Windham Social Studies Curriculum
Course Name: Social Studies
Grade: Kindergarten
Title of Map
History
Title of Unit
Timelines
Essential Questions How have I grown and changed over time?
How can we tell people about our lives?
Why is it important to tell about events in the order that they happen?
Content
With guidance from the teacher, the student will understand sequential actions, such as first, next, and last.
With guidance from the teacher, the student will understand the term because as it relates to the context of
stories, events and personal experiences.
Skills
Order events in a child’s life and their families’ lives.
List events in temporal order.
Common
Summative
Assessments
Standards
LS.K.2(H) - Put events in their own and their families’ lives in temporal order.
Windham Social Studies Curriculum
Course Name: Social Studies
Grade: Kindergarten
Title of Map
History
Title of Unit
National Holidays
Essential Questions Why do we celebrate national holidays?
How do we celebrate national holidays?
Content
With guidance from the teacher, the student will understand why we recognize the national holidays.
Skills
Name the National Holidays (Columbus Day, Thanksgiving, Memorial Day, Martin Luther King Jr. Day,
Constitution Day, Sept. 17th)
Describe the significance of each holiday.
Common
Summative
Assessments
Standards
LS.K.1(H) - Identify and describe the events or people celebrated during United States national holidays and
why we celebrate them.
Windham Social Studies Curriculum
Course Name: Social Studies
Grade: Kindergarten
Title of Map
Geography
Title of Unit
Maps and Globes
Essential Questions Why do we need maps and globes?
Why is it important to know where we live?
How can understanding my location be helpful?
Where am I?
Content
Students will understand that specific vocabulary words and phrases indicate location and direction (north
south, east, west, town, city, state, country).
Student will understand the difference between a map and a globe.
Students will understand that where they live can be described using specific location terms (their address).
Skills
Common
Summative
Assessments
Standards
With guidance from the teacher, the student will be able to correctly use words and phrases that indicate
location and direction.
Identify a map versus a globe.
Locate places on a map.
Locate places on a globe.
Identify a geographical location in terms of number, street, city, town, state, country.
C&S.K.5(G) - Tell or show what a map is and what a globe is.
LS.K.3(G) - Identify the student’s street address, city or town, and New Hampshire as the state and the United
States as the country in which he or she lives. Identify the name of the student’s school and the city and town in
which it is located.
LS.K.4(G) - Describe the location and features of places in the immediate neighborhood of the student’s home or
school.
Windham Social Studies Curriculum
Course Name: Social Studies
Grade: Kindergarten
Title of Map
Economics
Title of Unit
Jobs
Essential Questions Why do people have jobs?
Why do people choose different jobs?
How do people get money to pay for goods and services?
How are wants and needs met by making purchases?
Content
With guidance from the teacher, the student will understand words as they relate to work, such as money,
buying, selling, and occupations for their future.
Skills
Common
Summative
Assessments
Standards
Understand why people have jobs.
Identify and give an example of a job.
Describe the requirements of a job.
Identify things that they may want/need to buy.
LS.K.8(E) - Give examples of different kinds of jobs that people do, including the work they do at home.
LS.K.9(E) - Explain why people work (e.g. to earn money in order to buy things they want).
Windham Social Studies Curriculum
Course Name: Social Studies
Grade: Kindergarten
Title of Map
Civics
Title of Unit
Community Helpers
Essential Questions Why are there community helpers?
How do community helpers help your family and your community?
What are the qualities of a good citizen?
What does it mean to be a member of a community?
Content
The student will understand the importance of jobs and how they help others in the community.
With guidance from the teacher, the student will understand the qualities of citizenship and the importance of
being an active member in the community.
Skills
Common
Summative
Assessments
Standards
Identify and describe a person(s) who promotes the safety of children and adults.
Listen to the teacher read and discuss a story about citizenship.
With guidance from their teacher, students will be able to illustrate the qualities of citizenship.
Demonstrate the understanding of the following concepts: authority, fairness, justice, responsibility, honesty,
courage, friendship and respect.
C&S.K.6(C) - Give examples that show the meaning of the following concepts: authority, fairness, justice,
responsibility, and rules.
LS.K.5(C) - Retell stories that illustrate honesty, courage, friendship, respect, responsibility and the wise or
judicous exercise of authority, and explain how the characters in the stories show these qualities.
LS.K.6(C) - Identify and describe family or community members who promote the welfare and safety of children
and adults.
Windham Social Studies Curriculum
Course Name: Social Studies
Grade: Kindergarten
Title of Map
Civics
Title of Unit
American Symbols
Essential Questions Why do we have American symbols?
How do symbols and songs help families and classmates feel connected?
Content
With guidance from the teacher, the student will understand American symbols and their significance.
Skills
Identify the American flag and the current president.
With guidance, sing the National Anthem.
With guidance, recite with Pledge of Allegiance.
Common
Summative
Assessments
Standards
LS.K.7(C) Demonstrate understanding that there are important American symbols by identifying:
● the American flag and its colors and shapes
● the melody of the national anthem
● the picture and name of the current president
● the words of the Pledge of Allegiance.
Windham Social Studies Curriculum
Course Name: Social Studies
Title of Map
Grade: First
History
Title of Unit
Traditions and Customs
Essential Questions What are some ways that people in our community celebrate?
What are some celebrations held by diverse cultures?
Content
Students will understand how customs, traditions, celebrations, family, Americans and community are
examples of diversity within our country and reflections of individuals religious and ethnic beliefs.
Skills
Define customs, traditions, celebrations, family, Americans and community.
Explain and describe America’s variety of religious, community, family, and custom celebrations.
Describe celebrations and customs held by families of classroom students.
Common
Summative
Assessments
Standards
1H5 - Explain that Americans have a variety of different religious, community, and family celebrations and
customs and describe celebrations or customs held by members of the class and their families.
Windham Social Studies Curriculum
Course Name: Social Studies
Title of Map
Grade: First
History
Title of Unit
Timelines
Essential Questions How can we use the calendar and dates to tell about our lives?
How and why do people and places develop and change over time?
Content
Students will understand why important events happen at different times in their lives.
Students will understand that a calendar is a tool to represent time and helps us document significant events in
time.
Students will understand that time is a representation of when events happen.
Skills
Identify (days, weeks, months, year, seasons, calendar dates, present, past, future, historical periods).
Sequence (days, weeks, months, years and seasons, student events in their own lives).
Read (calendar dates, days of week).
Recognize the existence of historical time periods (other times, other places).
Common
Summative
Assessments
Standards
1H8 – Students understand that their lives follow a chronological order.
Windham Social Studies Curriculum
Course Name: Social Studies
Title of Map
Grade: First
History
Title of Unit
National Holidays
Essential Questions Why do we celebrate national holidays?
What are some ways that your family celebrates national holidays?
Content
Students will understand the importance of celebrating national holidays as they represent historical figures and
important pieces of history in our country.
Skills
Identify, understand and explain the reasons for celebrating events or people associated with:
Labor Day
Columbus Day
Veterans’ Day
Thanksgiving
Martin Luther King Jr. Day
Presidents’ Day
Memorial Day
Flag Day
Constitution Day (Sept. 17th)
Provide examples of ways people celebrate the national holidays.
Common
Summative
Assessments
Standards
14H - Give reasons for celebrating the events or people commemorated in the national holidays.
Windham Social Studies Curriculum
Course Name: Social Studies
Grade: First
Title of Map
History
Title of Unit
Essential
Questions
Content
Folktales
What lessons do we learn from folktales?
How can I retell a folktale or legend so that it makes sense to others?
Students will understand that folktales, legends, American and World stories contain lessons and/or morals about
life.
Listen to and reflect on folktales, legends, American and World stories.
Describe main characters and character qualities of:
John Henry
Paul Bunyan
Anansi
Davy Crocket
Lon Po Po
Annie Oakley
Johnny Appleseed
Skills
Common
Summative
Assessments
Standards
1H6 - After reading or listening to folktales, legends, and stories from America and from around the world,
describe the main characters and their qualities.
Windham Social Studies Curriculum
Course Name: Social Studies
Title of Map
Grade: First
Social Studies
Title of Unit
Geography: Maps and Globes
Essential Questions Why do we use maps?
How are maps and globes useful tools for us to use in our lives?
Content
Students will understand that maps and globes are tools to identify location and direction.
Skills
Describe a map as a representation of space (classroom, school, neighborhood, town, city, state, country, world).
Identify cardinal directions (N,S,E,W) and apply to: map, globe, classroom, school, playground, community
locations.
Define and locate: North and South Poles, the equator, a continent, river, lake, ocean and a mountain.
Common
Summative
Assessments
Standards
1GEO7 - Identify a map/globe as a representation of space.
Windham Social Studies Curriculum
Course Name: Social Studies
Title of Map
Title of Unit
Essential
Questions
Content
Skills
Common
Summative
Assessments
Standards
Grade: First
Economics
Goods and Services
How are our lives impacted by the services people provide?
How do people decide which products they NEED or WANT to buy?
Why do people need to make choices about what they should buy?
Students will understand what buyers and sellers are and give examples of goods and services that are bought and
sold in their community as a component of an economic system.
Students will understand the importance of using money to buy necessary goods before buying items they want in
order to meet their basic needs.
Identify examples of products.
Identify examples of services.
Describe the differences between wants and needs.
Give examples of products (goods) that people buy and use.
Give examples of services that people do for each other.
Give examples of the choices people have to make about the goods and services they buy (e.g. a new coat, a tie, or a
pair of shoes) and why they have to make choices (e.g. because they have a limited amount of money).
Windham Social Studies Curriculum
Course Name: Social Studies
Title of Map
Grade: First
Civics
Title of Unit
The President
Essential Questions What makes a great leader?
Why do you think our country has a president?
Content
Students will understand the importance of the President’s role as our country’s leader.
Students will be understand the role that people have in voting for a new president.
Students will understand that it is a responsibilty as a citizen to participate in voting.
Identify the current President of the United States.
Skills
Describe the responsibilities of the President.
Explain how a president has authority due to a vote by the people.
Recognize the role of a president as a position of authority.
Understand the purpose and procedure of voting.
Common
Summative
Assessments
Standards
1C2 - Identify the current President of the United States, describe what presidents do, and explain that they get
their authority from a vote by the people. (H,C)
Windham Social Studies Curriculum
Course Name: Social Studies
Grade: First
Title of Map
Civics
Title of Unit
Essential
Questions
Content
Citizenship
What is our role and responsibilities as citizens in our home, school and community?
What is citizenship?
Students will understand the importance of being a good citizen within a community in order to function as a
peaceful, productive society.
Students will understand the qualities that a good citizen will demonstrate.
Define, model and demonstrate examples of politeness, rules, achievement, courage, honesty, reliability.
Skills
Common
Summative
Assessments
Standards
1C9 – Give examples that show the meaning of citizenship.
Windham Social Studies Curriculum
Course Name: Social Studies
Title of Map
Grade: First
Civics
Title of Unit
American Symbols and Songs
Essential Questions Why do we have national symbols?
How do national symbols help families and classmates feel connected?
Why do we sing patriotic songs?
How does it make you feel to sing patriotic songs?
Content
Students will understand that we recite the Pledge of Allegiance and sing the national songs to show respect to
our country.
Students will understand that the national symbols represent important history for our country.
Skills
Identify the American Flag, Bald Eagle, White House, and the Statue of Liberty.
Explain the meaning of the American Flag, Bald Eagle, White House, and the Statue of Liberty
Recite and explain the significance and general meaning of: America the Beautiful, My Country ‘tis of Thee, God
Bless America, The Star Spangled Banner, and Pledge of Allegiance.
Common
Summative
Assessments
Standards
1C1 - Identify and explain the meaning of American national symbols. (H,C)
1C3 – Demonstrate the ability to recite patriotic songs, explain its significance and meaning of the lyrics.
Windham Social Studies Curriculum
Course Name: Social Studies
Grade: Second
Title of Map
History
Title of Unit
Native Americans
Essential Questions Why is it important to know about the Abenaki tribe and their way of life?
How did their environment impact the lives of the tribes of the Eastern Woodlands?
Why is it important to learn about historical figures?
What information do timelines give us?
Content
Students will understand that there are important people in our country that we remember for their
contributions.
Students will understand that our way of life is influenced by the ideas and prior experiences of the Native
Americans as they contributed to the development of our country.
Skills
Use correctly words and phrases related to time (now, in the past, in the future), changing historical periods
(other times, other places), and causation (because, reasons).
