of
new conflicts, including those
Petroleum
created by ethnic territorial,
Exporting
religious, and or nationalist
Countries
differences. (D.5)

Oslo Accords

outsource
globalization and evaluate the

Palestine
merit of this concept to
Liberation
describe the contemporary
Organization
world by analyzing economic
Palestinian
interdependence of the
Authority
world's countries and world

Persian Gulf War
trade patterns. (D.2)

population density

populism
scientific, technological, and

protectorate
medical innovations; cultural

recession
diffusion and the different

Six-Day War
ways cultures/societies

Solidarity
respond to "new" cultural



Define the process of
Analyze the exchanges of

Suez Crisis
ideas and patterns. (D.1)

superpower

Taliban
configuration of political

tariff
boundaries in the world

terrorist
caused by the Cold War.

theocracy
(D.5)

Third World

total fertility rate
changing configuration of

UN trust territory
political boundaries in the

United Nations
world caused by World War I,

Viet Cong
World War II, the Cold War,

Vietnam War
and the growth of nationalist

Warsaw Pact
sovereign states. (D.5)


Explain the changing
Use maps to explain the
Supplemental
Government:
Vocabulary:


Describe the factors that
African National
contributed to the Cold War
Congress
including the differences in

Bay of Pigs
ideologies and policies of the

CIA
Soviet bloc and the West;

command
political, economic, and
economy
military struggles in the

coup d’état
1940s and 1950s; and

Cuban Missile
development of communism
Crisis
in China. (A.4)

demographers

genocide
movements and formation of

globalization
new nations in Africa, the

Great Leap
Middle East, the Indian
Forward
subcontinent, Eastern Europe,

hegemony
and Southeast Asia during

Indochina
and after the Cold War. (A.3)

infrastructure

Institutional
challenges of ongoing and
Revolutionary
new conflicts, including
Party
terrorism around the world
International
and tensions from ethnic,
Monetary Fund
territorial, and nationalist

mandate
disputes. (D.3)

martial law

Marxism
world leaders, including Lech

perestroika
Walesa and Pope John Paul II,

SAVAK
in the collapse of communism

Soviet model
in Eastern Europe. (E.5)

Sputnik

United Nations
Economics:

World Bank





Compare independence
Analyze the causes and
Explain the roles of modern
Students will analyze how the
costs and benefits of
economic choices have
shaped events in the world in
the past and present. (G.1)

Graph and analyze data to
evaluate the historical
success of nations in the 20th
century in developing their
economic and political
systems. (G.6)

Compare economic
advantages and
disadvantages of regions,
regarding cost of labor,
natural resources, location
and tradition; distribution of
wealth and resources and
efforts to narrow the
inequitable distribution of
resources. (F.2)

Define and analyze the
process of globalization,
including the economic
interdependence of the
world's countries and world
trade patterns, comparative
economic advantages and
disadvantages of regions, and
the distribution of wealth and
resources. (D.1)
Economics Curriculum Guide
Essential Question
Content
6/8/2013 12:56:00 AM
Suggested
Key Terms
GLEs
Time
(wks)
What is Economics?


Fundamentals of
How Can You Think Like
Economics and
an Economist?
Basic Concepts

What is Economics?


Adam Smith

cost-benefit
analysis

economics
How does economics
of Economic

economy
impact my life?
Thinking

incentive
Tools of

invisible hand
Economists

macroeconomics
guide our thinking?

market
What tools do

microeconomics
Economists Use?

need vs. want

normative

Economic Principles


Seven Principles
How do the seven

2
economics

positive
economics
3

resource

scarcity

tradeoff
Economic Systems and

Entrepreneurship
Decision Making

Opportunity

capital
Why Can't You Always
Costs and Trade-

capitalism
Get What You Want?
offs

command

Focus Vocabulary:

o
How does scarcity
economy
Fundamental

communism
economic
Economic

competition
decisions are
Questions

economic equity
Economic

economic

How do incentives
and opportunity
Systems

costs influence
economic
decision-making?
o
The Three
influence how
made?
o


system
Role of

efficiency
Government

entrepreneurship
U.S. Economic

factors of
System
production
How can we use

firm
our knowledge of

free enterprise
scarcity to make
better economic
system

decisions?

free market
economy
Who or What Decides

goods
What You Get?

