Class Title: Social Studies
Grade Level: 4th
Nine Weeks:
Unit:
Map Skills
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Concepts/Content
7 Continents
4 Main bodies of water
Hemispheres
Equator
Latitude
Longitude
Cardinal Directions
Intermediate Directions
Physical map
Political map
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Desired Outcomes
Be able to name the 7 continents
Locate and name the 4 main bodies of
water on a world map
Name the hemispheres
Locate the prime meridian
Identify the intermediate directions
Identify the cardinal directions
Explain the difference between a physical
map and a political map.
Class Title: Social Studies
Grade Level: 4th
Nine Weeks:
Unit:
Chapter 1
Concepts/Content
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Regions
Landforms
Climate
Regional Resources
Weather
Humidity
Equator
Elevation
Raw materials
Natural Resource
Renewable Resource
Nonrenewable Resource
Human Resource
Inset Maps
Desired Outcomes
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Be able to define key vocabulary terms.
Explain how each region’s resource shaped the
industries that grew there.
Explain differences between renewable and
nonrenewable resources.
Describe resources of their own region.
Define the purpose of an inset map.
Interpret information on an inset map.
Explain the difference between weather and climate.
Describe the climate of each region in the United
States.
Describe the 3 main factors that affect the climate of
an area.
Describe the major climates around the world.
Identify the 5 major regions of the United States.
Describe the major landforms of each region in the
United States.
Explain the difference between regional and state
boundaries.
Class Title: Social Studies
Grade Level: 4th
Nine Weeks:
Unit: Chapter 2
Concepts/Content
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Explorers
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Settlers
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Constitution
Three Branches of
Government
Time Zones in the USA
US citizens responsibilities
Three levels of Government
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Desired Outcomes
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Concepts/Content
Nine Weeks:
Unit:
Chapter 3
Concepts/Content
• First Americans
• Westward Movement
• Goods and services traded by
barter
• Profit
• Supply and demand
• Globalization
• Economically Interdependence
• National and World Trade
Use key vocabulary appropriately
Explain why explorers and settlers came to North America
Describe the growth of the US from 1783-1853
Name the three levels of government
Describe the three branches and level’s responsibilities of government
Use a time zone map to calculate times at specific locations
Know the rights and responsibilities of US citizen
Desired Outcomes
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Desired Outcomes
Explain what might have drawn the first
Americans to North America.
Explain why Americans decided to move
westward in the 1800’s.
Describe how goods and services were
traded by barter.
Explain how business makes a profit.
Explain the difference between supply and
demand.
Describe what globalization is and why
countries of the world depend on each
other.
Explain what it means for regions to be
economically interdependent.
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Describe how fast transportation and
communication have made national and
world trade possible.
Class Title: Social Studies
Grade Level: 4th
Nine Weeks:
Unit:
Chapter 4
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Concepts/Content
Glacier
Hydropower
Lighthouse
Vineyard
Hydroelectricity
States and capitals of the Northeast
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Desired Outcomes
Identify the two Great Lakes between
which Niagara Falls is located.
Identify the main mountain ranges in the
northeastern part of the Appalachian
Mountains.
Identify the key steps in the production of
maple syrup.
Explain why grapes grow well in certain
areas of the Northeast.
Identify the largest of the Finger Lakes.
Explain why water is essential to the
production and growth of cranberries.
Explain how pollution from factories gets
into Chesapeake Bay.
Explain how Chesapeake Bay is important
to the Northeast.
Know the states and capitals of the
Northeast.
Class Title: Social Studies
Grade Level: 4th
Nine Weeks:
Unit:
Chapter 5
Concepts/Content
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Iroquois Confederacy
European immigrants
Vertical timeline
Women’s rights reformers
Abolitionist
Desired Outcome
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Describe what goods the Europeans and the Native
Americans traded.
Explain why the Iroquois Confederacy was
established.
Identify the city in the Northeast where most
European immigrants came to the United States.
Analyze a vertical time line to acquire information.
Identify important women’s rights reformers.
Explain why northeastern cities developed where they
did.
Class Title: Social Studies
Grade Level: 4th
Nine Weeks:
Unit:
Chapter 6
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Concepts/Content
Endangered species
Barrier Islands
Hurricane
Fossil Fuel
Wetlands
Elevation
Locate the states and capitals of
the Southeast region
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Desired Outcomes
Identify and describe major landforms of
the Southeast.
Explain how barrier islands are formed.
Explain how to use an elevation map.
Describe the climate of the Southeast.
Identify ways in which resources the
Southeast are used.
Explain how coal is an important resource
in the Southeast.
Know your vocabulary words.
Class Title: Social Studies
Grade level: 4th
Nine Weeks:
Unit:
Chapter 7
Concepts/Content
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Trail of Tears
Consensus
Plantation
Union
Civil Rights
Gold Rush
Segregation
Civil War
Confederacy
Pioneers
Backwoodsman
Reconstruction
Secede
Desired Outcomes
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Describe how the Cherokee lived before Europeans came
to the North America and how their culture changed after.
Identify the Trail of Tears and describe its impact on the
Cherokee.
Identify important explorers of the Southeast and the areas
they explored and early leaders and their contributions to
the USA.
Evaluate the impact of agriculture in the Southeast.
Identify 2 causes of the Civil War
Explain the effects Civil War on the Southeast and how it
changed during Reconstruction.
Analyze the civil right movement.
Describe the first gold rush in the USA.
Class Title: Social Studies
Grade Level: 4th
Nine Weeks:
Unit:
Chapter 8
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Concepts/Content
Badlands
Crop rotation
Erosion
Waterway
Prairie
Irrigation
Great Lakes
Barges/Shipping
Locate the states and capitals of the
Midwest
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Desired Outcomes
Explain how the Great Lakes were formed.