Explain the information that historical timelines convey and then put in chronological order events in the
student’s life (e.g., the year he or she was born, started school, or moved to a new neighborhood) or in the
history of countries studied.
Identify the Abenaki tribe and their leaders at the time the Pilgrims arrived.
Describe the Abenaki way of life.
Introduce the tribes and way of life of the Eastern Woodland Native Americans.
Compare time, historical periods, and causation
Explain information conveyed by timelines
Create timelines
Common
Summative
Assessments
Standards
H 2.1 Use language to compare time (now, in the past, in the future) and historical periods (other times, other
places), and causation (because, reasons).
H 2.2 Explain the information that historical timelines convey and then put in chronological order events in the
student’s life or in the history of countries studied.
H 2.10 Identify the Abenaki and their leaders at the time the Pilgrims arrived, and describe their way of life.
Introduce the tribes and the way of life of the Eastern Woodland Native Americans.
Windham Social Studies Curriculum
Course Name: Social Studies
Grade: Second
Title of Map
History
Title of Unit
Historical Figures: George Washington and Abraham Lincoln
Essential Questions Why is it important to learn about historical figures?
Who are some Americans who have made a difference in our lives?
What information do timelines give us?
Content
Students will understand that George Washington and Abraham Lincoln are historical figures that have
significantly impacted the history of our country.
Students will understand that there are important people in our country that we remember for their
contributions.
Skills
Use correctly words and phrases related to time (now, in the past, in the future), changing historical periods
(other times, other places), and causation (because, reasons).
Explain the information that historical timelines convey and then put in chronological order events in the
student’s life (e.g., the year he or she was born, started school, or moved to a new neighborhood) or in the
history of countries studied.
Give examples of fictional characters or real people in the school community who were good leaders and good
citizens, and explain the qualities that made them admirable (e.g., honesty, dependability, modesty,
trustworthiness, courage).
Describe different ways people have achieved great distinction.
Compare different ways people have achieved great distinction.
Compare time, historical periods, and causation
Explain information conveyed by timelines
Create timelines
Common
Summative
Assessments
Standards
H 2.1 Use language to compare time (now, in the past, in the future) and historical periods (other times, other
places), and causation (because, reasons).
H 2.2 Explain the information that historical timelines convey and then put in chronological order events in the
student’s life or in the history of countries studied.
H 2.11 After reading or listening to a variety of true stories about individuals recognized for their achievements,
describe and compare different ways people have achieved great distinction (e.g. scientific, political, military,
athletic, artistic).
Windham Social Studies Curriculum
Course Name: Social Studies
Title of Map
Title of Unit
Essential Questions
Content
Skills
Common
Summative
Assessments
Standards
Grade: Second
History
Historical Figures: Martin Luther King, Jr.
Why is it important to learn about historical figures?
Who are some Americans who have made a difference in our lives?
What information do timelines give us?
Students will understand that Martin Luther King, Jr. is a historical figure that has significantly impacted
the history of our country.
Students will understand that there are important people in our country that we remember for their
contributions.
Use correctly words and phrases related to time (now, in the past, in the future), changing historical periods
(other times, other places), and causation (because, reasons).
Explain the information that historical timelines convey and then put in chronological order events in the
student’s life (e.g., the year he or she was born, started school, or moved to a new neighborhood) or in the
history of countries studied.
Give examples of fictional characters or real people in the school community who were good leaders and
good citizens, and explain the qualities that made them admirable (e.g., honesty, dependability, modesty,
trustworthiness, courage).
Describe different ways people have achieved great distinction.
Compare different ways people have achieved great distinction.
Compare time, historical periods, and causation
Explain information conveyed by timelines
Create timelines
H 2.1 Use language to compare time (now, in the past, in the future) and historical periods (other times,
other places), and causation (because, reasons).
H 2.2 Explain the information that historical timelines convey and then put in chronological order events in
the student’s life or in the history of countries studied.
H 2.11 After reading or listening to a variety of true stories about individuals recognized for their
achievements, describe and compare different ways people have achieved great distinction (e.g. scientific,
political, military, athletic, artistic).
Windham Social Studies Curriculum
Course Name: Social Studies
Grade: Second
Title of Map
Geography
Title of Unit
Maps and Globes
Essential Questions How do maps and globes help people find locations?
Why is it important to know how the world is organized geographically?
How are continents and countries different?
Why is knowing about continents and countries helpful in your life?
Content
Students will understand that maps and globes are tools to identify location and direction.
Skills
Describe how maps and globes depict geographical information in different ways.
Read globes and maps and follow narrative accounts using them.
Describe how maps and globes are similar and different.
Locate the 7 continents (N. America, S. America, Europe, Asia, Africa, Australia, and Antarctica); the boundaries
of the United States, Canada, and Mexico; the oceans of the world (Arctic, Atlantic, Indian, Pacific, and
Southern Oceans); the major rivers (Mississippi, Amazon, Volga, Yangtze, Nile); and major mountains or
mountain ranges in the world (i.e. Andes, Alps, Himalayas, Mt. Everest, Mt. McKinley, and the Rocky
Mountains).
Explain the difference between a continent and a country.
Provide examples of continents and countries.
Common
Summative
Assessments
Standards
GEO 2.3 Describe how maps and globes depict geographical information in different ways.
GEO 2.4 Read globes and maps to locate information and follow narrative accounts using them.
GEO 2.9 Explain the difference between a continent and a country and give examples of each.
Windham Social Studies Curriculum
Course Name: Social Studies
Grade: Second
Title of Map
Economics
Title of Unit
Buyers and Sellers
Essential Questions Why are producers and consumers important in our community?
How do producers and consumers depend on each other?
Why are buyers and sellers significant in your life?
What goods and services are important to you?
Content
Students will understand the difference between producers and consumers as they are the foundation of an
economic system.
Students will understand what buyers and sellers are and give examples of goods and services that are bought
and sold in their community as a component of an economic system.
Skills
Provide examples of people in the school and community who are producers and consumers.
Explain what buyers and sellers are.
Provide examples of goods and services that are bought and sold.
Common
Summative
Assessments
Standards
E 2.7 Give examples of people in the school and community who are both producers and consumers.
E 2.8 Explain what buyers and sellers are and give examples of goods and services that are that are bought and
sold.
Windham Social Studies Curriculum
Course Name: Social Studies
Grade: Second
Title of Map
Civics
Title of Unit
Citizenship
Essential Questions Why do we have rules at school?
What are your responsibilities as a student?
How do members of a community make decisions?
How would you describe a good leader or citizen?
Who are some examples of good leaders or citizens?
Content
Students will understand the qualities of a good leader and a good citizen within a community in order to
function as a peaceful, productive society.
Skills
Define the rights and responsibilities that students have as citizens in the school.
Vote on classrooms rules or other appropriate situations.
Explain qualities that make fictional characters or real people admirable (e.g. honesty, dependability, modesty,
trustworthiness, courage).
Provide examples of fictional characters or real people who were good leaders and good citizens.
Identify September 17th as Constitution Day, a day that commemorates the signing of the Constitution and all
who have become citizens.
Common
Summative
Assessments
Standards
C 2.5 Define and give examples of some of the rights and responsibilities that students as citizens have in the
school (e.g., students have the right to participate in voting and have the responsibility to follow school rules).
C 2.6 Give examples of fictional characters or real people who were good leaders and good citizens, and explain
the qualities that made them admirable (e.g., honesty, dependability, modesty, trustworthiness, courage).
Windham Social Studies Curriculum
Course Name: Social Studies
Title of Core Map
Grade: Third
History
Economics
Geography
Title of Unit
Westward Expansion
Essential Questions How can understanding historical vocabulary (i.e. century, decade, etc.) help you learn about the past?
How do paintings, photographs, and illustrations teach us about history?
Why is using money easier than trading goods and services (bartering)?
How did Lewis and Clark’s expedition impact Westward Expansion?
How did the Louisiana Purchase impact the growth of America?
What led to the American government purchasing the Louisiana territory?
How did Westward Expansion impact our country?
How does understanding the lives of pioneers during Westward Expansion give us a better understanding of
how our country developed?
Content
Students will understand the time periods of Westward Expansion.
Student will know the important historical dates of Immigration and Westward Expansion.
Students will know that visual sources (paintings, photographs, illustrations) can teach us about history.
Students will know that historical narratives (clothing, setting, actions) can teach us about history.
Students will understand that barter is the direct exchange of goods and services between people without using
money.
Students will understand that trade is the exchange of goods and services between people.
Students will understand the concepts of money
Students will know that historical objects and artifacts can teach us about history.
Students will know that the local Historical Society is a resource for learning about the history of their
community.
Students will gain an understanding of the Lewis and Clark Expedition from 1803 to 1806.
Students will understand the reasons that pioneers moved west.
Students will understand the challenges experiences by the participants of the Lewis and Clark Expedition.
Students will comprehend the chronological order of events which defined the Lewis and Clark journey.
Students will know the various ways in which the Louisiana Purchase affected our country.
Students will learn why the American government purchased the Louisiana territory.
Students will understand how the Louisiana Purchase affected the United States of America.
Students will understand how Westward Expansion impacted our country.
Skills
Common
Summative
Assessments
Standards
Students will understand there were different trails that could be utilized to meet their destination.
Student will understand the hardships pioneers endured as they moved west.
Students will be able to identify and explain the meaning of time periods and dates in historical narratives as
they relate to Immigration and Westward Expansion.
Students will be able to use correct vocabulary to describe time periods and historical dates (e.g. decade,
century, 1600’s)
Students will be able to observe visual sources such as historic paintings, photographs, or illustrations that
accompany historical narratives.
Students will be able to describe details such as clothing, setting, and action.
Students will be able to define bartering.
Students will be able to give examples of bartering and explain how money makes it easier for people to get
things that they want.
Students will be able to explain the significance of historic objects and artifacts of everyday life in the past.
Students will be able to explain how people from the past lived and how everyday life has changed.
Students will research the Lewis and Clark Expedition from 1803 to 1806 through reading grade level literature.
Students will identify the Louisiana territory on a map of the early United States.
Students will be able to synthesize information presented by the teacher to determine the reasons America
purchased the Louisiana territory.
Students will identify the Oregon and Santa Fe trails and the mode of transportation used by pioneers.
Students will identify the hardships faced by pioneers as they journeyed west.
Students will research the lives of pioneers as they moved into and settled the west.
C&S1(H) - Explain the meaning of time periods or dates in historical narratives (decade, century, 1600’s, 1776)
and use them correctly in speaking and writing.
C&S2(H) - Observe visual sources such as historic paintings, photographs, or illustrations that accompany
historical narratives and describe details such as clothing, setting, and action.
C&S10(E) - Define barter, give examples of bartering (e.g., trading baseball cards with each other), and explain
how money makes it easier for people to get things that they want.
LS3.12(H,G,E) - Explain how objects and artifacts (e.g. historic paintings, photographs, etc) of everyday life in
the past tell us how ordinary people lived and how everyday life has changed. Draw on the services of the local
historic society and local museums as needed.
LS5.30 (H, E, G) (Grade 5) – Describe the expedition of Lewis and Clark from 1803 to 1806.
LS5.29 (H, C, E, G) (Grade 5) – Explain the events leading up to, and the significance of, the Louisiana Purchase
of 1803.
LS5.34 (Grade 5) – Explain the reasons that pioneers moved west from the beginning to the middle of the 19th
century, and describe their lives on the frontier.
● Wagon train journeys on the Oregon and Sante Fe trails
● Their settlements in the western territories.
Windham Social Studies Curriculum
Course Name: Social Studies
Title of Core Map
Grade: Third
History
Geography
Civics
Economics
Title of Unit
Immigration
Essential Questions Who were the Pilgrims, and why did they come to America?
How did my ancestors come to this country?
Why is it important to know about traditions and customs from other countries?
How does knowing about the origin of different traditions and customs help us understand current traditions
and customs?
Why is it important to know where our ancestors came from?
What rights and responsibilities does an immigrant have in becoming a citizen of the United States?
How will understanding where our ancestors came from effect our lives?
How does knowing the traditions and customs of our ancestors influence our lives today?
How do historical objects and artifacts like paintings, photographs, and illustrations teach us about history?
Why is it important to know about everyday life in the past?
Content
Students will understand the time periods of immigration.
Students will know who the pilgrims were and how they came to America.
Students will understand the different aspects of the immigrant’s journey to America.