Industrial
o
o
How do different
Revolution
societies answer

Karl Marx
the basic

laissez-faire
economic

market economy
questions?

mixed economy
How are economic

nonrenewable
systems alike and
how are the
resource

opportunity cost
o
different?

patent
What are the

production
costs and benefits

productivity
of each system?

renewable
resource
Trade and Global

Affects of
Economy
Specialization on

an Economy
How trade make us
better off?
o

shortage

socialism

stability

utility
Focus Vocabulary:

absolute
advantage

balance of trade
Why are trade,
Comparative

barter
global
Advantages

comparative

Types of Goods
advantage
and specialization
and Services

debt
important in the
That Are Traded

deficit
How

developed
US economy?

services
Absolute and
interdependence

2


How do countries
Government
conduct trade in a global
Influences Trade

division of labor

Benefits of Trade

economic

Features of a
economy?
o
What are the
benefits of
Global Economy
country
development

economic
international


Benefits and
interdependence
trade to the
Disadvantages of

exports
consumer?
a Global

global economy
Economy

globalization
globalization outweigh

green trade
the costs?

import quota

imports

least developed
Do the benefits of
country

money

poverty

protectionism

protective tariff

specialization

surplus

trade

trade barriers

trade embargo

voluntary
exchange

World Trade
Organization
4
Products, Prices,

Law of Demand
Consumers, and Markets

Law of Supply

competition


Factors That

complementary
What are demand and
Focus Vocabulary:
supply, and what factors
Influence
influence them?
Demand &

demand
Supply

demand and
o
How does the law
of demand dictate

consumer
behavior?
o

How does the law
elasticity
Effects of Supply

equilibrium price
and quantity
Pricing

law of demand
producer

Role of

law of

Government in
diminishing
Markets
(return)
Market
marginal utility
Structures

law of supply
Market Failures

market structure
behavior of

monopoly
producers and

oligopoly
consumers?

price ceiling and
How does price
dictate the



the price is right?
o
and Quantity
of supply dictate
How do you know when
o
supply cure
Equilibrium Price
and Demand
behavior?

good

floor
How does the
interaction of

public goods
consumers and

rationing
producers

revenue
determine market

shortage
price and

substitute good
quantity?

supply

surplus
What happens when
market do not work
perfectly?
o
What are the
different market
structures and
their functions?
o
To what degree
should the
government be
involved in
market structure?
The Financial System-

Functions and
3
Focus Vocabulary:
Money, Banking, Savings
Characteristics

assets

of Money

bank
The Banking

bond
System

business
How should you spend,
save, and invest your

money?


How do entrepreneurs

The Value of
franchise
use their resources to
Savings and

cooperative
start businesses?
Budgeting

corporation
Investing and

credit
develop your human
Investment

credit card
capital?
Basics

debit card

Entrepreneurship

diversification

Business

dividend
Organizations

fringe benefits
Why is it important to


Labor Market

interest

Wages

interest

investing

labor force

liability

loan

nonprofit
organization

partnership

principal

risk

saving

securities

sole
proprietorship
The US Government and

Roles of
2

stock

stock market
Focus Vocabulary:
the Economy
Government in a

deflation

What is the Role of Our
Market-Based

deregulation
Government in the
Economy

economic
Economy?


Uses of Taxes
How Do Economist
Measure a Nation's
Purpose and

Economic
indicators

economic
stimulus
Economy?
Indicators

eminent domain

Fiscal Policy

federal deficit

Monetary Policy

fiscal policy
and the Federal

gross domestic
Reserve System
product (GDP)

inflation

John Maynard
Keynes/Keynesia
n economics

Medicare tax

merger

monetary policy

national debt

progressive tax

property rights

proportional tax

recession

regulation

regulatory
agency

Social Security
tax

subsidies

tax equity

tax rate