Define related vocabulary words.
Explain the advantages of shipping by
land.
Explain why the Midwest is an important
agricultural region.
Describe how the Great Lakes are
connected to the Atlantic Ocean.
Describe the landscape and climate of the
Badlands.
Explain why some farmers irrigate their
crops.
Identify the rainfall in the Midwest and
explain how it affects the growth of crops
and the different crops grown on the
Central Plains and the Great Plains.
Class Title: Social Studies
Grade Level: 4th
Nine Weeks:
Unit:
Chapter 9
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Concepts/Content
Ojibwa culture
The French in the Midwest
Dust Bowl
Lewis and Clark
Trading post
Fur trade
Drought
Interstate highway system
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Desired Outcomes
Describe early Ojibwa culture and how it
has changed.
Define related vocabulary words.
Describe why the French came to the
Midwest in the 1600’s.
Identify the importance of trade and its
impact on America and the roles of the first
traders.
Explain the difficulties settlers faced in
farming the land and their ultimate success.
Describe the Dust Bowl.
Identify the goals of the Lewis and Clark
expedition.
Identify the different means of shipping.
Class Title: Social Studies
Grade Level: 4th
Nine Weeks:
Unit:
Chapter 10
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Concepts/Content
Climate
Grand Canyon
Pueblo
Adobe
Desserts
Savanna
Oil and technology
States and capitals of the
Southwest
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Desired Outcomes
Know key vocabulary
Identify a nonrenewable natural resource in
the Southwest
Describe how technology has affected the
southwest in the US.
Describe different climates found in the
Southwest.
Describe how the Grand Canyon was caved
out by erosion by the Colorado River.
Explain that the Grand Canyon is a
magnificent landform that provides beauty
and adventure.
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Describe how erosion still continues to
shape the Grand Canyon.
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Describe the early culture of the Navajo people.
Describe the Long Walk.
Explain how the Navajo Council governs the Navajo Nation.
Describe the influence of the Spanish on the Southwest.
Describe the effects the missionaries had on some Native
Americans.
Explain how cattle helped to raise the economy of the
Southwest.
Describe the roles of cowboys and cowgirls in the
Southwest.
Explain the role the Chisholm Trail had on the cattle trade.
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Identify key vocabulary.
Name the states and capitals of the West region.
Compare and contrast mountain ranges in the Midwest
Compare geysers and volcanoes.
Identify the largest mountain ranges of the West.
Identify the climates in the west region.
Identify some of the resources of the West.
Identify where agricultural products are grown in the West.
Explain how people benefit from the resources of the West.
Class Title: Social Stuides
Grade Level: 4th
Nine Weeks:
Unit:
Chapter 11
Concepts/Content
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Navajo
The Long Walk
Navajo Council
Navajo Nation
Missionary
Cowboys & Cowgirls
Chisholm Trail
Ranches
Drivers
Annie Oakley
Calamity Jane
Homestead
Desired Outcomes
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Class Title: Social Studies
Grade Level: 4th
Nine Weeks:
Unit:
Chapter 12
Concepts/Content
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West Region
Rocky Mountains
Geyser
Volcano
Lava
Magma
Continental Divide
Yellowstone National Park
Climates of the West
Tundra
Death Valley
Great Basin
Resources of the West
Agriculture of the West
Greenhouse
Livestock
Desired Outcomes
Class Title: Social Studies
Grade Level: 5th
CIS Curriculum Maps 2014
Nine Weeks: 1st
Unit: Continents/Oceans
Concepts/Content
Continents/Ocean
Geography
Desired Outcomes
The student will be able to:
 locate, label, and spell correctly the seven continents
using a blank map
 locate, label, and spell correctly the four/five oceans
using a blank map
 understand and apply key vocabulary words
Class Title: Social Studies
Grade Level: 5th
CIS Curriculum Maps 2014
Nine Weeks: 1st
Unit: Native Americans/Chap 1
Concepts/Content
Native Americans
Cultural regions
Desired Outcomes
The student will be able to:
 understand and apply key vocabulary words
 match the six Native American groups to their
characteristics
 use a timeline to answer specific questions about Native
Americans
 understand cause and effect relationships as applied to
the topic
 use a Venn diagram to compare and contrast three Native
American groups
Class Title: Social Studies
Grade Level: 5th
CIS Curriculum Maps 2014
Nine Weeks: 1st
Unit: Native Americans/Chap 2
Concepts/Content
4 Native American tribes
4 Cultural regions in the United States
Desired Outcomes
The student will be able to:
 place on a map where each of the four cultural regions
are located
 match the four Native American tribes to their cultural
region
 identify the type of home each tribe built
 explain the importance of key items to each tribe
 name at least one natural resource and explain its use for
each tribe
 use intermediate and cardinal directions
 read a simple map to label another map
 understand and apply key vocabulary words
CIS Curriculum Maps 2014
Class Title: Social Studies
Grade Level: 5th
Nine Weeks: 2nd
Unit: Exploration/Chap 4
Concepts/Content
Cortes and the Aztecs
Pizarro and the Incas
Desired Outcomes
The student will be able to:
 understand why Columbus sailed to the Americas and the
impact his voyages made on the western hemisphere
European explorers
Columbus
 understand how the Spanish conquered and then
colonized parts of North and South America through
Cortes and Pizarro
 understand how the Spanish conquered and then
colonized the American Southwest
 understand the treatment of Native Americans at the
hands of the Spanish
 match early European explorers with their
accomplishments
 use a map and its key to answer specific questions about
the map
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understand and apply key vocabulary words
Class Title: Social Studies
Grade Level: 5th
CIS Curriculum Maps 2014
Nine Weeks: 2nd
Unit: 13 Colonies/Chap 5
Concepts/Content
Geography of the 13 Colonies
Desired Outcomes
The student will be able to:
Pilgrims
 place the thirteen colonies on a blank map
Pilgrims’ interaction with the Wampanoag Indians
 summarize supporting details for a main idea
Puritans
 use details to compare and contrast the Pilgrims and the
Wampanoag Indians
 understand and apply key vocabulary words
 classify the character traits of the Pilgrims and the
Puritans
 understand cause and effect relationships as applied to
the topic
 use a map to answer specific questions about the map
Class Title: Social Studies
Grade Level: 5th
CIS Curriculum Maps 2014
Nine Weeks: late 2nd
Unit: Colonial Life/Chap 6