Students will understand that many of our ancestors came from Europe.
Students will understand that using the school librarian and other resources can help them learn about
traditions and customs from other countries.
Students will understand the origin of different traditions and customs and how they help us understand
current traditions and customs.
Students will understand the traditional food, customs, sports and games, and music of their ancestors.
Students will know how to locate where their ancestors came from on a map of world.
Students will know how to locate which continents their ancestors came from on a map of the world.
Students will know how to locate which countries their ancestors came from on a map of the world.
Students will know the major rights that immigrants acquired as citizens of the United States.
Students will know that historical objects and artifacts can teach us about history.
Students will know that the local Historical Society is a resource for learning about the history of their
Skills
Common
Summative
Assessments
Standards
community.
Students will be able to describe the time periods of immigration.
Students will be able to describe characteristics of a Pilgrim
Students will be able to describe why Pilgrims left Europe to seek religious freedom
Students will be able to describe the journey of the Pilgrims.
Students will be able to describe examples of traditions or customs from other countries that can be found in
America today.
Students will be able to locate the continent from which their ancestors came on a map of the world.
Students will be able to locate the country from which their ancestors came on a map of the world.
Students will be able to identify what rights citizens of the United States have, such as the right to vote, and
freedom of religion, speech, assembly, and petition.
Students will research food, customs, sports and games, and music of their ancestors and understand how that
effects them today.
Students will be able to explain the significance of historic objects and artifacts of everyday life in the past.
Students will be able to explain how people from the past lived and how everyday life has changed.
Students will be able to access the school librarian and other resources can help them learn about current
traditions and customs.
Students will be able identify the local historical society as a resource for learning about the history of their
community.
LS3.3(H,G,C,E) Identify who the Pilgrims were and explain why they left Europe to seek religious freedom;
describe their journey.
● The purpose of the Mayflower Compact
● Challenges in settling in America
● Events leading to the first Thanksgiving
C&S4 (Grade 4) Give examples of the major rights that immigrants have acquired as citizens of the United States
(e.g. the right to vote, and freedom of religion, speech, assembly, and petition).
LS3.12(H,G,E) - Explain how objects and artifacts (e.g. historic paintings, photographs, etc) of everyday life in
the past tell us how ordinary people lived and how everyday life has changed. Draw on the services of the local
historic society and local museums as needed.
LS2.8 With the help of the school librarian and other resources, give examples of traditions or customs from
other countries that can be found in America today
LS2.7 On a map of the world, locate the continent, or countries from which students, their parents, guardians,
grandparents, or other relatives or ancestors came. Identify and describe well-known sites or landmarks of at
least three different countries from which students’ families came, and explain why they are important.
Windham Social Studies Curriculum
Course Name: Social Studies
Title of Core Map
Grade: Third
History
Civics
Geography
Title of Unit
History of Windham
Essential Questions How is a historic building, monument, or local area site of value to me and my community?
Why is it important to learn the history of historic buildings, monuments, or local area sites?
Why is it important to study local artifacts and places?
Why is it important to learn how and why the artifacts were made?
Why is it important to know when students’ community was founded?
Content
Students will understand the significance of historical buildings in their community.
Students will understand the significance of monuments or sites in their community.
Students will understand the significance of Local/Regional historic artifacts.
Students will understand when their own city or town was founded.
Students will understand that different groups of people have settled in the community since its founding.
Skills
Student will be able to locate class’s hometown or city on a contemporary map using cardinal directions, map
scales, and titles.
Students will be able to locate class’s hometown or city geographical features and landmarks using a legend on a
contemporary map.
Students will be able to observe local artifacts and sites.
Students will be able to describe local artifacts and sites.
Students will be able generate questions about the function, construction, and significance of local artifacts and
sites.
Students will be able to identify when the students’ own city or town was founded.
Students will be able to describe different groups of people who have settled in the community since its
founding.
Common
Summative
Assessments
Standards
LS3.9(H,C) Identify historic buildings, monuments, or sites in the area and explain their purpose and
significance.
C&S3(H) - Observe and describe local or regional historic artifacts and sites and generate questions about their
function, construction and significance.
LS3.11(H,G) - Identify when the students’ own city or town was founded and describe the different groups of
people who have settled in the community since its founding.
Windham Social Studies Curriculum
Course Name: Social Studies
Title of Core Map
Grade: Third
History
Geography
Title of Unit
Maps and Globes
Essential Questions Why is it important to compare maps of Windham from the past and present?
Why is it valuable to be able to identify Windham’s geographic features and landmarks?
How does geography influence the student’s community?
Why is it important to know how to use map tools (e.g. cardinal directions, map scales, legends, titles)?
How do you tell the difference between an old and new map of your community?
Why is it important to compare old and new maps of your community?
Why is it important to locate geographical features on a map?
Why is it important to know where New England, New Hampshire, and Windham are on a map?
Content
Students will understand maps of hometown-contemporary/past.
Students will understand local geographic features/landmarks.
Students will understand that cardinal directions are North, South, East, and West.
Students will understand that map scales are used to determine distance.
Students will understand that legends are used to identify symbols on a map.
Students will understand that titles are used to identify locations on a map.
Students will understand contemporary maps of New England and New Hampshire.
Students will understand the location of the New England states on a map.
Students will understand the location of New Hampshire on a map.
Skills
Students will identify the differences between a contemporary map of Windham and one from the 18th, 19th, or
early 20th century.
Students will locate local geographic features and landmarks Windham.
Students will be able to locate class’s hometown or city on a contemporary map using cardinal directions, map
scales, and titles.
Students will locate cardinal directions, map scales, legends, and titles on contemporary maps of New England
and New Hampshire.
Students will be able to identify New England states on a map.
Common
Summative
Assessments
Standards
C&S5(H,G) - Describe the differences between a contemporary map of their city or town and the map of their
city or town in the 18th, 19th, or early 20th century.
C&S4(G) - Use cardinal directions, map scales, legends, and titles to locate places on contemporary maps of New
England, New Hampshire, and the local community.
LS3.8(G) - On a map of New Hampshire, locate the class’s hometown or city and its local geographic features
and landmarks.
Windham Social Studies Curriculum
Course Name: Social Studies
Grade: Third
Title of Core Map
Economics
Title of Unit
Local Economics
Essential Questions What are specialized businesses, and why are they important to the community?
How do local businesses affect your life?
How are local businesses a reflection of our community?
Why is our local community responsible for paying people like firefighters, police officers, and teachers?
How do people who are paid by our local community help me and other people from our town?
Content
Students will understand specialization in jobs and businesses.
Student will know what good and services local business provide.
Students will understand what defines a local businesses.
Students will understand what defines local industries.
Students will understand that some facilities are tax-supported:
Public Schools
Parks
Recreational facilities
Police department
Fire department
Libraries
Skills
Students will be able to define specialization in the jobs and businesses of your local community.
Students will be able to identify examples of specialized jobs and businesses of your local community.
Students will be able to list local area goods and services.
Students will be able to distinguish between a local business and a national/state/regional chain.
Students will be able to identify tax supported facilities.
Common
Summative
Assessments
Standards
C&S9(E) - Define specialization in the jobs and businesses and give examples of specialized businesses in the
community.
LS3.13(E) - Give examples of goods and services provided by their local businesses and industries.
LS3.14(E) - Give examples of tax-supported facilities and services provided by their local government, such as
public schools, parks, recreational facilities, police and fire departments, and libraries.
Windham Social Studies Curriculum
Course Name: Social Studies
Grade: Third
Title of Core Map
Civics
Title of Unit
Local Government
Essential Questions Why is it important to have government in our communities?
How does our local government affect community and me?
Why is it important to understand local government?
In what ways can community members influence the political process in a local government?
Content
Students will understand the infrastructure of local government.
Students will understand how local government affects their community.
Students will understand the ways people in the community can influence their local government (e.g., by
voting, running for office, or participating in meetings.)
Skills
Common
Summative
Assessments
Standards
Students will be able to describe why it is necessary for communities to have government.
Students will be able to describe ways people in the community can influence local government.
Students will be able to identify the infrastructure of local government.
Students will be able to describe the ways people in the community can influence their local government (e.g., by
voting, running for office, or participating in meetings.)
C&S6(C) - Give examples of why it is necessary for communities to have government (e.g., governments provide
order and protect rights).
C&S7(C) - Give examples of the different ways the people in the community can influence their local government
(e.g., by voting, running for office, or participating in meetings.)
Windham Social Studies Curriculum
Course Name: Social Studies
Grade: Third
Title of Core Map
Civics
Title of Unit
Stars and Stripes
Essential Questions Why does a flag have stars and stripes?
Why is it important to know how to take care of our flag?
Content
Students will understand the meaning of the stars and stripes on a flag.
Students will understand the official procedures for taking care of the American flag.
Skills
Students will be able to explain the meaning of the stars and stripes on the American flag.
Students will be able to describe the official procedure for caring for the flag.
Common
Summative
Assessments
Standards
LS3.10(C) - Explain the meaning of the stars and stripes on the American flag, and describe official procedures
for the care and display of the flag.
Windham Social Studies Curriculum
Course Name: Social Studies
Title of Core Map
Title of Unit
Essential Questions
Content
Skills
Grade: Fourth
Geography
Map Skills
Why is it important to understand the key elements and attributes on a map?
How are the physical and human features shown on a map?
Why is it important to understand how to use map tools (i.e. cardinal directions, map scales, legends and
titles?)
How do I locate the New England states and the Atlantic Ocean on a map?
Students will understand features of a map such as title, compass rose, scale and legend.
Students will know the meaning of absolute location.
Students will understand how physical and human features are shown on a map.
Students will know the parts of a United States map and a New England regional map; including cardinal
directions, map scales, legends, and map titles.
Students will understand how reading maps can increase their understanding of social studies topics.
Students will know the regional boundaries of the United States, including Puerto Rico.
Students will be able to interpret information from a map.
Students will be able to determine absolute location through latitude and longitude.
Students will be able to locate physical and human features on a map.
Students will locate the New England states and identify the Atlantic Ocean.
Students will be able to identify regional boundaries on a map of the United States.
Students will be able to identify the states, state capitals, and major cities in each region.
Students will be able to locate and label features of North America, including:
• North America
• Oceans
• Rivers
• Mountains
•
•
Common
Summative
Assessments
Standards
Bays
Great Lakes
MA C&S1(G) - Use map and globe skills to determine absolute locations (latitude and longitude) of places
studied. Interpret a map using information from its title, compass rose, scale, and legend.
NH SS:GE:4:1.3 Locate major physical and human features in the United States and on Earth, e.g., mountain
ranges, principal parallels or meridians. (Themes: C: People, Places, and Environment, G: Science,
Technology, and Society). (GE:1)
MA LS3.1(G) - Using cardinal directions, map scales, legends, and titles on a map of the United States, locate the
New England states (CT, RI, MA, NH, VT, ME) and the Atlantic Ocean. On a map of New Hampshire locate …or
is this in 4th grade?
MA LS4.8 On a map of the world, locate North America. On a map of North America, locate the United States,
the Atlantic and Pacific Oceans, Gulf of Mexico, Mississippi River and Rio Grande Rivers, the Great Lakes,
Hudson Bay, and the Rocky Mountain and Appalachian Mountain Ranges. (G)
MA LS4.9 On a map of North America, locate the current boundaries of the United States (including Alaska
and Hawaii). Locate the New England, Middle Atlantic, Atlantic Coast/Appalachian, Southeast/Gulf, South
Central, Great Lakes, Plains, Southwest Desert, and Pacific States and Commonwealth of Puerto Rico. (G)
MA LS4.10 Identify the states, state capitals, and major cities in each region. (G)
Windham Social Studies Curriculum
Course Name: Social Studies
Title of Core Map
Title of Unit
Essential
Questions
Content
Skills
Common
Summative
Assessments
Standards
Grade: Fourth
Geography
Interaction with the Environment
How did early settlers change their environment to fit their needs?
How does climate determine the areas of settlement in the United States?
How did the physical environment limit the quality of living for early settlers?
What characteristics of the United States were appealing to the early settlers?
Students will understand how early settlers changed their environment to suit their needs.
Students will understand the relationship between climate and settlement in New Hampshire.
Students will understand the limitations and opportunities the physical environment of New Hampshire
presented to early settlers.
Students will be able to examine the physical environment of New Hampshire and make determinations about
the characteristics of the regions of New Hampshire.
