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Keansburg School District Curriculum Management System Believe, Understand, and Realize Goals Social Studies: World History – College and Career Ready (CCR) Board Approved: 1 Keansburg School District Curriculum System Social Studies Keansburg Public Schools Board of Education Mrs. Judy Ferraro, President Ms. Kimberly Kelaher-Moran, Vice President Ms. Delores A. Bartram Ms. Ann Marie Best Ms. Ann Commarato Mr. Michael Donaldson Mrs. Patricia Frizell Mr. Christopher Hoff Mr. Robert Ketch District Administration Mr. Gerald North, Superintendent Dr. Thomas W. Tramaglini, Director of Curriculum, Instruction, & Funding Ms. Michelle Derpich, Secondary Supervisor of Curriculum & Instruction Mrs. Michelle Halperin-Krain, Supervisor of Data & Assessment Dr. Brian Latwis, Supervisor of Pupil Personnel Services Mrs. Donna Glomb, Elementary Supervisor of Curriculum & Instruction Ms. Corey Lowell, Business Administrator Curriculum Development Committee Dean Foulks Jason Ali Brian Kmak George Hoff Margaret Sheehan Brian Janik Joshua Katz Gabrielle Greico John Finn Andrew Sigrist 2 Keansburg School District Curriculum System Social Studies Believe, Understand, and Realize Goals Non-Negotiables Graduates that are prepared and inspired to make positive contributions to society 2 Keansburg School District Curriculum System Social Studies Mission/Vision Statement The mission of the Keansburg School District is to ensure an optimum, safe teaching and learning environment which sets high expectations and enables all students to reach their maximum potential. Through a joint community-wide commitment, we will meet the diverse needs of our students and the challenges of a changing society. Beliefs We believe that: All children can learn. To meet the challenges of change, risk must be taken. Every student is entitled to an equal educational opportunity. It is our responsibility to enable students to succeed and become the best that they can be. All individuals should be treated with dignity and respect. The school system should be responsive to the diversity within our total population. The degree of commitment and level of involvement in the decision-making processes, from the student, community, home and school, will determine the quality of education. Decisions should be based on the needs of the students. Achievement will rise to the level of expectation. Students should be taught how to learn. The educational process should be a coordinated system of services and programs. 3 Keansburg School District Curriculum System Social Studies Curriculum Philosophy The curriculum philosophy of the Keansburg School District is progressive. We embrace the high expectations of our students and community towards success in the 21st Century and beyond. At the center of this ideal, we believe that all of our students can be successful. The following are our core beliefs for all curricula: All district curricula: Balances policy driven trends of centralization and standardization with research and what we know is good for our students. Balances the strong emphasis on test success and curriculum standards with how and what our students must know to be successful in our community. Embraces the reality that our students differ in the way they learn and perform, and personalizes instruction to meet the needs of each learner. Are aligned to be developmentally appropriate. Provides teachers the support and flexibility to be innovative and creative to meet the needs of our students. Social Studies Goals To deliver a curriculum that is: Is rigorous, but meets the individual needs of the students, regardless of their cognitive, social or emotional needs Differentiated in content, process, and product as dependent of the learners in our diverse classrooms Geared towards high expectations Builds on our students’’ love of social studies Aligned to the skills and technologies associated with the 21st century Based on sound methodological scientific theory designed to empirically test theories and ideas Embraces our learning environments through various techniques, such as cooperative learning, and scaffolded curriculum designed to build retention of concepts over time Aligned to state and national standards Create opportunities for lifelong learning 4 Keansburg School District Curriculum System Social Studies New Jersey Core Curriculum Content Standards for Social Studies (2009) Standard Standard 6.1 US History: America in the World Grades 5-8 Three Worlds Meet (Beginnings to 1620) 1) Three Worlds Meet Colonization and Settlement (1585-1763) 2) Colonization and Settlement Revolution and the New Nation (1754-1820s) 3) Revolution and the New Nation Expansion and Reform (1801-1861) 4) Expansion and Reform Civil War and Reconstruction (1850-1877) 5) Civil War and Reconstruction Grades 9-12 Colonization and Settlement (1585 – 1763) 1) Colonization and Settlement Revolution and