Concepts/Content
Colonial life
Colonial trades
Desired Outcomes
The student will be able to:
 recall characteristics of the three regions of the
thirteen colonies
 understand and apply key vocabulary words
 alphabetize vocabulary words as a study technique
 demonstrate understanding of an important historical
figure – Benjamin Franklin
 use research materials to gather facts about a colonial
trade
 use these facts to write a report about that trade
Class Title: Social Studies
Grade Level: 5th
CIS Curriculum Maps 2014
Nine Weeks: late 2nd – beginning 3rd
Unit: American Revolution/Chap 8 & 9
Concepts/Content
Events/people/ideas/reactions leading to the Declaration of
Independence
Declaration of Independence
The American Revolution
Desired Outcomes
The student will be able to:
 understand and apply key vocabulary words as related to
the American Revolution
 understand the basic who, what, where, when, why
concepts surrounding the American Revolution
 identify basic key people and their role in the American
Revolution
 understand basic cause and effect relationships that led
to the American Revolution and that tie events together
during this time period
 understand the significance of key battles in the
American Revolution
 know the dates for the American Revolution
 understand some significance of the Declaration of
Independence
CIS Curriculum Maps 2014
Class Title: Social Studies
Grade Level: 5th
Nine Weeks: 3rd
Unit: Government/Chap 10
Concepts/Content
Articles of Confederation
Creation of the US Constitution
Constitution as a working document
Desired Outcomes
The student will be able to:
 understand and apply key vocabulary words
 match the three branches of government with their
specific tasks
 read a chart and answer specific questions about the
branches of government
 write the first sentence of the Preamble
 write the four goals of the Preamble
 apply knowledge of the articles and amendments to real
life situations
 name the parts of the Constitution
Class Title: Social Studies
Grade Level: 5th
CIS Curriculum Maps 2014
Nine Weeks: late 3rd
Unit: Westward Expansion/Chap 11
Concepts/Content
George Washington as president
Louisiana Purchase
Lewis and Clark expedition
Desired Outcomes
The student will be able to:
 Understand the events surrounding the creation
of our nation’s capital
 Know specific facts about Washington, D.C. today
War of 1812
 Understand the significance of the president’s
Cabinet
 Understand and apply key vocabulary words
 Understand the basic who, what, where, when, why
concepts surrounding the Louisiana Purchase and
the subsequent exploration of the area
 Understand the basic who, what, where, when, why
concepts surrounding the War of 1812
 Label and read a map about the Louisiana Purchase
Class Title: Social Studies
Grade Level: 5th
Nine Weeks: 4th
Unit: Civil War/Chap 14 & 15
Concepts/Content
Events leading to Civil War
Civil War
CIS Curriculum Maps 2014
Desired Outcomes
The student will be able to:
 understand and apply key vocabulary words as related to
the Civil War
Reconstruction
 understand differences between the North and the
South
 use a labeled map and its key to identify slave states,
border states, and free states
 use a labeled map to identify key Civil War battles
 understand some significance of Lincoln’s Gettysburg
Address
 understand the basic who, what, where, when, why
concepts surrounding the Civil War
 identify basic key people in the Civil War
 understand the basic who, what, where, when, why
concepts surrounding the Underground Railroad
CIS Curriculum Maps 2014
 explain the 13th, 14th, and 15th Amendments to the
Constitution
CIS Curriculum Maps 2014
Class Title: Social Studies
Grade Level: 6th
Nine Weeks: 1st
Unit:1
Concepts/Content
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5 Fields of Social Studies
5 Themes of Geography
Interdependence
Culture Traits
Latitude/Longitude
Economic Beliefs
Types of Governments
Desired Outcomes
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Define key vocabulary
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Know the 5 themes of geography
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Identify the 5 fields of learning in Social Studies
4.
Describe how certain countries depend on other countries for
economic/cultural needs
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List two traits of culture
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Identify the Equator and Prime Meridian
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Distinguish the difference between unlimited and limited government
8.
List the differences between command and market economics
9.
List the characteristics of a culture region
10. Create an example of human-environment interaction
11. Differentiate between exact and relative location
12. Know the 3 times zones in the continental US
1
CIS Curriculum Maps 2014
Class Title: Social Studies
Grade Level: 6th
Nine Weeks:1st
Unit: 2
Desired Outcomes
Concepts/Content
• Irrigation along the Nile, Tigris,
Euphrates Rivers
• City-states
• Mesopotamia
• Ancient forms of writing and laws
• Ancient Egyptian Pharaohs
• Development of Social Classes
• Fertile Crescent
• Geography in the Middle East
• Major beliefs, holidays, and customs
of:
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Christianity
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Islam
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Judaism
1. Construct your own city-state
2. Compare and Contrast Hammurabi’s laws with laws today
3. Analyze how the early civilizations used the rivers to irrigate
their crops
4. Create a diagram of ancient Egyptian and Mesopotamian
social classes
5. Understand the climate in the Middle East and its influence
on the environment
6. Examine how early civilization in the Fertile Crescent
began/sustained itself
7. Analyze why ancient Egyptian civilization was successful
8. Describe ways the rivers contribute to their societies
9. Know the types of writing and writing surfaces
10. Analyze how writing has evolved and serves civilization.
11. Understand the importance of flooding on the economies
12. Identify and explain the core beliefs of the three major
religions that began in this region
13. Summarize the spread of Islam
14. Explain the type of government established in Islamic
communities
15. Explain the success of the Ottoman Empire
2
CIS Curriculum Maps 2014
Class Title: Social Studies
Grade Level:6th
Nine Weeks: 1st
Unit: 3
Concepts/Content
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Palestinian and Israeli Conflict
Zionism
Law of Return
Culture in the Middle East today
Modernization in the Middle East
Western Influence in the Middle East
Iran-Iraq War
Persian Gulf War
Muslim brotherhood, Hamas, Sunni’s
and Shi’ites
• Human influence on the
environment in the Middle East
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Desired Outcomes
Analyze Western influence in the Middle East.