NH SS:GE:4:5.1 (G) Illustrate how people modify the physical environment, e.g., irrigation projects or clearing
land for human use. (Themes: C: People, Places and Environment, D: Material Wants and Needs)
NH SS:GE:4:5.2 (G) Examine the ways in which the physical environment provides opportunities or limitations,
e.g., natural resources that first attracted settlers or natural hazards that threaten life. (Themes: C: People,
Places and Environment, D: Material Wants and Needs).
Windham Social Studies Curriculum
Course Name: Social Studies
Title of Core Map
Title of Unit
Essential Questions
Content
Skills
Grade: Fourth
Civics & Government
New Hampshire Government and the Rights of Citizens
Why do we have the Bill of Rights and how does it relate to your life as a citizen?
How was our government formed and why?
What is the importance of separating the state into counties?
Why it is necessary to have representatives from different regions of a state/country?
What are the individual attributes of each of three branches of government?
What is each branch responsible for?
How are they related and why are they important?
How would people interact with each other without laws?
How are laws decided upon and put into place?
What is a constitution?
How does a constitution protect the rights of citizens of New Hampshire/United States?
How was the NH government formed?
Who are the key leaders of our government?
Students will understand how the Bill of Rights relates to their lives.
Students will understand how government impacts social, political, and geographical issues.
Students will know the different branches of state government and their functions.
Students will understand the organization of state government.
Students will understand the role of laws and policies in New Hampshire.
Students will understand the rights of U.S. citizens according to the Constitution and the Bill of Rights.
Students will understand the political development of New Hampshire government.
Students will be able to explain how the Bill of Rights was created and how it affects our lives.
Students will be able to identify the functions of each branch of government in New Hampshire.
Students will be able to explain how laws and policies are created and enacted in New Hampshire.
Students will be able to describe the rights of citizens according to the Constitution and the Bill of Rights.
Students will be able to trace the development of New Hampshire government and identify key leaders in our
government.
Common
Summative
Assessments
Standards
NH SS:CV:4:1.1 (CV) Explain the ideal of the United States system of government, e.g., equal rights or
tolerance for others. (Themes: A: Conflict and Cooperation, B: Civic Ideals, Practices, and Engagement, C:
People, Places and Environment)
NH SS:CV:4:1.2 (CV) Analyze how government addresses social, political, and geographic issues. e.g., local
land use decisions or decisions involving human rights. (Themes: 1: Conflict and Cooperation, B: Civic
Ideals, Practices, and Engagement, C: People, Places and Environment)
NH SS:CV:4:2.1 (CV) Identify the individual functions of the three branches of government and the
organization of New Hampshire state government. (Themes: A: Conflict and Cooperation, B: Civic Ideals,
Practices and Engagement)
NH SS:CV:4:2.2 (CV) Explain how laws and/or policies are made at local and state levels. (Themes: A:
Conflict and Cooperation, B: Civic Ideals, Practices, and Engagement, H: Individualism, Equality and
Authority)
NH SS:CV:4:4.1 (CV) Describe the rights of citizens as outlined by the Constitutions of New Hampshire and
the United States. (Themes: A: Conflict and Cooperation, H: Individualism, Equality and Authority)
NH SS:HI:4:.1 Trace the political development of New Hampshire governance, e.g., self-government in early
settlements or the development of current forms of local government. (Themes: A: Conflict and Cooperation)
Windham Social Studies Curriculum
Course Name: Social Studies
Title of Core Map
Title of Unit
Essential Questions
Content
Skills
Grade: Fourth
Economics
Supply and Demand
What is a resource?
How are renewable and a non-renewable resources different?
How does a business help the economy grow?
What things cause our economy to decline?
Why is bartering important to me as a consumer?
How do we use bartering today?
What are the characteristics of money?
How are food, clothing, and shelter important to our way of life?
How is water important to people across the regions of the United States?
How is water/wood used differently across different regions of the United States?
Students will understand the difference between a renewable and nonrenewable resource.
Students will understand how wants and needs effect economic cycles.
Students will understand how economic growth goes in cycles.
Students will understand the methods of bartering used in New Hampshire and how people used goods and
services to barter.
Students will understand the characteristics of money.
Students will understand the importance of resources to New Hampshire citizens.
Students will understand the importance of water as a resource.
Students will be able to explain the difference between wants and needs.
Students will be able to describe how geography relates to location of resources.
Students will describe the methods of bartering.
Students will describe how money is used in New Hampshire.
Students will be able to describe how resources attracted early settlers to the coast of New Hampshire.
Students will be able to explain how water is used as a resource in the United States.
Common
Summative
Assessments
Standards
NH SS:EC:4:2.1 (E) Explain why needs and wants are unlimited while resources are limited. (Themes: C:
People, Places and Environment, D: Material Wants and Needs).
NH SS:EC:4:3.1 (EC) Illustrate cycles of economic growth and decline, e.g., New Hampshire manufacturing or
agriculture. (Themes: D: Material Wants and Needs, F: Global Transformation, G: Science, Technology, and
Society)
NH SS:EC:4:4.1 (EC) Describe different methods people use to exchange goods and services, e.g., barter or the
use of money. (Themes: D: Material Wants and Needs)
NH SS:GE:4:5.4 (G) Describe the role of natural resources in daily life, e.g., food, clothing, or shelter. (Themes:
D: Material Wants and Needs)
NH SS:GE:4:5.5 (G) Compare how people in different regions use the same resource, e.g., water or wood.
(Themes: D: Material Wants and Needs, G: Science, Technology, and Society)
Windham Social Studies Curriculum
Course Name: Social Studies
Title of Core Map
Title of Unit
Essential Questions
Content
Skills
Common
Summative
Assessments
Standards
Grade: Fourth
History
Native Americans
How did Native Americans and early settlers help each other?
What was the relationship between them?
How did Native Americans help us with agriculture?
How have people found comfort and security in their religious beliefs?
Who were the important Native American leaders in our community, and how did they live?
Students will understand the complex relationship between the Native Americans and the early settlers.
Students will understand how Native Americans assisted New Hampshire people with agriculture.
Students will understand how religious and cultural beliefs are a part of the history of New Hampshire.
Students will know the important New Hampshire Native American leaders and how they lived.
Students will be able to describe the relationship of the Native Americans and explain how it changed over
time.
Students will be able to explain the cultural connections of the Abenaki and the religious beliefs of the Puritans
have shaped our lives.
Students will be able to identify Native American leaders from New Hampshire.
Students will be able to explain the accomplishments of Native American leaders in New Hampshire.
Students will be able to describe the role of Native American leaders in New Hampshire and how they
changed New Hampshire.
NH SS:HI:4:2.1 Describe the interconnectedness of how the world developed using examples, e.g., the contact
between Native Americans and European settlers. (Themes: A: Conflict and Cooperation, C: People, Places
and Environment, D: Material Wants and Needs)
NH SS:HI:4:5.1 Explain the unique contributions of different ethnic and religious groups to New Hampshire
history and culture, e.g., the Shakers or the French Canadians. (Themes: E: Cultural Development,
Interaction, and Change, I: Patterns of Social and Political Interaction, J: Human Expression and
Communication)
LS3.2(H,G) - Identify the Abenaki and their leaders at the time the Pilgrims arrived, and describe the way of
life.
Windham Social Studies Curriculum
Course Name: Social Studies
Title of Core Map
Title of Unit
Essential
Questions
Content
Skills
Common
Summative
Assessments
Standards
Grade: Fourth
History
Manufacturing & Technology
What kinds of products are mass-produced in New Hampshire?
How has technology affected production in our state?
Students will know that changes in mass production affect individual productivity.
Students will understand the impact that inventions have on manufacturing in New Hampshire.
Students will be able to analyze changes in development and show how these changes are reflected in New
Hampshire society today.
Students will describe inventions that New Hampshire people used and explain their importance in
manufacturing.
NH SS:HI:4:4.1 Explore major developments and changes in economic productivity, e.g., adoption of Native
American crops or use of mass production. (Themes: C: People, Places and Environment, F: Global
Transformation, G: Science, Technology, and Society)
NH SS:HI:4:4.2 Explore the impact of important technological inventions, e.g., new forms of transportation or
housing. (Themes: E: Cultural Development, Interaction, and Change, G: Science, Technology and Society)
Windham Social Studies Curriculum
Course Name: Social Studies
Title of Core Map
Title of Unit
Essential Questions
Content
Skills
History
Civics
Economics
Constitution
What problems did the government face after the Revolution?
Why did we adopt the Articles of Confederation?
Why did the Articles of Confederation fail?
How did the Constitution and Bill of Rights reflect and preserve the American principles?
What are the three different branches of government and how do they relate?
What is the importance of the Bill of Rights and its inclusion in the Constitution?
Shay’s Rebellion is a important event that led to the Constitutional Convention
Historical events that shaped our country (Shay’s Rebellion, Constitutional Convention)
Constitutional Convention was an important event in the development of our country
Articles of Confederation were important in the development of our country
Political Principles are concepts reflected in the constitution
American Democracy
Three Branches of Government use checks and balances necessary for a balance of power
What are the Functions and relationships of the three branches of government
Individual Rights are concepts within the Bill of Rights
Bill of Rights is a document that defines and protects citizens rights
Constitution is an American document
There are documents that represent the ideas that our country is founded on
Describe Shay’s Rebellion
Explain the events leading to the Constitutional Convention.
Explain the reasons of the adoption of the Articles of Confederation
Describe the political principals of American democracy
Explain how the Constitution and Bill of Rights reflect and preserve these principals
Identify the three branches of government
Describe the functions and relationship of the three branches
Identify what features of the Constitution were unique at the time
Define the Bill of Rights and explain its purpose
Explain the reasons for its inclusion in the Constitution
Grade: Fifth
Common
Summative
Assessments
Standards
LS5.20(H, C) Explain the reasons for the adoption of the Articles of Confederation in 1781 and for its later failure.
LS5.21(H, E, C) Describe Shay’s Rebellion of 1786-1787 and explain why it was one of the crucial events leading to the
Constitutional Convention.
LS5.24(C) Describe the basic political principles of American democracy and explain how the Constitution and the Bill of Rights
reflect and preserve these principles.
A. Individual rights and responsibilities
B. Equality
C. The rule of law
D. Limited government
E. Representative democracy
LS5.25(H, C) Identify the three branches of the United States government as outlined by the Constitution, describe their functions
and relationships, and identify what features of the Constitution were unique at the time (e.g., the presidency and the independent
judiciary).
LS5.27 (H, C) Identify the rights in the Bill of Rights and explain the reasons for its inclusion in the Constitution in 1791.
Windham Social Studies Curriculum
Course Name: Social Studies
Title of Core Map
Grade: Fifth
History
Civics
Title of Unit
Revolution
Essential Questions What were life achievements of the important leaders of during the American Revolution?
What were the major battles of the American Revolution and how did they lead to the defeat of the British Army?
What is the importance of the major battles of the Revolution?
What is an explanation of how the factors lead to the American victory and the British defeat?
Content
Founding Fathers
Political Leaders
Revolution
Lexington and Concord
Bunker Hill
Saratoga
Valley Forge
Yorktown
Major battles
Revolution
Factors
American
British
Skills
The students will describe the life and achievements of important Revolutionary leaders
The students will describe the major battles of the Revolution
The students will explain the factors that lead to the American victory
The students will explain the factors leading to an American victory
Common
Summative
Assessments
Standards
LS5.18(H,C) Describe the life and achievements of important leaders during the Revolution and the early years of the United
States.
A. John Adams
B. Benjamin Franklin
C. King George III
Alexander Hamilton
Thomas Jefferson
James Madison
George Washington
LS5.17(H) Describe the major battles of the Revolution and explain the factors leading to American victory and British defeat.
A. Lexington and Concord (1775)
B. Bunker Hill (1775)
C. Saratoga (1777)
D. Valley Forge (1777 – 1778)
E. Yorktown (1781)
D.
E.
F.
G.
Windham Social Studies Curriculum
Course Name: Social Studies
Title of Unit
Title of Unit
Essential
Questions
Content
Skills
Common
Summative
Assessments
Standards
Grade: Fifth
History
Civics
Economics
Events Leading to Independence
What was the French and Indian War and how did the cost impact the result?
How do colonies get established, structured, and develop?
How did these developments contribute to the revolution?
What is the significance of the Declaration of Independence in response to equality, natural rights, rule of law, and government?