the New Nation (1754-1820s) 2) Revolution and the New Nation Expansion and Reform (1801-1861) 3) Expansion and Reform Civil War and Reconstruction (1850-1877) 4) Civil War and Reconstruction The Development of the Industrial United States (1870- 1900) 5) The Development of the Industrial United States The Emergence of Modern America (1890-1930) 6) Progressive Reforms 7) World War I 8) Roaring Twenties The Great Depression and World War II (1929-1945) 9) The Great Depression 10) New Deal 11) World War II Postwar United States (1945 to early 1970s) 12) World War 13) Civil Rights and Social Change Contemporary United States (1970-Today) 14) Domestic Policies 15) International Policies 16) Interconnected Global Society Standard 6.2 World History/ Global Studies The Beginnings of Human Society 1) Paleolithic and Neolithic Ages Early Civilizations and the Emergence of Pastoral Peoples (4000-1000 BCE) 2) Ancient River Valley Civilizations The Classical Civilizations of the Mediterranean The Emergence of the First Global Age (1350-1770) 1) Global Interactions and Colonialism Renaissance, Reformation, Scientific Revolution, and Enlightenment (1350-1700) 2) Renaissance, Reformation, Scientific Revolution, and Enlightenment 5 Keansburg School District Curriculum System Social Studies World, India, and China (1000 BCE-600 CE) 3) The Classical Civilizations of the Mediterranean World, India, and China Expanding Exchanges and Encounters (500 CE1450 CE) 4) Expanding Exchanges and Encounters Age of Revolutions (1750-1914) 3) Political and Industrial Revolutions, Imperialism, Reform, and Global Impact A Half-Century of Crisis and Achievement (1900-1945) 4) The Era of the Great Wars The 20th Century Since 1945 (1945-Today) 5) Challenges for the Modern World Contemporary Issues 6) Contemporary Issues Standard 6.3 – Social Studies Skills are Placed at the Bottom of this Document 6 Keansburg School District Curriculum System Social Studies World History Scope and Sequence World History Themes Origins & Order Enlightenment & Revolution The New Global Age Hot & Cold Wars Unit I Big Ideas Determine the impact of the Renaissance upon the forming of the modern world Evaluate the global impact of exploration upon the American, European and African continents Synthesize the rise of absolute monarchs and its impending impact on global political and social systems Unit II Big Ideas Unit III Big Ideas Judge the role of Otto von Bismarck in modernizing, industrializing and unifying the German Nation Contrast the democratic reforms of Britain to those of France and Germany Analyze the impact of the industrial revolution upon western imperialism upon the African and Asian continents Defend the ideologies of Enlightened thinkers and their opposition to existing aristocracies Critique the actions of the French revolutionaries and how their abuses caused reactionary internal and international responses Appraise the impact of the Industrial Revolution upon the Western world, the reasons for Britain’s initial dominance and its ramifications upon the populace Unit IV Big Ideas Determine the causes and effects of the First World War Analyze the role of post world war one reforms, agreements and economic decisions upon western governments and their roles in causing the Second World War Evaluate the continuing changes of the global political landscape and the rising interdependence of nations economically, socially and environmentally. 7 Keansburg School District Curriculum System Social Studies Timeline: 2400 Instructional Minutes Subject/Grade/Level: 11 Social Studies/World History Significance of Learning Goal(s): The Renaissance and the ideas created through the spirit of questioning and exploration that it created continues to influence the world today Suggested Days of Instruction Keansburg School District Curriculum Management System Content Standards / CPI / Essential Questions CPI: Topic(s): The Renaissance and Exploration (1300-1700) Specific Learning Objective(s) Suggested Activities The Students Will Be Able To: Instructional Tools / Materials / Technology / Resources / Assessments and Assessment Models Concept(s): The Renaissance and spirit of exploration that it imbued upon the world set in motion modern events SWBAT: Describe the characteristics of EQ: How was the world reshaped by the Renaissance? the Renaissance and understand why it began in Italy Identify Renaissance artists and explain how new ideas affected the arts of the period Understand how writers of the time addressed Renaissance themes Explain how the printing revolution shaped European 8 Keansburg School District Curriculum System Social Studies society Summarize the factors that caused the Protestant Reformation Analyze the role of Martin Luther in shaping the Protestant Reformation Explain the teachings and impact of John Calvin Explain the differences between Protestant sects Understand the factors that resulted in the formation of the