Explain the main causes of conflict among peoples of the
region
Explain the causes of the Iran-Iraq and Persian Gulf Wars
Analyze the relationship between oil and politics.
Explain how religion affects the culture in the region.
Identify fundamentalist and western influences and the
varying roles of women in Islamic countries.
Identify foreign control, government changes, major events in
Egypt’s present history
Describe how the Aswan High Dam affects the Nile River and
Egypt.
Identify Zionism as the movement for a Jewish homeland in
Palestine
Explain the Law of Return
Understand why Israel’s current problems are a result of a
long and complicated past.
Analyze how modernization in the Middle East is changing life
for women, civil rights, and relationships with “The West”.
3
CIS Curriculum Maps 2014
Class Title: Social Studies
Grade Level: 6th
Nine Weeks: 2nd
Unit: 4
Concepts/Content
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Geography of Africa
Slave Trade
Colonialism
Imperialism
African Independence
Desertification
Economic resources in
Africa
• African Cultures
• Apartheid
• Ancient African Kingdoms
Desired Outcomes
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12.
Describe the two most important items of trade in Ancient Africa
Contrast the success of Ancient African Kingdoms
Analyze the contributing factors to the desertification process and its
affect on the people of N Africa.
Identify the difference between renewable and nonrenewable
resources.
Explain the importance of trade in the formation and support of
empires in Africa.
Analyze the process of the slave trade.
Examine the devastation caused by the European slave trade between
1520-1860.
Understand why Africa was important to European countries from the
1500’s – 1900’s.
Identify the effect of Colonial rule in Africa.
Recognize nationalism as the root/cause of Africa’s independent
movement.
Investigate and Contrast Africa’s diverse cultures
Analyze the influence of Apartheid in South Africa.
4
CIS Curriculum Maps 2014
Class Title: Social Studies
Grade Level: 6th
Nine Weeks: 2nd & 3rd
Unit: 5
Concepts/Content
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Geography of Southern Asia
Subcontinent
Ancient India
British and East India
Company in Asia (EIC)
India’s Culture
Buddhism
Hinduism
India’s independence
movement
Non-violence
Desired Outcomes
1.
Examine how geographic features have affected the history of
Southern Asia, its economic activity, and its development.
2. Describe the key beliefs and holidays of Hinduism
3. Understand the relationship between the caste system and
Hinduism.
4. Understand recognize the major beliefs of Buddhism.
5. Explain why the British colonized India.
6. Explain the business of the EIC
7. Research and present on the 5 themes of Geography about one
country in S. Asia
8. Explain how Gandhi helped India become independent.
9. Identify what type of government was established by India and how
it affected the caste system
10. Recognize the influence of religion, history, and economics on India’s
culture today
5
CIS Curriculum Maps 2014
Class Title: Social Studies
Grade Level:6th
Nine Weeks: 3rd
Unit: 6
Concepts/Content
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Geography of East Asia
Dynasties of China
Opium War
Taiping Rebellion
Boxer Rebellion
Nationalists
Communists
Great Leap Forward
Cultural Revolution
Chinese Culture
China’s thriving economy
Desired Outcomes
1.
Examine how geographic features (water, deserts, mountains, etc.)
influence the people of China and East Asia.
2. Analyze ancient China’s dynastic cycle.
3. Evaluate the teachings of Confucianism and Daoism and their effect
on society.
4. Identify the importance of the Opium wars, Taiping and Boxer
rebellions
5. Critique the Dynasties of China and there eventual fall
6. Compare and contrast the struggle between Nationalists and
Communists in the early 1900’s.
7. Identify why the Communist party won over China
8. Understand the effect of communism in China
9. Explain how China’s economics is influenced by the government.
10. Understand China’s rich and homogenous culture
6
CIS Curriculum Maps 2014
Class Title: Social Studies
Grade Level: 6th
Nine Weeks: 3rd
Unit: 7
Concepts/Content
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Shinto
Japanese Geography
Feudal System
Clans
European influence in Japan
Meiji Restoration
Japan’s relationship with
countries in East Asia
WWII in the Pacific
Internment Camps
Japan’s culture today
Japanese Economy
Desired Outcomes
1. Analyze how Japan’s location affects its geography and the way Japan
interacts with its environment.
2. Understand Early Japanese History
3. Explain the development and implementation of Japan’s feudal system.
4. Analyze Europe’s influence in Japan and why Japan isolated itself for 200
years.
5. Analyze how the Meiji Restoration resurrected Japan from 200 years of
isolation.
6. Analyze the strategy of Japanese during WWII.
7. Compare and contrast internment camps with concentration camps.
8. Explain the rebuilding of Japan, its economy, and livelihood after WWII
and its success today.