French and Indian War
British Policy
Government
Revolution
Legislature
Equality
Natural rights
Rule of Law
Declaration of Independence
The students will explain the reasons for the French and Indian War
The students will explain the British policies stemming from the war and the response of the colonies to these policies
The students will explain the development of colonies
The students will describe how the developments contributed to the Revolution
The students will explain the meaning of equality, natural rights, rule of law and purpose of government as stated in the
Declaration of Independence
L&S5.15(H, C, E) Explain the reasons for the French and Indian War, how it led to an overhaul of British imperial policy, and the
colonial response to these policies.
A. Sugar Act (1764)
B. Stamp Act (1765)
C. Townsend Duties (1767)
D. Tea Act (1773) and the Intolerable Acts (1774)
The slogan, “no taxation without representation”
The roles of the Stamp Act Congress, the Sons of Liberty, and the Boston Tea Party (1773)
LS5.14(H, G, C, E) Explain the development of colonial governments and describe how these developments contributed to the
Revolution.
A. Legislative bodies
B. Town meetings
C. Charters on individual freedom and rights
LS5.16(H, C, E) Explain the meaning of the key ideas on equality, natural rights, the rule of law, and the purpose of government
contained in the Declaration of Independence.
E.
F.
Windham Social Studies Curriculum
Course Name: Social Studies
Title of Core Map
Grade: Fifth
History
Geography
Civics
Economics
Title of Unit
Colonizing America
Essential Questions What impact did European countries have on the developing colonies?
Who were the major leaders responsible for founding the original colonies and what impact did they have on Colonial America?
Why did the 13 original colonies develop in areas their geographic locations?
What are the differences between the three regions of Colonial America?
How did trade affect the economy of the colonies?
What did the trade involve?
What is slavery and what is the Middle Passage?
How did slavery develop in the English colonies?
Content
European countries
Regions
Influences
America
Major Leaders
Groups
Original Colonies
North America
13 Colonies
Climate
Farming
Populations
Sources of labor
Economies
Societies
Maritime Commerce
Economy
Industries
Trade
Skills
Common
Summative
Assessments
Standards
Slavery
Middle Passage
Students will identify the influence of European countries.
Students will explore and describe how the influences are seen in the present.
Identify the major leaders in Colonial America
Identify the 13 colonies
Describe regional climate differences, types of farming, population, labor sources that shaped societies
Explain the importance of maritime commerce in Colonial America
Explain the causes of slavery in North America
Describe the conditions of the Middle Passage and the reaction of the slaves to these condition
Describe the life of a free African American
LS5.5 Identify four different European countries (England, France, Spain and New Netherlands) that influenced different
regions of the colonies. Explore and describe how these influences can still be seen in present day America. (e.g., language,
place names, and culture traditions)
LS5.7(H, C) Identify some of the major leaders and groups responsible for the founding of the original colonies in North
America.
A. Lord Baltimore in Maryland
B. William Penn in Pennsylvania
C. John Smith in Virginia
D. Roger Williams in Rhode Island
E. John Winthrop in Massachusetts
LS5.10(H, G, E) On a map of North America, identify the first 13 colonies and describe how regional differences in climate,
types of farming, populations, and sources of labor shaped their economies and societies through the 18th century.
LS5.11(H, E) Explain the importance of maritime commerce in the development of the economy of Colonial America, using
the services of historical societies, reference materials, and museums as needed.
LS5.12(H, G, E, C) Explain the causes of the establishment of slavery in North America. Describe the harsh conditions of the
Middle Passage and slave life, and the responses of slaves to their condition. Describe the life of free African Americans in the
colonies.
Windham Social Studies Curriculum
Course Name: Social Studies
Title of Core Map
History
Geography
Economcs
Title of Unit
Native People of North & South America
Essential Questions Who were the Incas, Mayas, and Aztecs and where did these Civilizations live?
How did the Pre-Columbian civilizations run their societies?
What did the explorers set out to find compared to what they actually found?
How did the explorers’ discoveries change the image of the world and maps of the time?
What was the impact of the early European settlers on the indigenous cultures in the New World?
How did the contributions of indigenous people and African Americans have on the American culture?
Content
Students will know the Civilizations of the
Maya, Aztec, and Inca.
Political structures
Religious practices
Slaves
Trade routes
Asia
Voyages
Explorers
Aztec/Inca Civilizations
16th Century
English Settlers
Indigenous People
North America
Nature
American people
Contributions
Culture
African Americans
Skills
Students will identify civilizations & locations using historical maps.
Students will describe political structures, religious practices, and use of slaves.
Students will explain trade routes of explorers.
Grade: Fifth
Students will describe what explorers were seeking and what they actually found.
Students will describe how the exploration changed the world and maps.
Students will explain the decline of the Aztecs and Incas.
Students will explain the relationship between the English settlers to the indigenous people in North America.
Students will describe the distinctive contributions to American culture.
Common
Summative
Assessments
Standards
LS5.2 (H, G, E) Identify the three major pre-Columbian civilizations that existed in Central and South America (Maya, Aztec,
and Inca) and their locations. Describe their political structures, religious practices, and use of slaves.
LS5.3(H, G, E) Explain why trade routes to Asia had been closed in the 15th century and trace the voyages of at least four of the
explorers listed below. Describe what each explorer sought when he began his journey, what he found, and how his discoveries
changed the image of the world, especially the maps used by explorers.
LS5.4(H) Explain why the Aztec and Inca civilizations’ declined in the 16th century.
A. The encounters between Cortez and Montezuma
B. The encounters between Pizarro and the Incas
C. The goals of the Spanish conquistadors
D. The effects of European diseases, particularly smallpox, throughout the Western Hemisphere
LS5.6(H, G, E) Explain the early relationship of the English settlers to the indigenous peoples, or Indians, in North America,
including the differing views on ownership or use of land and the conflicts between them (e.g., the Abenaki and King Philip’s
Wars in New England).
Describe the diverse nature of the American people by identifying the distinctive contributions to American culture of:
● Indigenous people in different areas of the country (e.g., Navajo, Seminoles, Sioux, Hawaiians, and Inuit)
● African Americans
Windham Social Studies Curriculum
Course Name: Social Studies
Title of Core Map
Title of Unit
Essential Questions
Content
Skills
Common
Summative
Assessments
Grade: Fifth
Geography
Map Skills
Why is “where” important when discussing the poles, equator, and prime meridian?
How have the use latitude, longitude, and hemispheres changed how we utilize maps?
What stories do political, physical, and topographical maps tell?
How do you utilize maps/globes to gain knowledge about a specific place or region?
What are the changes in maps between modern maps and historical maps?
Latitude
Longitude
North Pole
South Pole
Equator
Prime Meridian
Northern Hemisphere
Southern Hemisphere
Eastern Hemisphere
Western Hemisphere
Political maps
Physical maps
Topographical map
Modern world
Age of Exploration
Identify absolute locations
Identify the two poles, equator, and prime meridian
Locate and identify the four hemispheres
Distinguish between political, physical, and topographical maps
Identify information shown on the map
Compare maps
Describe changes in maps between 16th-17th century to modern maps
Standards
5.22 Use maps and globes to identify absolute locations; (Latitude and Longitude), the locations of the North/South
Poles, equator, prime meridian, Northern, Southern, Eastern, and Western Hemispheres.
5.23 Distinguish between political, physical and topographical maps and identify specialized maps that show
information such as, population, income, or climate change.
5.24 Compare maps of the modern world with historical maps of the world before/during the Age of Exploration,
and describe the changes in the 16th and 17th century maps of the world.
Windham Social Studies Curriculum
Course Name: Social Studies
Topic
Enduring
Understandings
Essential Questions
Content
Skills
Common
Summative
Assessments
Standards
Grade: Sixth
World Geography: Location
Location refers both to absolute location indicated by longitude and latitude and to relative location, indicated by direction,
distance, or travel time.
What story do maps and globes tell?
How and why do maps and globes change?
Students will understand the difference between absolute and relative location.
Students will understand how explorers and their discoveries changed the image of the world.
Students will understand how geography determines the development of cultures.
Students will demonstrate how to obtain absolute location for a city using latitude and longitude.
Students will use a map key to locate countries and major cities as relative location.
Students will use a map to draw inferences location and establishment of culture.
C&S1 Use map and globe skills to interpret different kinds of projections, as well as topographic, landform, political,
population, and climate maps. (Geography)
C&S4 Explain the difference between absolute and relative location and give examples of different ways to indicate relative
location for countries or cities across the world (Geography)
Windham Social Studies Curriculum
Course Name: Social Studies
Topic
Enduring
Understandings
Essential Questions
Content
Skills
Grade: Sixth
World Geography: Place
The concept of place refers to the physical and man-made characteristics of a place such as a town or city.
Why is “where” important?
How and why do maps, atlases, and globes change?
Students will understand what makes places unique and different.
Students will understand there is a human connection.
Students will be able to identify various geographic terms (i.e., latitude, longitude, desert, steppe, strait, delta, glacier, location,
settlement, region, natural resources, human resources, mountain, plain, plateau, island, isthmus, peninsula, erosion, climate,
drought, monsoon, hurricane, rainforest, tundra, continent, nation) relating to maps, place, and environment.
Students will be able to learn from the past and apply it to today.
Common
Summative
Assessments
Standards
C&S2 Use geographic terms correctly. (Geography)
C&S5 Identify how current world atlases are organized and the kind of information they provide for each continent and
country. (Geography)
Windham Social Studies Curriculum
Course Name: Social Studies
Topic
Enduring
Understandings
Essential Questions
Content
Skills
Common
Summative
Assessments
Standards
Grade: Sixth
World Geography: Human Interactions
Human interaction with the environment encompasses the many ways in which people have adapted to their surroundings or
altered them for economic reasons.
How do geography, climate, and natural resources affect the way people live and work?
How have civilizations evolved?
How does something acquire value?
Students will understand how the physical geography affects how people live.
Students will understand the impact of natural landforms and resources on the people and culture of a region.
Students will understand how people can affect a change in the way they are governed.
Students will be able to explain how the following five factors have influenced settlement and the economies of major
regions and countries:
● absolute/relative location,
● climate,
● major physical characteristics,
● major natural resources,
● population size.
Students will be able to describe how geography has led to the development of diverse cultures.
Students will be able to describe major ethnic and religious groups and their effect on various cultures.
C&S11 Give examples of products that are traded among nations, and examples of barriers to trade in these or other
products.(Economics)
C&S12 Define supply and demand and describe how changes in supply and demand affect prices of specific products.
(Economics)
C&S14 Describe how different economic systems (traditional, command, market, mixed) try to answer the basic economic
questions of what to produce, how to produce, and for whom to produce. (Economics)
Windham Social Studies Curriculum
Course Name: Social Studies
Topic
Enduring
Understandings
Essential Questions
Content
Skills
Common
Summative
Assessments
Standards
Grade: Sixth
World Geography: Movement
The movement of people, goods, and ideas within an environment is ever changing and fluid.
Why do people move?
What impact does scarcity have on the production, distribution, and consumption of goods and services?
Students will understand why and how people, goods, and ideas move.
Students will understand how patterns of cause/effect influence people.
Students will understand the impact of needs and wants on the production, distribution, and consumption of goods and
services.
Students will describe the major obstacles to economic development including linguistic, tribal, and religious diversity; corrupt
government; the lack of widespread education; and political boundaries.
C&S11 Give examples of products that are traded among nations, and examples of barriers to trade in these or other
products. (Economics)
C&S12 Define supply and demand and describe how changes in supply and demand affect prices of specific products.
(Economics)
Windham Social Studies Curriculum
Course Name: Social Studies
Topic
Enduring
Understandings
Essential Questions
Content
Skills
Common
Summative
Assessments
Standards
Grade: Sixth
World Geography: Region
Region refers to ways of categorizing areas of the earth, such as by climate, religion, language and/or ethnicity.
How does the legacy of earlier groups and civilizations influence today?
What do we mean by “region”?
How are governments created, structured, maintained, and changed?
How do different political systems vary in their tolerance and encouragement of change?
Students will understand what makes regions unique and different.
Students will understand how major conflicts have changed people and society.
Students will understand how free market affects people and society.
Students will be able to explain how ancient civilization influenced settlements and the development of region.
Students will demonstrate an understanding why people within certain cultures are located where they are and what patterns
they reflect.
Students will be able to identify geo-political locations and boundaries.
Student will be able to explain where people live influences how they live.