English Church Explain the persecution that many groups faced during the Reformation Understand how new discoveries in astronomy changed the view of the universe Understand the new scientific method and how it developed Analyze the contributions that Newton and other scientists made to the Scientific Revolution 9 Keansburg School District Curriculum System Social Studies CPI: EQ: Can you critique the age of exploration when considering the ramifications of it upon the global world? Concept(s): European exploration resulted in new empires and changed the global environment SWBAT: Understand European motivations for exploration Analyze early Portuguese and Spanish explorations Describe European searches for a direct route to Asia Explain how the European presence in Africa expanded Analyze how European actions affected the slave trade and the rise of African states Summarize how Portugal built a trading empire in Southeastern Asia Analyze the rise of Dutch and Spanish dominance in the region Describe European contacts with Ming China Analyze the factors that led Korea to isolate itself from other nations Summarize Japan’s attitudes toward foreign trade and how they changed over time 10 Keansburg School District Curriculum System Social Studies CPI: EQ: Can you critique the age of exploration when considering the ramifications of it upon the global world? Concept(s): Expansion of wealth due to the age of exploration resulted in the rise of absolute monarchies and the development of centralized nation-states in Europe SWBAT: Describe the empire that Charles V inherited Analyze how Spanish power increased under Phillip II Explain the growth of the arts under Spain’s golden age Explain how Louis XIV became an absolute monarch Describe how Versailles becae a symbol of power Identify the successes and failures of Louis XIV Describe the relations of Parliament and the Tudors Analyze how the clashes of Parliament led to a century of revolution Explain the development of English constitutional government Understand how Austria and Prussia emerged as great powers Describe how European nations attempted to maintain a balance of power 11 Keansburg School District Curriculum System Social Studies Timeline: 1700 Instructional Minutes Subject/Grade/Level: 11 Social Studies/World History Significance of Learning Goal(s): The era of revolutions, spurred on by the ideas of the Enlightenment resulted in the formation of many of our modern nations Suggested Days of Instruction Keansburg School District Curriculum Management System Content Standards / CPI / Essential Questions CPI: EQ: Is it possible to construct the modern world without the changes caused by the Enlightened thinkers? Topic(s): Enlightenment & Revolution (1700-1850) Specific Learning Objective(s) Suggested Activities The Students Will Be Able To: Instructional Tools / Materials / Technology / Resources / Assessments and Assessment Models Concept(s): Enlightenment thinkers inspired revolutionaries and pushed for radical changes in society and government SWBAT: Explain how science led to the Enlightenment Compare the ideas of Hobbes and Locke Identify the beliefs and contributions of the philosophes Summarize how economic thinking changed during the period Identify the roles that censorship and salons played in spreading new ideas Describe the impact of the 12 Keansburg School District Curriculum System Social Studies CPI: EQ: Try and defend how the French Revolution and the Napoleonic era effected Europe. Enlightenment on arts and literature Explain why the Enlightenment was slow to reach the masses Concept(s): The French Revolution and the Napoleonic era had lasting effects upon the European landscape SWBAT: Describe the social divisions of France’s old republic Explain why Louis XVI called the Estates-General and summarize what resulted Understand why Parisians stormed the Bastille Summarize the reforms of the National Assembly Analyze why there were mixed reactions around Europe to the events in France Understand how and why radicals abolished the monarchy Explain the creation of the Committee of Public Safety and why the Reign of Terror resulted 13 Keansburg School District Curriculum System Social Studies CPI: EQ: Can you evaluate how social, economic and cultural changes resulted from the Industrial Revolution? Analyze the impact of the French Revolution upon the masses Understand the rise of Napoleon Explain how Napoleon built an empire and what challenges the empire faced Analyze the events that led to the downfall of Napoleon Outline how the Congress of Vienna tried to create a lasting peace Concept(s): Myriad social, economic, and cultural changes occurred as the Industrial Revolution took hold SWBAT: Analyze why industrialization changed lives across the globe Outline the technologies that triggered the Industrial Revolution Understand why Britain was the starting point for the Industrial Revolution Explain the significance