9. Understand the uniqueness of Japanese culture.
7
CIS Curriculum Maps 2014
Class Title: Social Studies
Grade Level:6th
Nine Weeks: 3rd & 4th
Unit: 8
Concepts/Content
• Democracy form of
government
• Republic form of government
• Geography of Greece and Italy
• Roman Republic
• Roman Empire
• Greek City-states
• Greek and Persian Wars
• Ancient Greek and Roman
cultures
• Rise and spread of Christianity
Desired Outcomes
Ancient Greece:
1. Describe the geography of Greece
2. Describe the development of city-states and relationships between
them
3. Explain the birth of democracy in Greece
4. Determine the importance of the Greek and Persian Wars
5. Understand and explain the achievements of Greek culture and its
spread and influence.
Ancient Rome:
1.
Describe the Roman Republic and the spread of Rome’s power
2.
Explain the establishment and influence of the Roman Empire
3.
Identify the fall of the Republic and the rise of the Empire
4.
Identify reasons for the rise of Christianity
5.
Analyze the reasons for the fall of the Roman Empire
8
CIS Curriculum Maps 2014
Class Title: Social Studies
Grade Level:6th
Nine Weeks: 4th
Unit: 9
Concepts/Content
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Feudalism
Manorialism
Crusades
Roman Catholic Church/Holy
Roman Empire
Protestant Reformation
Renaissance
Industrial Revolution
French Revolution
WWI
Trench Warfare
WWII
Axis and Allies
Europe’s Diverse Cultures
European Union
Desired Outcomes
Middle Ages
1. Describe Europe after the fall of the Roman Empire and the Church’s
role in the Middle Ages
2. Explain the political and economic climate under feudalism and
manorialism
Renaissance:
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Describe the growth of arts and learning in Europe
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Identify the religious conflicts that led to the Protestant Reformation
Revolution:
5. Explain the changes and effects of the Industrial and Scientific
Revolutions on Europe and the rest of the world
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Analyze the causes of the French Revolution
WWI
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Evaluate the causes of WWI
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Examine the rise of Trench warfare and new tactics
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Critique the Treaty of Versailles
WWII
10. Explain the rise of the Nazi party
11. Analyze the strategies of the Axis and Allies in Europe
Europe Today
12. Compare and Contrast the diversity of European culture
13. Understand the role of the European Union
9
CIS Curriculum Maps 2014
Class Title: Social Studies
Grade Level: 7th
Nine Weeks:1st 9 Weeks
Unit: What were the Founders’ basic ideas about government?
Concepts/Content
Colonial Life
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Founding Fathers
Need for Governments
Republic government
Democracy v Representative government
Constitutional government and higher law
Desired Outcomes
Students will be able to:
Describe who the original inhabitants of the American continent
were and how they lived.
Describe who the colonists were and how they lived in the
British colonies in America.
Explain the colonist's ideas about government and how the way
they lived influenced their ideas.
Name some of the Founders and explain what they did.
Understand the natural rights philosophy.
Explain why governments exist.
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 Explain what a republican government is.
 What are the advantages and disadvantages of a
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Checks and balances and separation of power
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Branches of government
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republican government?
Explain the difference between a direct democracy and a
representative democracy.
Explain the concepts of a constitution, constitutional
government, and higher law. Students should also be able
to explain the difference between a constitutional
government and a dictatorial government.
Be able to explain checks and balances and separation of
powers.
Describe the three branches of government.
CIS Curriculum Maps 2014
Class Title: Social Studies
Grade Level: 7th
Nine Weeks: 1st and 2nd
Unit: What shaped the founders thinking about government?
Concepts/Content
Ideas for the Constitution
Colonial constitutions
Colonial resistance to British control
Declaration of Independence
Loyalists
Revolutionary War
Popular sovereignty
Bill of rights
Articles of Confederation
Shay’s Rebellion
Desired Outcomes
Students will be able to:
 Explain how various British documents influenced the writing of
the U.S. Constitution.
 Why was the creation of Parliament important?
 Be able to identify the basic ideas of constitutional government
embodied in the American colonial governments.
 Describe British policies and why the colonists began to resist
British control.
 Explain the basic ideas about government that are contained in
the Declaration of Independence.
 Be able to explain why the colonists felt justified in declaring
independence.
 Be able to explain why some people remained loyal to Britain
 Why did the Second Continental Congress have problems
governing during the Revolutionary War?
 Describe how the war went for the Americans and the outcome
of the war.
 Describe the basic features of the new state constitutions and
explain the concept of popular sovereignty.
 Explain the difference between the Massachusetts constitution
and the other state constitutions.
 Explain the importance of a bill of rights.
 Why did we need a national government?
 Explain the ideas and events that influenced the writing of the
Articles of Confederation.
 What did the Articles of Confederation accomplish? What major
problems did it have?
 Describe the causes and effects of Shay’s Rebellion
CIS Curriculum Maps 2014
Class Title: Social Studies
Grade Level: 7th
Nine Weeks: 2nd
Unit: What happened at the Philadelphia Convention?
Concepts/Content
Philadelphia Convention
Equal and proportional representation
Great Compromise
Economic differences
Slavery issues
Separation of powers
Congressional power
Executive power
Judicial power
Desired Outcomes
Students will be able to:
 Be able to explain why the Philadelphia Convention was called.
 Be able to name some important people who were there. Also
name some important people who were not there and why they
did not come.
 Be able to explain what took place at the convention.
 Be able to explain why the states argued about representation
in Congress and explain the difference between equal and
proportional representation.
 Be able to explain how the conflict was resolved.
 Describe the key features of the Great Compromise.
 Explain the differences between the economies of the Northern
and the Southern states.
 Explain the conflicts about tariffs and slavery and how they were
resolved.
 Be able to explain the reasons why the Framers were uncertain
about how much power to give the three branches of the
national government.
 Be able to explain the powers that the Constitution gives
Congress.
 Describe how other branches of government check the power of
Congress.
 Be able to explain the powers and how the powers of the
executive branch are limited.