C&S3 Interpret geographic information from a graph or chart and construct a graph or chart that conveys geographic
information (e.g., about rainfall, temperature, or population size data). (Geography)
C&S7 Use the following demographic terms correctly: ethnic group, religious group, and linguistic group. (Geography)
C&S8 Define what a nation is and give examples of the different ways nations are formed. (Civics & Government)
C&S9 Give examples of several well-known international organizations (e.g. The North Atlantic Treaty Organization, the
World Bank, the International Monetary Fund, the European Union, and the United Nations) and explain their purposes and
functions. (Civics and Government)
Windham Social Studies Curriculum
Course Name: Social Studies
Title of Core Map
Title of Unit
Essential Questions
Content
Skills
Common
Summative
Assessments
Standards
Grade: Seven
History
Geography
Maps and Globes
What story do maps and globes tell? (ex. Rise and fall of Greece, Persia, and Rome, etc)
How do maps and globes reflect history, politics, and economics?
How do geography, climate, and natural resources affect the development of civilizations?
Students will understand that the origins of civilization are rooted in certain geographical areas.
Students will understand terms like fertile crescent, civilization, kingdom, and empire.
Students will be able to locate places of historical significance on historical and modern maps.
Students will be able to connect ancient locations and their modern day counterparts.
Students will be able to compare historical and modern maps.
Students will be able to identify important archaeological sites from which we have gained knowledge of early
civilizations.
Students will be able to trace migrations of civilizations, as well as groups within civilizations.
C&S1 - Compare information shown on historical and modern maps of the same region. (H, G)
Windham Social Studies Curriculum
Course Name: Social Studies
Title of Core Map
Title of Unit
Essential Questions
Content
Skills
Common
Summative
Assessments
Standards
Grade: Seven
History
Timelines
How do historians represent events in history in a chronological way?
How do events relate to each other in time?
Students will understand that events take place in a specific time and place in history.
Students will understand the terms used to mark time in a historical context (AD, CE, BC, BCE).
Students will understand terms such as reign, kingdom, and empire in the context of time.
Students will be able to construct timelines of events.
Students will be able to use terms that represent time (AD, CE, BC, BCE) and relate them to each other.
C&S2 - Use correctly the words or abbreviations for identifying time periods or dates in historical narratives. (H)
C&S3 - Construct and interpret timelines of events and civilizations studied. (H)
Windham Social Studies Curriculum
Course Name: Social Studies
Title of Core Map
Title of Unit
Essential Questions
Content
Skills
Common
Summative
Assessments
Standards
Grade: Seven
History
Interpretation of Historical Resources
How do historians use different types of historical evidence to interpret how and why past events happened?
What can we legitimately infer from different types of historical resources, and what are the limitations of these
resources?
Students will understand the differences between primary and secondary sources and between artifacts and
fossils.
Students will understand the task of historians in using historical resources to build a story of past events.
Students will understand that the interpretation of historical events can change over time based on new historical
evidence.
Students will be able to identify the different types of historical evidence and their value in historical
interpretation.
Students will be able to identify possible biases in primary source documents, as well as in historical
interpretations of sources, etc.
C&S4 - Distinguish between primary and secondary sources and describe how each kind of source is used in
interpreting history. (H)
C&S6 - Describe ways of interpreting archaeological evidence from societies leaving no written records. (H)
Windham Social Studies Curriculum
Course Name: Social Studies
Topic
Title of Unit
Essential Questions
Content
Skills
Common
Summative
Assessments
Standards
Grade: Seven
History
Cause and Effect
What are the causes and consequences of historical events, both in the short term and in the long term?
How do historical events lead to the rise and fall of civilizations?
How are all religions the same, and how do their differences divide groups of people?
Students will understand that events, forces and people impact the rise and fall of civilizations.
Students will understand that civilizations impact one another.
Students will understand terms such as polytheism, monotheism, Judaism, Christianity, and Islam.
Students will understand the forces that impact the development and expansion of civilizations (geography,
agriculture, religion, trade, government, technology, etc).
Students will be able to trace the expansion of a civilization and determine the factors driving that expansion.
Students will be able to trace the movement of peoples and ideas throughout history.
Students will be able to identify the factors that impact the fall of civilizations, or their absorption into others.
Students will be able to describe how major events, such as the invention of agriculture, metallurgy, or writing,
the outcome of wars, etc., related to settlement, population growth, formation of social classes, and the emergence
of civilizations.
Students will be able to summarize important achievements of early civilizations and how they in turn affected
subsequent civilizations.
Students will be able to describe the basic beliefs and practices of Judaism, Christianity, and Islam and their
impacts on civilizations.
Students will be able to summarize important contributions of individuals and their impact on their own and later
civilizations.
C&S5 - Identify multiple causes and effects when explaining historical events. (H)
Windham Social Studies Curriculum
Course Name: Social Studies
Topic
Title of Unit
Essential Questions
Content
Skills
Common
Summative
Assessments
Standards
Grade: Seven
Civics and Government
Development of Governments
Why do civilizations form governments?
How are governments created, structured, maintained, and changed?
What are the roles and responsibilities of government and the governed within different political structures?
What are the connections between government and such ideas as social classes, warfare, religion, etc.?
Students will understand words and terms related to government, such as city-state, dynasty, kingdom, empire,
republic, checks and balances, civic duty, rule of law, military, etc.
Students will understand major events, ideas, and issues pertaining to the history of governance.
Students will be able to correctly use governmental terms, such as monarchy, oligarchy, democracy, republic,
etc.
Students will be able to identify factors in government that contributed to the growth or downfall of particular
civilizations in the past.
Students will be able to trace historical events and ideas that have led to our own type of government today.
Students will be able to trace the development of basic principles of justice and codes of law as they have evolved
through different civilizations.
Students will be able to identify how governmental standards impact the lives of various subgroups within a
civilization, such as women, slaves, soldiers, etc.
C&S7 - Define and use correctly words and terms related to government. (C)
Windham Social Studies Curriculum
Course Name: Social Studies
Title of Core Map
Title of Unit
Essential Questions
Content
Skills
Common
Summative
Assessments
Standards
Grade: Seven
Economics
Role of Trade in the Development of Civilizations
How have the development of trade networks influenced the growth or decline of civilizations?
What impact does scarcity have on the production, distribution, and consumption of goods and services?
Students will understand how natural resources and trade networks have been a primary source of conflict and
warfare among groups of people throughout time, therefore influencing the rise and fall of civilizations.
Students will understand how the control of natural resources and trade networks have led to power and wealth.
Students will be able to correctly use economic terms related to the development of civilizations.
Students will be able to identify the economic concepts that have contributed to the rise and fall of early
civilizations.
Students will be able to trace the development of early trading networks, both on land and sea, and their impact
on civilizations within (and outside of) these networks.
C&S8 - Define and apply economic concepts learned in prekindergarten through grade 6: producers, consumers,
goods, services, buyers, sellers, natural resources, taxes, specialization, savings, entrepreneur, prices, markets,
scarcity, trade, barter, money, medium of exchange, supply, and demand. (E)
Windham Social Studies Curriculum
Course Name: Social Studies (US History I: Colonies through Reconstruction)
Title of Unit
Enduring
Understandings
Essential Questions
Content
Skills
Common Summative
Assessments
Standard(s)
Grade: Eighth
Historical Perspective
Students will be able to distinguish between how people today view an issue and use the views of people of the time to analyze
events in the historic narrative.
How is your understanding of history enhanced by interpreting events using views of the time and not with a modern view?
Students will understand the rationale of citizens challenging their government.
Students will understand the attitudes and opinions of Americans of different eras towards slavery
Students will understand how emotion affects political decisions.
USI.1 Explain the political and economic factors that contributed to the American Revolution.
(H, C)
USI.2 Explain the historical and intellectual influences on the American Revolution and the formation and framework of the
American government. (H, C)
USI.31 Describe the formation of the abolitionist movement, the roles of various abolitionists, and the response of southerners
and northerners to abolitionism. (H)
USI.40 Provide examples of the various effects of the Civil War. (H, E)
USI.41 Explain the policies and consequences of Reconstruction. (H, C)
Summative assessments on American Revolution, Constitutional Convention, and the Civil War.
Summative activities will also be conducted for Westward Expansion and the Dred Scott Supreme Court Case.
C & S 8 Interpret the past within its own historical context rather than in terms of present-day norms and values. (H, E, C)
Windham Social Studies Curriculum
Course Name: Social Studies (US History I: Colonies through Reconstruction)
Grade: Eighth
Title of Unit
Historic Consequences
Enduring
Students will be able to differentiate between the results of actions and evaluate whether those outcomes were planned, or not.
Understandings
Essential Questions How do the results of decisions made in history fall into two categories?
Content
Students will understand that decision makers can’t foresee or predict all consequences
Students will understanding that sometimes unintended consequences are more impact-full than intended consequences
Skills
USI.4 Analyze how Americans resisted British policies before 1775 and analyze the reasons for the American victory and the British
defeat during the Revolutionary war. (H)
USI.6 Explain the reasons for the adoption of the Articles of Confederation in 1781, including why its drafters created a weak
central government; analyze the shortcomings of the national government under the Articles; and describe the crucial events (e.g.,
Shays’s rebellion) leading to the Constitutional Convention. (H, C)
USI.8 Describe the debate over the ratification of the Constitution between Federalists and Anti-Federalists and explain the key
ideas contained in the Federalist Papers on federalism, factions, checks and balances, and the importance of an independent
judiciary. (H, C)
USI.22 Summarize the major policies and political developments that took place during the presidencies of George Washington
(1789-1797), John Adams (1797-1801), and Thomas Jefferson (1801-1809). (H, C)
USI.24 Describe the election of 1828, the importance of Jacksonian democracy, and Jackson’s actions as President. (H)
USI.25 Trace the influence and ideas of Supreme Court Chief Justice John Marshall and the importance of the doctrine of judicial
review as manifested in Marbury v. Madison (1803). (H, C)
Common
Summative Assessments on the Causes of the Revolutionary War, the Revolutionary War, The Formation of the Government, The
Summative
Development of the American Government, and Jacksonian Democracy.
Assessments
Standard(s)
C & S 9 Distinguish intended from unintended consequences. (H, E, C)
Windham Social Studies Curriculum
Course Name: Social Studies (US History I: Colonies through Reconstruction)
Title of Unit
Enduring
Understandings
Essential Questions
Content
Skills
Common
Summative
Assessments
Standard(s)
Grade: Eighth
Specific events in the larger web of history.
Students will be able to make a connection of specific events into a larger socio-economic historic context.
How are the individual events of history woven together to give meaning to what has happened in the past?
Enlightenment
American Revolution
Democratization
Fight against Slavery
Great Awakenings
Students will understand that events in history can appear to repeat themselves.
Students will understand that events do not occur in isolation.
Students will understand that events put in sequence or explain or describe larger forces or ideas at work.
USI.1 Explain the political and economic factors that contributed to the American Revolution. (H, C)
USI.2 Explain the historical and intellectual influences on the American Revolution and the formation and framework of the
American government. (H, C)
USI.14 Explain the characteristics of American democracy, including the concepts of popular sovereignty and constitutional
government, which includes representative institutions, federalism, separation of powers, shared powers, checks and balances, and
individual rights. (H, C)
USI.23 Analyze the rising levels of political participation and the expansion of suffrage in antebellum America. (C, H)
USI.29 Describe the rapid growth of slavery in the South after 1800 and analyze slave life and resistance on plantations and farms
across the South, as well as the impact of the cotton gin on the economics of slavery and Southern agriculture. (H)
USI.32 Describe important religious trends that shaped antebellum America. (H)
Common summative assessments on the American Revolution. Common summative from projects on democratization, fight
against slavery, and the Great Awakenings.
C & S 7 Show connections, causal and otherwise, between particular historical events and ideas and larger social, economic, and
political trends and developments. (H, G, C, E)
Interpret and construct time lines that show how events and eras in various parts of the world are related to one another.
Windham Social Studies Curriculum
Course Name: Social Studies (US History I: Colonies through Reconstruction)
Grade: Eighth
Title of Unit
Cause and Effect
Enduring
Understandings
Students will be able to distinguish between a cause and effect relationship and either a sequence or correlation of separate
events.
Essential Questions
What determines whether two events have a cause and effect relationship?