of the changes in textiles and transportation Compare and contrast the industrial working class to the new middle class Analyze the benefits and challenges of industrialization 14 Keansburg School District Curriculum System Social Studies Understand laissez-faire economics and the beliefs of its supporters Describe utilitarianism and the theories of socialism Contrast Communism and Marxism Timeline: 2000 Instructional Minutes Subject/Grade/Level: 11 Social Studies/World History Significance of Learning Goal(s): Industrialization takes hold of the world, causing changes socially, economically and environmentally that continue to have repercussions to this day Suggested Days of Instruction Keansburg School District Curriculum Management System Content Standards / CPI / Essential Questions Topic(s): The New Global Age (1800-1914) Specific Learning Objective(s) Suggested Activities The Students Will Be Able To: Instructional Tools / Materials / Technology / Resources / Assessments and Assessment Models 15 Keansburg School District Curriculum System Social Studies CPI: Concept(s): The scientific changes of the Industrial Revolution trickled down to alter global so EQ: How would you evaluate how technological, social and economic change were resultant of the Industrial Revolution? SWBAT: List the industrial powers that CPI: EQ: Can anyone really determine how nationalism and the demand for emerged in the 1800s Understand how big business emerged in the late 1800s Describe how cities had changed by 1900 Explain how working class struggles led to improved conditions for workers Explain how values created a new social order Understand how science challenged existing beliefs Describe the themes that shaped art, literature and music Concept(s): Nationalism resulted in a dramatic shift of European powers as the rising nations of Germany, Italy and Russia came to play on the international stage SWBAT: Identify several events that promoted German unity Explain the role of Bismarck on German unity 16 Keansburg School District Curriculum System Social Studies reform impacted Europe? CPI: EQ: Were the troubles preoccupying the western democracies to blame for World War I? Explain the policies of Bismarck and the reasons why he was called the Iron Chancellor List the obstacles to Italian unity Describe the process of Cavour and Garibaldi to unify the nation and the challenges the new nation faced Describe how nationalism contributed to the decline of the Hapsburg empire Understand how the growth of nationalism affected the Ottoman empire Describe the obstacles to progress in Russia Explain why the tsars followed a cycle of absolutism, reform and reaction Concept(s): The rise of Nationalism was mirrored by social changes and growth within western democracies SWBAT: Understand the reforms of Parliament in the 1800s and the values of the Victorian Age Learn how the Liberal and Conservative parties brought forth a new era in British politics 17 Keansburg School District Curriculum System Social Studies Identify how reforms impacted workers and women in Britain Analyze the impact of the Dreyfus affair and other challenges of the Third Republic Describe the French government’s steps toward reform in the 1900s Keansburg School District Curriculum Management System Timeline: 2100 Instructional Minutes Topic(s): Hot & Cold Wars (1914-2000) Suggested Days of Instruction Subject/Grade/Level: 11 Social Studies/World History Content Standards / CPI / Essential Questions Significance of Learning Goal(s): Working knowledge of global interaction and issues rounds the individual and results in an understanding of the reactions and responses of nations in the world today Specific Learning Objective(s) Suggested Activities The Students Will Be Able To: Instructional Tools / Materials / Technology / Resources / Assessments and Assessment Models 18 Keansburg School District Curriculum System Social Studies CPI: Concept(s): World War I reshaped the world and the scope and impact of global conflict EQ: Was the world a better place due to World War I when considering the direction the globe was headed in prior to its outbreak? SWBAT: Describe how international rivalries and nationalism pushed Europe toward war Explain how the assassination in Sarajevo led to the start of World War I Analyze the causes and effects of the European alliance system Understand how technology resulted in a stalemate on the Western Front and differentiated World War I from earlier wars Outline the course of the war on the Eastern front as well as in colonial regions Determine the value of American entry into the war Summarize the events that led to the end of the war Analyze the costs of World War I Describe the issues at the Paris Peace Conference and the dissatisfaction that some had with it 19 Keansburg School District Curriculum System Social Studies CPI: Concept(s): Post War struggles resulted in a change in society and the rise of fascism