 Describe the process for electing the president.
 Explain the powers of the judicial branch.
CIS Curriculum Maps 2014
Class Title: Social Studies
Grade Level: 7th
Nine Weeks:2nd and 3rd
Unit: How was the Constitution used to establish our government?
Concepts/Content
Desired Outcomes
Students will be able to:
Government styles
Federalism
Constitutional ratification
Branches of government set up
Political parties
Judicial review
 Be able to explain the differences between unitary, confederate,
and federal systems of government.
 Explain what powers the Constitution delegates to the federal
government and what powers it delegates to the state
governments.
 Explain how the Constitution gives the federal government
supreme power over the state governments?
 Explain why the ratification process was important.
 Describe the arguments for and against approving the
Constitution.
 Explain why the Federalists agreed to a bill of rights.
 Explain how Congress and the president organized the
executive and judicial branches of government.
 Explain why the Framers opposed the development of political
parties.
 Describe the two original political parties, their leaders, and the
issues that divided them.
 Describe the role and purpose of political parties today.
 Explain what is meant by judicial review.
 Describe the approaches used by the Supreme Court to decide
what the Constitution means.
Class Title: Social Studies
Grade Level: 7th
CIS Curriculum Maps 2014
Nine Weeks:3rd and 4th
Unit: How does the Constitution protect our basic rights?
Concepts/Content
1st Amendment Rights
Voting Rights
Equal protection clause
14th Amendment
Due Process
Desired Outcomes
Students will be able to:
 Describe the freedoms included in the First Amendment.
 Explain the importance of freedom of expression.
 Describe some situations in which it might be reasonable and fair to
place limitations on freedom of expression.
 Explain the importance of freedom of religion and the difference
between the establishment clause and the free exercise clause.
 Describe situations in which religious practices may be limited.
 Explain some guidelines the U.S. Supreme Court has used to decide
issues related to religion and public school.
 List groups who were denied the right to vote in the past.
 Explain how voting rights were extended by changes to state voting
laws, amendments to the Constitution, acts of Congress, and
decisions of the U.S. Supreme Court.
 Suggest some ways to generate greater voter participation in
elections.
 Explain the purpose of the equal protection clause.
 Explain the 14th Amendment and the Jim Crow Laws.
 Describe some steps that Congress, the executive branch, the U.S.
Supreme Court, and citizens have taken to end unfair discrimination
in our nation.
 Explain in general terms what due process means.
 Explain the difference between the Fifth and Fourteenth
Amendment and describe why the Fourteenth Amendment was
needed.
CIS Curriculum Maps 2014
Class Title: U.S. History
Grade Level: 7th
Nine Weeks: 4th
Unit: The Jefferson’s Presidency and the War of 1812
Concepts/Content
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Concepts/Content
XYZ Affair
Marbury vs. Madison
Judicial Review
Impressment
Embargo Act of 1807
Tecumseh
War Hawks
War of 1812
Battle of Lake Erie
Battle of Thames
Burning of
Washington
Treaty of Ghent
Battle of New Orleans
Lewis and Clark
Expedition
Desired Outcomes
Main Ideas:
1. Students will be able explicate how Thomas Jefferson’s Presidency shaped and impacted the
US.
2. Students will be able to identify the main results of the War of 1812 and how it shaped the
growth of American society.
Power standards:
• Students will understand the key philosophies of the Federalist and Antifederalist.
• Students will be able to explain the Outcome of the Presidential Election of 1800.
• Students will be able to explain how John Adams limit the success of Jefferson's presidency before
Jefferson even took Office.
• Students will be able to elucidate the outcome of Marbury vs. Madison and what did it establish.
• Students will be able to explain why purchasing the Louisiana territory was in direct violation of
Jefferson's principles.
• Students will be able to explain why it important for the Lewis and Clark Expedition to have
Sacagawea’s help.
• Students will be able to explain what the goals and accomplishments of the Lewis and Clark
Expedition.
• Students will be able to explain the results of the Embargo Act of 1807 and why was it unpopular.
• Students will be able to identify and explain some of the causes for the War of 1812.
• Students will be able to explain the results of the Battle of Thames (immediate and long term).
• Students will be able to explain why the Battle of New Orleans an important American victory.
• Students will be able to explain some of the effects of the War of 1812 and how it impacted the
growth of America.
CIS Curriculum Maps 2014
CIS Curriculum Maps 2014
Class Title: U.S. History
Grade Level: 8th
Nine Weeks: 1st
Unit: The Jefferson’s Presidency and the War of 1812
Concepts/Content
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Concepts/Content
XYZ Affair
Marbury vs. Madison
Judicial Review
Impressment
Embargo Act of 1807
Tecumseh
War Hawks
War of 1812
Battle of Lake Erie
Battle of Thames
Burning of
Washington
Treaty of Ghent
Battle of New Orleans
Lewis and Clark
Expedition
Desired Outcomes
Main Ideas:
1. Students will be able explicate how Thomas Jefferson’s Presidency shaped and impacted the US.
2. Students will be able to identify the main results of the War of 1812 and how it shaped the growth
of American society.
Power standards:
• Students will understand the key philosophies of the Federalist and Antifederalist.
• Students will be able to explain the Outcome of the Presidential Election of 1800.
• Students will be able to explain how John Adams limit the success of Jefferson's presidency before
Jefferson even took Office.
• Students will be able to elucidate the outcome of Marbury vs. Madison and what did it establish.
• Students will be able to explain why purchasing the Louisiana territory was in direct violation of
Jefferson's principles.
• Students will be able to explain why it important for the Lewis and Clark Expedition to have
Sacagawea’s help.
• Students will be able to explain what the goals and accomplishments of the Lewis and Clark
Expedition.
• Students will be able to explain the results of the Embargo Act of 1807 and why was it unpopular.