Content
French-Indian War to American Revolution
Westward Expansion to Civil War
Democratization to Nullification Crisis
Students will understand that examining cause and effect relation
Skills
USI.1 Explain the political and economic factors that contributed to the American Revolution.(H, C)
USI.2 Explain the historical and intellectual influences on the American Revolution and the formation and framework of the
American government. (H, C)
USI.11 Describe the purpose and functions of government. (H, C)
USI.23 Analyze the rising levels of political participation and the expansion of suffrage in antebellum America. (C, H)
USI.24 Describe the election of 1828, the importance of Jacksonian democracy, and Jackson’s actions as President. (H)
USI.26 Describe the causes, course, and consequences of America’s westward expansion and its growing diplomatic
assertiveness. Use a map of North America to trace America’s expansion to the Civil War, including the location of the Santa Fe
and Oregon trails. (H, E, G)
USI.35 Describe how the different economies and cultures of the North and South contributed to the growing importance of
sectional politics in the early 19th century. (H)
USI.36 Summarize the critical developments leading to the Civil War. (H)
Common
Summative
Assessments
Common summative assessments on the American Revolution, Westward Expansion, Nullification Crisis, and Civil War.
Standard(s)
C & S 5 Explain how a cause and effect relationship is different from a sequence or correlation of events. (H, C, E)
C & S 6 Distinguish between long-term and short-term cause and effect relationships. (H, G, C, E)
Windham Social Studies Curriculum
Course Name: Social Studies (US History I: Colonies through Reconstruction)
Title of Unit
Charts and graphs clarifying historic events
Enduring
Understanding
Students will be able to use charts, graphs, and other visual organizers to gather and process historic information.
Grade: Eighth
Essential Questions How do graphs and charts enrich understanding of historic events?
Content
Constitutional Convention
Jacksonian America
Industrial Revolution
Students will understand how valuable information can be contained in charts.
Students will understand how valuable information can be contained in graphs.
Skills
USI.7 Explain the roles of various founders at the Constitutional Convention. Describe the major debates that occurred at the
Convention and the “Great Compromise” that was reached. (H, C)
USI.24 Describe the election of 1828, the importance of Jacksonian democracy, and Jackson’s actions as President. (H)
USI.27 Explain the importance of the Transportation Revolution of the 19th century (the building of canals, roads, bridges,
turnpikes, steamboats, and railroads), including the stimulus it provided to the growth of a market economy. (H, E)
USI.28 Explain the emergence and impact of the textile industry in New England and industrial growth generally throughout
antebellum America. (H, E)
Common
Summative
Assessments
Common Assessments on Constitutional Convention, Jacksonian America, and the Industrial Revolution
Standard(s)
C & S 4 Interpret and construct charts and graphs that show quantitative information. (H, C, G, E)
Windham Social Studies Curriculum
Course Name: Social Studies (US History I: Colonies through Reconstruction)
Grade: Eighth
Title of Unit
US History fitting into the greater global narrative.
Enduring
Understandings
Students will be able to make connections to the historic happenings of the world at different points of US History.
Essential Questions
What was happening elsewhere in the world when seminal events were happening in the United States
Content
Revolution
Westward Expansion
Civil War
Students will understand how sequences of cause and effect manifest themselves in history
Students will understand the interconnectedness of the United States and the world
Students will understand how events around the world affect the United States
Skills
USI.2 Explain the historical and intellectual influences on the American Revolution and the formation and framework of the
American government. (H, C)
USI.3 Explain the influence and ideas of the Declaration of Independence and the political philosophy of Thomas Jefferson.
(H, C)
USI.4 Analyze how Americans resisted British policies before 1775 and analyze the reasons for the American victory and the
British defeat during the Revolutionary war. (H)
USI.34 Analyze the emergence of the Transcendentalist movement through the writings of Ralph Waldo Emerson and Henry
David Thoreau. (H)
USI.37 On a map of North America, identify Union and Confederate States at the outbreak of the war. (H, G)
Common
Summative
Assessments
Common Summative on the American Revolution, Westward Expansion, and the Civil War.
Standards
C & S 3 Interpret and Construct Time-lines to show relationships between events in U.S. History and events around the world
Windham Social Studies Curriculum
Course Name: Social Studies (US History I: Colonies through Reconstruction)
Grade: Eighth
Title of Unit
Foundations of Civic Responsibilities
Enduring
Understandings
Students will be able to demonstrate a knowledge of how and why the government was set up as it was and how we as citizens
are expected to behave.
Essential Questions
Why is our system of government set up as it is?
What is our responsibility within the system that was set up?
Content
Students will understand the impact of civic responsibilities affect larger political issues.
Students will understand the significance of action or inaction of people to greater political events.
Skills
USI.3 Explain the influence and ideas of the Declaration of Independence and the political philosophy of Thomas Jefferson.
(H, C)
USI.9 Explain the reasons for the passage of the Bill of Rights. (H, C)
USI.15 Explain the varying roles and responsibilities of federal, state, and local governments in the United States. (H, C)
USI.19 Explain the rights and the responsibilities of citizenship and describe how a democracy provides opportunities for
citizens to participate in the political process through elections, political parties, and interest groups. (H, C)
USI.20 Explain the evolution and function of political parties, including their role in federal, state, and local elections. (H, C)
USI.21 Describe how decisions are made in a democracy, including the role of legislatures, courts, executives, and the public.
(H, C)
Common Summative Common Summative on the Declaration of Independence, the Constitution, and Reconstruction.
Assessments
Standards
C & S 7 Show connections, causal and otherwise, between particular historical events and ideas and larger social, economic,
and political trends and developments. (H, G, C, E)
Windham Social Studies Curriculum
Course Name: Social Studies (US History I: Colonies through Reconstruction)
Title of Unit
Grade: Eighth
Stock Market Game
(Economic Basics)
Student will be able to show a basic understanding of how the Stock Market works.
Enduring
Understandings
Essential Questions How do the financial markets allow money to go from savers to investors?
Content
Students will understand how the stock market is the basic instrument of interaction between citizen and economy.
Students will understand how their personal savings impact the greater economy.
Skills
Common
Summative
Assessments
Standard(s)
Explain how price is achieved using supply and demand.
Describe the role of buyers and sellers play in determining equilibrium price.
Explain how the markets are used to demonstrate each of the following: economic growth, recession, depression, inflation, and
deflation.
Summative assessment on the skills of the Stock Market Game and participation in the simulation.
C & S 15 Explain how financial markets, such as the stock market, channel funds from savers to investors. (E)
Windham PERC Curriculum Document Review
Standards of approval: Course Name: Cultural Foundations Grade: 9
Title of Unit
Civilization
Enduring
Understandings
·
Reading a wide variety of Western literature (historical, fiction, nonfiction, prose, poetry, journalism)
fluently and with understanding and appreciation for Western literary and cultural heritage is essential for
students to succeed as learners, both in school and throughout life.
·
Writing effectively for a variety of audiences is important to becoming successful communicators and
participants in society.
·
Reading fiction and nonfiction, and informational texts is an essential means of acquiring, constructing,
and expressing knowledge in all school subjects and in succeeding in educational, occupational, civic, social,
and everyday settings.
·
Possessing the critical thinking skills of analyzing, comparing, categorizing, and classifying, identifying
cause and effect, problem solving persuading, empathizing, synthesizing, interpreting, and applying require
practice over time and in a variety of ways.
·
Interpreting and critically analyzing classical and contemporary literature will lead to an appreciation for
the universal truths of the human experience and a better understanding of themselves.
Essential
Questions
● What is the importance of civilization and social order? ● What happens in their absence? Content
●
●
●
●
●
●
●
Skills
●
●
●
●
●
●
Literary/Historical Movements: Greece
Literary/Historical Events: Greek Golden Age
Literary/Historical Figures: Hammurabi, Socrates, Plato, Aristotle,Pericles
Suggested Literary/Historical Documents: *Lord of the Flies, Hammurabi’s code, Pericles’
Funeral Oration and other supplementary materials
Literary/Historical Terms: allegory, symbolism, dynamic and static characters, plot, theme and
motif, setting, irony, foreshadowing, elements of civilization
Analytical writing and reflective writing
SAT Vocabulary List
Read fluently and with understanding
Apply strategies for analyzing literary works
Use written documents to make inferences and draw conclusions
Write for a purpose and an audience
Interpret visual media
Relate reading to prior knowledge and experience and make connections to related information.
Common
Summative
Assessments
● Literary analysis paper
● Formal unit exam
● Creative project (i.e. character Facebook, letter to the author, symbolism poster)
Standards Common Core Reading Standards for Literature:
● RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text.
● RL.9-10.2. Determine a theme or central idea of a text and analyze in detail its development over the
course of the text, including how it emerges and is shaped and refined by specific details; provide an
objective summary of the text.
● RL.9-10.3. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop
over the course of a text, interact with other characters, and advance the plot or develop the theme.
Common Core Reading Standards for Informational Text:
● RI.9-10. 3 Analyze how the author unfolds an analysis or series of ideas or events,
including the order in which the points are made, how they are introduced and developed, and the
connections that are drawn between them.
● RI.9-10. 4 Determine the meaning of words and phrases as they are used in a text,
including figurative, connotative, and technical meanings; analyze the
cumulative impact of specific word choices on meaning and tone (e.g., how the
language of a court opinion differs from that of a newspaper).
Common Core Listening and Speaking Standards:
SL.9-10.1.a-e Initiate and participate effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10
topics, texts, and issues, building on others’ ideas and expressing their own
clearly and persuasively.a. Come to discussions prepared, having read and researched material under
study; explicitly draw on that preparation by referring to evidence from
texts and other research on the topic or issue to stimulate a thoughtful,
well-reasoned exchange of ideas. b. Work with peers to set rules for collegial discussions and decision-
making(e.g., informal consensus, taking votes on key issues, presentation of
alternate views), clear goals and deadlines, and individual roles as needed.
c. Propel conversations by posing and responding to questions that relate the
current discussion to broader themes or larger ideas; actively incorporate
others into the discussion; and clarify, verify, or challenge ideas and
conclusions.d. Respond thoughtfully to diverse perspectives, summarize points of
agreement and disagreement, and, when warranted, qualify or justify their
own views and understanding and make new connections in light of the evidence and reasoning presented.
Common Core Writing Standards:
W.9-10.1a-e Write arguments to support claims in an analysis of substantive topics or texts, using valid
reasoning and relevant and sufficient evidence. a. Introduce precise claim(s), distinguish the claim(s) from
alternate or opposing claims, and create an organization that establishes clear relationships among claim(s),
counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly, supplying evidence for each
while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge
level and concerns. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and
clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s)
and counterclaims. d. Establish and maintain a formal style and objective tone while attending to the norms
and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that
follows from and supports the argument presented.
W.9-10.4 Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience. (Grade-specificexpectations for writing types are defined in
standards 1–3 above.)
W.9-10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new
approach, focusing on addressing what is most significant for a specific purpose and audience focusing on
addressing what is most significant for a specific purpose and audience. (Editing for conventions should
demonstrate command of Language standards 1–3 up to and including grades 9–10)
W.9-10.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing
products, taking advantage of technology’s capacity to link to other information and to display information
flexibly and dynamically.
S0cial Studies Standards:
WH 7-24 On a historical map of the Mediterranean area, locate Greece and trace the extent of its influence to
300 BC/BCE. On a modern map of the Mediterranean area, Europe, England, the Middle East, and the Indian
subcontinent, locate England, France, Greece, Italy, Spain, and other countries in the Balkan peninsula, Crete,
Egypt, India, the Middle East, Pakistan, and Turkey. (H, G)
WH 7-25 Explain how the geographical location of ancient Athens and other city-states contributed to their role
in maritime trade, their colonies in the Mediterranean, and the expansion of their cultural influence.
WH 7.26 Explain why the government of ancient Athens is considered the beginning of democracy and explain
the democratic political concepts developed in ancient Greece.
Windham PERC Curriculum Document Review
Standards of approval: Course Name: Cultural Foundations Grade: 9
Title of Unit
Enduring
Understandings
Essential
Questions
Content
Skills
Individual Responsibility
·
Interpreting and critically analyzing classical and contemporary literature will lead to an appreciation for
the universal truths of the human experience and a better understanding of themselves.
·
Writing effectively for a variety of audiences is important to becoming successful communicators and
participants in society.
·
A relationship exists between civic ideals and practices.
·
As various cultures interact with and collide on the Western governments, each culture is impacted.
·
The fundamental principles of democracy (freedom, security, liberty, equality, individualism, and common
good) are in a state of tension.
·
The cornerstone of our American identity is grounded in the philosophy and ideology of Ancient Greece,
Rome, and Europe.