and communism EQ: How did the global environment after World War I cause a vacuum allowing totalitarianism? SWBAT: Analyze how Western society changed after World War I List the trends and advances of the 1920s Summarize the domestic and foreign policy issues that Europe faced after World War I Compare the economies of England, France and the United States following World War I and the impact of the Depression upon them Describe how turmoil in the nations of Italy, Germany and the Soviet Union allowed for the rise of totalitarian leaders Compare fascism to communism 20 Keansburg School District Curriculum System Social Studies CPI: Concept(s): The Second World War defined global policies for the remainder of the century EQ: Could World War II have been averted? Should action have been taken sooner? SWBAT: Analyze the threat to world peace posed by dictators in the 1930s and the Western democracies responded Summarize the ways in which continuing Nazi aggression led Europe to war Describe how the Axis powers came to control most of Europe Describe the role of the United States before and after joining World War II Describe D-Day and the Allied advance toward Germany Describe the reasons for the final defeat of the Nazis Explain the American strategy for ending the war against Japan and the consequences of that strategy Describe the issues faced by the Allies after World War II Analyze how new conflicts developed among the former Allies after World War II 21 Keansburg School District Curriculum System Social Studies CPI: Concept(s): The changing world after World War II created turmoil across the globe EQ: Is the world a better place due to World War II? SWBAT: Understand how two sides faced off during the Cold War Compare and Contrast the Soviet Union in the Cold War Explain the complex causes of ethnic and religious conflicts Describe the war in Chechnya and the dissolution of Yugoslavia Describe how struggles for independence and Cold War rivalries brought decades of conflict to South Africa Analyze how ethnic conflicts killed millions in Rwanda and the Sudan Understand why Arabs and Israelis have fought over land Outline Iraq’s long history of conflict Examine social, political and economic trends in Europe after the Cold War 22 Keansburg School District Curriculum System Social Studies Social Studies Skills Table Essential Question: What are effective strategies for accessing various sources of information and historical evidence, determining their validity, and using them to solve a problem or find a solution to a public policy question? Social Studies Skill Chronological Thinking Spatial Thinking K-4 5-8 9-12 Place key historical events and people in historical eras using timelines. Construct timelines of the events occurring during major eras. Compare present and past events to evaluate the consequences of past decisions and to apply lessons learned. Explain how the present is connected to the past. Explain how major events are related to one another in time. Analyze how change occurs through time due to shifting values and beliefs as well as technological advancements and changes in the political and economic landscape. Determine locations of places and interpret information available on maps and globes. Select and use various geographic representations to compare information about people, places, regions, and environments. Construct various forms of geographic representations to show the spatial patterns of physical and human phenomena. Use thematic maps and other geographic representations to obtain, describe, and compare spatial patterns and information about people, places, regions, and Use maps and other documents to explain the historical migration of people, expansion and disintegration of empires, and growth of economic and Relate current events to the physical and human characteristics of places and regions. 23 environments. Critical Thinking Presentational Skills Keansburg School District Curriculum System Social Studies political systems. Distinguish fact from fiction. Compare and contrast differing interpretations of current and historical events. Distinguish valid arguments from false arguments when interpreting current and historical events. Identify and use a variety of primary and secondary sources for reconstructing the past (i.e., documents, letters, diaries, maps, photos, etc.). Assess the credibility of sources by identifying bias and prejudice in documents, media, and computergenerated information. Evaluate sources for validity and credibility and to detect propaganda, censorship, and bias. Use evidence to support an idea in a written and/or oral format. Select and analyze information from a variety of sources to present a reasoned argument or position in a written and/or oral format. Take a position on a current public policy issue and support it with historical evidence, reasoning, and constitutional analysis in a written and/or oral format. 24