• Students will be able to identify and explain some of the causes for the War of 1812.
• Students will be able to explain the results of the Battle of Thames (immediate and long term).
• Students will be able to explain why the Battle of New Orleans an important American victory.
• Students will be able to explain some of the effects of the War of 1812 and how it impacted the growth
of America.
CIS Curriculum Maps 2014
Class Title: U.S. History
Grade Level: 8th
Nine Weeks: 1st
Unit: Jackson’s Presidency
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Concepts/Content
Concepts/Content
Desired Outcomes
Andrew Jackson’s Presidency
Elections of 1824 and 1828
Trail of Tears
National Bank
States Rights
Main Outcomes:
1. Learners will be able to identify and explain the 3 main issues that Jackson faced during his
presidency and how his decisions impacted our country. (States’ Rights, Native American Rights,
War on the National Bank)
2. Learners will be able to judge if Andrew Jackson was a good President or bad President. Students
will be able to support their opinion with detailed facts and information.
Power Standards:
• Students will be able to identify the 4 candidates that ran for president in the Election of 1824 and
explain the impact of the election on the country as well as the election of 1828.
• Students will be able to identify and explain key characteristics of Andrew Jackson that impacted
his Presidency.
• Students will be able to identify the 5 Civilized Tribes be able to explain some of the ways the
Cherokee Indians tried to assimilate into white society.
• Students will explain how the Supreme Court ruled on the Indian Removal Act and evaluate
Jackson’s decision not to uphold the Supreme Court’s ruling.
• Students will be able to identify the 3 main regions of the United States and explain the 3 main
issues in this time period that caused sectional disputes.
• Students will be able to explain what the Tariff of Abomination was and how Jackson responded
to South Carolina threat to secede.
• Students will be able to explain the 3 main reasons Jackson opposed the National Bank and how
he destroyed the National Bank.
• Students will be able to identify the caused the Panic of 1837 and its impact on American
society?
CIS Curriculum Maps 2014
Class Title: U.S. History
Grade Level: 8th
Nine Weeks: 1st
Unit: Rising Tensions leading up to the Civil War
Concepts/Content
Concepts/Content
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Slavery
Compromise of 1850
Fugitive Slave Act
Uncle Tom’s Cabin
Kansas-Nebraska Act
Dred Scott Case
Lincoln Douglas debate
John Brown and Harpers Fiery
Election of 1860
Desired Outcomes
Main Outcomes:
3. Students will be able to explain the various social and political events that caused sectional tensions
in the U.S.
4. Students will be able to explicate how slavery impacted those sectional tensions and untimely helped
lead to the Civil War.
Power Standards:
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What were the two different paths the North and South took economically leading up until
the Civil War?
What was the Compromise of 1850 and how did it impact the sectional tensions in the
country?
What was the Fugitive Slave act, why was it created, and what was the reaction by
Northerners?
Who wrote Uncle Tom’s Cabin and how did that book impact American’s view of slavery?
Explain the Kansas-Nebraska Act and how it caused tension in the country (elaborate on the
term Bleeding Kansas).
What political party split and created the Republican Party? Why did it split?
Who was Dred Scott? What were the events that caused and resulted from the Dred Scott
case?
How did the Lincoln Douglas debates help propel Lincolns career?
Who was John Brown and what events took placed at Harpers Fiery? How did those events
impact sectional tensions.
Who were the 4 political candidates who ran for president in 1860 and what was there
political parties/platform they were associated with?
What was the result of the election of 1860 and why was the South upset about the result?
What two ways did the North and Lincoln attempt to avoid the Civil War after South
Carolina seceded?
CIS Curriculum Maps 2014
Class Title: U.S. History
Grade Level: 8th
Nine Weeks: 1st
Unit: Early Civil War Civil War 1860-1862
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Concepts/Content
Concepts/Content
Abraham Lincoln
Battle of Bull Run
Battle of Shiloh
Battle of Antietam
Civil War technology
Battlefield medicine
Desired Outcomes
Main Outcomes:
1. Students will be able to describe how events early in the Civil War shaped and impacted the
Union strategy in the war and how it shaped Lincoln’s political decisions.
2. Students will be able to argue why the Civil War is considered a modern war and how
battlefield technology and medicine impacted the war.
Power Standards:
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Students will be able to describe the events at Fort Sumter and the results of the confederate
attack there.
Students will be able to describe the importance of the Border States and what actions
Lincoln took to ensure their stability in the union.
Students will be able to identify and explain the strengths and weakness the North and South
had in the Civil War.
Students will be able to describe the strategies both the North and the South had in the war.
Students will understand the outcome and impact of the first Battle of Bull Run.
Students will be able to infer about the conditions Civil War soldiers had to endure.
Students will identify and understand the impact of new advancements in military
technology in the Civil war.
Students will be able to recognize the significance of Ulysses S. Grant’s as a general while
explaining the outcome of his victory at Shiloh and its impact.
Students will be able to explain the importance of the port of New Orleans in context to
Union and Confederate war strategies.
Students will evaluate the Battle of Antietam along with it outcome and impact on the war
and Lincoln’s political strategies.
CIS Curriculum Maps 2014
Class Title: U.S. History
Grade Level: 8th
Nine Weeks: 1st
Unit: End of the Civil War Civil War 1863-1865
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Concepts/Content
Concepts/Content
Abraham Lincoln
Battle of Gettysburg
Siege of Vicksburg
Thirteenth Amendment
John Wilkes Booth
Emancipation Proclamation
54th Massachusetts
Desired Outcomes
Main Outcomes:
1. Students will be able to explain how the emancipation Proclamation impacted the War and how lead to the
creation of the 13th Amendment.
2. Students will be able to describe how certain battle and events of the war impacted the outcome of the war
and helped shape our country.
Power Standards:
• Students will be able to explain the Emancipation Proclamation and be able to infer the reasoning behind
Lincoln deciding to pass the proclamation.
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Students will be able to recognize the significant contributions of African American troops in the Union
army.
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Students will be able to identify the economic impact of the Civil War on American society and be able to
explain how the Union and the Confederacy implemented policies to counter act the effects.
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Students will deduce the importance and impact women had in the Civil War.
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Students will analyze and explain the Battle of Gettysburg including its impact on the war.
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Students will be able to describe the importance of the Siege of Vicksburg including its impact on the
Confederate and union war effort.
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Students will be able to explain the significance of Sherman’s March to the Sea as well as its impact on the
war and the presidential election.
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Students will be able to explain the 13th Amendment and why it was necessary in order to abolish slavery.
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Students will be able to explain the circumstances leading up to Lincoln’s assassinate
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Students will analyze the impact of Lincoln’s assassinate on American society and Civil War Reconstruction.
CIS Curriculum Maps 2014
Class Title: U.S. History
Grade Level: 8th
Nine Weeks: 1st
Unit: American Reconstruction
Concepts/Content
Concepts/Content
• Reconstruction
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Black Codes
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14th Amendment
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Freedmen’s Schools
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Sharecropping
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Ku Klux Klan
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Plessey vs. Ferguson
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15th Amendment
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Panic of 1873
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Compromise of 1877
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Carpetbagger
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Freedmen’s Bureau
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U.S. vs. Reese
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U.S. vs. Cruikshank
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Convict Lease System
Desired Outcomes
Main Ideas:
1. Students will be able to explicate the main events of Reconstruction and how Reconstruction
impacted the development of America from 1865 until today.
2. Students will be able to explain if they believe Reconstruction was a success or failure, then plan
written explanation.
Power standards:
• Students will be able to elucidate the key civil rights amendments and laws that were implemented
during Reconstruction.
• Students will be able to explain the impact President Andrew Johnson had on reconstruction.
• Students will be able to identify the underling tensions and resistance that hindered civil rights and
reconstruction.
• Students will be able to explicate the main systems used in the South to exploit African American
labor and suppress civil rights.
• Students will be able to formulate how the Ku Klux Klan shaped and impacted the development of
civil rights.
• Students will be able to explain the results of the election of 1868 and the impact Ulysses S. Grant’s
presidency had on reconstruction.
• Students will be able to identify the Supreme Court rulings and events that limited the
effectiveness of reconstruction.
• Students will be able to recognize the long term success and failures of Reconstruction.
CIS Curriculum Maps 2014
Class Title: U.S. History
Grade Level: 8th
Nine Weeks: 1st
Unit: America after Reconstruction: Rise of a World Power and WWI
Concepts/Content
Concepts/Content
• Progressivism
• 19th Amendment
• Imperialism
• Yellow Journalism
• Spanish American War
• WWI
• Trench warfare
• Zimmermann
Telegram
• Fourteen Points
• Treaty of Versailles
• Red Scare
Desired Outcomes
Main Outcomes:
3. Students will be able to explain how Women’s Civil Rights compared to African American Civil Rights.
a. Students compare and contrast the Discourse on Women to the Declaration of Independence.
4. Students will be able to identify the main causes and outcomes of Imperialism on American global power.
5. Students will be able to identify the outcomes of World War I and how those events shaped
American History.
Power Standards:
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Students will understand how women’s roles expanded near the turn of the century.
Students will be able to explain how World War I influenced the passage if the 19th
Amendment.
Students will be able to explain how the Women’s suffrage movement was similar and different
from the African Americans’ struggle for civil rights.
Students will be able to explain what Imperialism is and helped motivate America to expand?
Students will be able to explain the main events of the Spanish American War and elucidate
how that war ties into American Imperialism.
Students will be able to explain the events that caused World War I.
Students will be able to clarify the importance of America’s entrance to the war.
Students will be able to identify and explain how the war opened up new job opportunities for
women as well as minorities.
Students will be able to identify the immediate and long term effects of World War I in world
politics, economics, and it’s implication in World War II.
CIS Curriculum Maps 2014
Class Title: U.S. History
Grade Level: 8th
Nine Weeks: 1st
Unit: The Great Depression and World War II
Concepts/Content
Concepts/Content
• Progressivism
• 19th Amendment
• Imperialism
• Yellow Journalism
• Spanish American War
• WWI
• Trench warfare
• Zimmermann
Telegram
• Fourteen Points
• Treaty of Versailles
• Red Scare
Desired Outcomes
Main Ideas:
3. Students will be able to explain how and why the US was able to transition out of the Great
Depression and into World War II.
4. Students will form and support an argument about whether or not the US was justified in using the
Atomic bomb.
5. Students will compare and contrast the American system of segregation and Japanese internment
to the Jewish Holocaust.
a. Students will be able to identify why it is important to study the Holocaust.
Power standards:
• Students will be able to explain why Hoover became unpopular as President following Market
crash.
• Students will be able to explicate the 3 main goals of Roosevelt’s New Deal.
• Students will be able to explain the main event and policies of the Great Depression.
• Students will be able to categorize who the main Allied and Axis countries were.
• Students will be able to explain the main events that lead the US to enter into World War II.
• Students will be able to elucidate how the US was able to mobilize and transform its economy for
the war
• Students will be able to explain the main battles and events of World War II.
• Students will be able to identify the main political leader and how they shaped the outcome of
World War II.
• Students will be able to recognize how and why the US used the strategy if Island hopping in World
War II.
• Students will be able to explain why and how the US detained Japanese American’s in internment
camps during World War II.
• Students will summarizes the main outcomes of World War II and how those outcomes impacted
our modern world.
CIS Curriculum Maps 2014