● What are an individual’s responsibilities in society?
● How do individuals fulfill their societal responsibilies?
● Literary/Historical Movements: Roman Republic, Roman Empire, Crisis of the Third Century,
Character analysis and elements of fiction
● Literary/Historical Events: Roman 12 Tables
● Literary/Historical Figures: Caesar, Augustus and Homer
● Suggested Literary/Historical Documents: *To Kill a Mockingbird, The Wave (CP), Sections of
the Aeneid, the Iliad, and/or Odyssey (Aeneid, Iliad and Odyssey can be used for hero unit as well), and
other supplementary materials
● Literary/Historical Terms including: theme and motif, setting, dramatic irony, foreshadowing,
imagery, tragic hero
● Analytical writing and reflective writing
● SAT Vocabulary List
● Read fluently and with understanding
● Apply strategies for analyzing literary, prose and expository works
● Use written documents to make inferences and draw conclusions
● Write for a purpose and an audience
● Interpret visual media
● Relate reading to prior knowledge and experience and make connections to related
information
Common
Summative
Assessments
Standards
●
●
●
●
Literary analysis paper
Formal unit exam
I-Web Project
Document Based Question
Common Core Reading Standards for Literature:
● RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text.
● RL.9-10.2. Determine a theme or central idea of a text and analyze in detail its development over the
course of the text, including how it emerges and is shaped and refined by specific details; provide an
objective summary of the text.
● RL.9-10.3. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop
over the course of a text, interact with other characters, and advance the plot or develop the theme.
● RL.9-10.5 Analyze how an author’s choices concerning how to structure a text, order events within it
(e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery,
tension, or surprise.
● RL.9-10. By the end of grade 9, read and comprehend literature, including stories, dramas, and poems,
in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the
range.
Common Core Reading Standards for Informational Text:
● RI.9-10. 3 Analyze how the author unfolds an analysis or series of ideas or events,
including the order in which the points are made, how they are introduced and developed, and the
connections that are drawn between them.
● RI.9-10. 4 Determine the meaning of words and phrases as they are used in a text,
including figurative, connotative, and technical meanings; analyze the
cumulative impact of specific word choices on meaning and tone (e.g., how the
language of a court opinion differs from that of a newspaper).
● RI.9-10. 8 Delineate and evaluate the argument and specific claims in a text, assessing whether the
reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious
reasoning.
Common Core Listening and Speaking Standards:
SL.9-10.1.a-e Initiate and participate effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10
topics, texts, and issues, building on others’ ideas and expressing their own
clearly and persuasively.a. Come to discussions prepared, having read and researched material under
study; explicitly draw on that preparation by referring to evidence from
texts and other research on the topic or issue to stimulate a thoughtful,
well-reasoned exchange of ideas.b. Work with peers to set rules for collegial discussions and decisionmaking(e.g., informal consensus, taking votes on key issues, presentation of
alternate views), clear goals and deadlines, and individual roles as needed.
c. Propel conversations by posing and responding to questions that relate the
current discussion to broader themes or larger ideas; actively incorporate
others into the discussion; and clarify, verify, or challenge ideas and
conclusions.d. Respond thoughtfully to diverse perspectives, summarize points of
agreement and disagreement, and, when warranted, qualify or justify their
own views and understanding and make new connections in light of the evidence and reasoning presented.
SL.9-10.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any
fallacious reasoning or exaggerated or distorted evidence.
SL.9-10.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and
interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to
add interest.
Common Core Writing Standards:
W.9-10.2 a-f Write informative/explanatory texts to examine and convey complex ideas, concepts, and
information clearly and accurately through the effective selection, organization, and analysis of content. a.
Introduce a topic; organize complex ideas, concepts, and information to make important connections and
distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to
aiding comprehension. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended
definitions, concrete details, quotations, or other information and examples appropriate to the audience’s
knowledge of the topic. c. Use appropriate and varied transitions to link the major sections of the text, create
cohesion, and clarify the relationships among complex ideas and concepts. d. Use precise language and domainspecific vocabulary to manage the complexity of the topic. e. Establish and maintain a formal style and objective
tone while attending to the norms and conventions of the discipline in which they are writing. f. Provide a
concluding statement or section that follows from and supports the information or explanation presented (e.g.,
articulating implications or the significance of the topic).
W.9-10.4 Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience. (Grade-specificexpectations for writing types are defined in
standards 1–3 above.)
W.9-10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new
approach, focusing on addressing what is most significant for a specific purpose and audience focusing on
addressing what is most significant for a specific purpose and audience. (Editing for conventions should
demonstrate command of Language standards 1–3 up to and including grades 9–10)
W.9-10.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing
products, taking advantage of technology’s capacity to link to other information and to display information
flexibly and dynamically.
W.9-10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter
time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Social Studies Standards
WH 7.35 On a historical map, identify ancient Rome and trace the extent of the Roman Empire to
500 AD/CE.
WH 7.36 Explain how the geographical location of ancient Rome contributed to the shaping of Roman society
and the expansion of its political power in the Mediterranean region and beyond.
WH 7.37 Explain the rise of the Roman Republic and the role of mythical and historical figures in Roman
history.
WH 7.38 Describe the government of the Roman Republic and its contribution to the development of
democratic principles, including separation of powers, rule of law, representative government, and the notion of
civic duty.
WH 7.39 Describe the influence of Julius Caesar and Augustus in Rome’s transition from a republic to an
empire and explain the reasons for the growth and long life of the Roman Empire.
WH 7.40 Describe the characteristics of slavery under the Romans.
WH 7.43 Describe the contribution of Roman civilization to law, literature, poetry, architecture, engineering,
and technology (e.g., roads, bridges, arenas, baths, aqueducts, central heating, plumbing, and sanitation). (H)
WH7.42 Explain how inner forces (including the rise of autonomous military powers, political corruption, and
economic and political instability) and external forces (shrinking trade, attacks, and invasions) led to the
disintegration of the Roman Empire.
Windham PERC Curriculum Document Review
Course Name: Cultural Foundations Grade: 9
Title of Unit
Religion
Enduring
Understandings
·
Reading a wide variety of Western literature (historical, fiction, nonfiction, prose, poetry, journalism)
fluently and with understanding and appreciation for Western literary and cultural heritage is essential for
students to succeed as learners, both in school and throughout life.
·
Writing effectively for a variety of audiences is important to becoming successful communicators and
participants in society.
·
Reading fiction and nonfiction, and informational texts is an essential means of acquiring, constructing,
and expressing knowledge in all school subjects and in succeeding in educational, occupational, civic, social,
and everyday settings.
·
Possessing the critical thinking skills of analyzing, comparing, categorizing, and classifying, identifying
cause and effect, problem solving persuading, empathizing, synthesizing, interpreting, and applying require
practice over time and in a variety of ways.
·
Interpreting and critically analyzing classical and contemporary literature will lead to an appreciation for
the universal truths of the human experience and a better understanding of themselves.
·
Conflict and cooperation together shape the development of Western societies and cultures.
Essential
Questions
How does religion impact culture?
● What is religion’s role in shaping society and interactions between societies? ●
Content
●
●
●
●
●
●
●
Skills
●
●
●
Literary/Historical Movements: Rome’s three heirs
Literary/Historical Events:Rise and spread of Christianity, Judaism, and Islam, the Crusades
Literary/Historical Figures: Abraham, Jesus, Muhammed, Chinua Achebe
Suggested Literary/Historical Documents: Chinua Achebe’s *Things Fall Apart, Life of Pi,
*Selections of Persepolis or *The Bronze Bow (CP), Selections from Arabian Nights and The Rubaiyat,
current newspaper and magazine articles, and other supplementary materials
Literary/Historical Terms: theme, tragic hero, symbolism, fables
Analytical writing and reflective writing
SAT Vocabulary List
Read fluently and with understanding
Apply strategies for analyzing poetry, prose and expository works
Use written documents to make inferences and draw conclusions
Write for a purpose and an audience
Interpret visual media
Relate reading to prior knowledge and experience and make connections to related
information.
● Formal exam assessment
● Class presentations
● Creative project
● Essay
Common Core Reading Standards for Literature:
● RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text.
● RL.9-10.2. Determine a theme or central idea of a text and analyze in detail its development over the
course of the text, including how it emerges and is shaped and refined by specific details; provide an
objective summary of the text.
● RL.9-10.4 Determine the meaning of words and phrases as they are used in the text, including figurative
and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone
(e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
● RL.9-10.6 Analyze a particular point of view or cultural experience reflected in a work of literature from
outside the United States, drawing on a wide reading of world literature.
● RL.9-10.10. By the end of grade 9, read and comprehend literature, including stories, dramas, and
poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end
of the range.
●
●
●
Common
Summative
Assessments
Standards
Common Core Reading Standards for Informational Text:
● RI.9-10. 3 Analyze how the author unfolds an analysis or series of ideas or events,
including the order in which the points are made, how they are introduced and developed, and the
connections that are drawn between them.
● RI.9-10. 4 Determine the meaning of words and phrases as they are used in a text,
including figurative, connotative, and technical meanings; analyze the
cumulative impact of specific word choices on meaning and tone (e.g., how the
language of a court opinion differs from that of a newspaper).
● RI.9-10. 7 Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in
●
both print and multimedia), determining which details are emphasized in each account.
RI.9-10. 10 By the end of grade 9, read and comprehend literary nonfiction in the grades 9–10 text
complexity band proficiently, with scaffolding as needed at the high end of the range.
Common Core Listening and Speaking Standards:
SL.9-10.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually,
quantitatively, orally) evaluating the credibility and accuracy of each source.
SL.9-10.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any
fallacious reasoning or exaggerated or distorted evidence.
SL.9-10.4 Present information, findings, and supporting evidence clearly, concisely,
and logically such that listeners can follow the line of reasoning and the
organization, development, substance, and style are appropriate to purpose,audience, and task.
SL.9-10.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and
interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to
add interest.
Common Core Writing Standards:
W.9-10.2 a-f Write informative/explanatory texts to examine and convey complex ideas, concepts, and
information clearly and accurately through the effective selection, organization, and analysis of content. a.
Introduce a topic; organize complex ideas, concepts, and information to make important connections and
distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to
aiding comprehension. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended
definitions, concrete details, quotations, or other information and examples appropriate to the audience’s
knowledge of the topic. c. Use appropriate and varied transitions to link the major sections of the text, create
cohesion, and clarify the relationships among complex ideas and concepts. d. Use precise language and domainspecific vocabulary to manage the complexity of the topic. e. Establish and maintain a formal style and objective
tone while attending to the norms and conventions of the discipline in which they are writing. f. Provide a
concluding statement or section that follows from and supports the information or explanation presented (e.g.,
articulating implications or the significance of the topic).
W.9-10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new
approach, focusing on addressing what is most significant for a specific purpose and audience focusing on
addressing what is most significant for a specific purpose and audience. (Editing for conventions should
demonstrate command of Language standards 1–3 up to and including grades 9–10)
W.9-10.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing
products, taking advantage of technology’s capacity to link to other information and to display information
flexibly and dynamically.
W.9-10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter
time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Social Studies Standards
WH1.9 Describe the religious and political origins of conflicts between Islam and Christianity, including Muslim
wars against Christianity before the European Crusades and the causes, course, and consequences of the
European Crusades against Islam in 11th, 12th, and 13th centuries.
WH1.10 Describe the rise of the Ottoman Empire in the 14th and 15th centuries, including the capture of
Constantinople.
WH1.11 Describe the decline of Muslim rule in the Iberian Peninsula and subsequent rise of Spanis and
Portuguese kingdoms after the Reconquest in 1492
WH1.7 A Describe the emering growing influence of Christianity and the Catholic Church
WH1.10 Describe the Ottoman Empire in the 14th and 15th centuries, including the capture of Constantinople
in 1453.
WH1.6A Describe the influence of Constantine, including the establishment of Christianity as an official
sanctioned religion.
WH1.6D Describe the construction of the Church of the Holy Wisdom (Hagia Sophia).
Windham PERC Curriculum Document Review
Course Name: Cultural Foundations Grade: 9
Title of Unit
Enduring
Understandings
Heroism
●
●
Essential
Questions
Content
Skills
Common
Summative
Assessments
Standards
Interpreting and critically analyzing classical and contemporary literature will lead to an appreciation for
the universal truths of the human experience and a better understanding of themselves.
As various cultures interact with and collide, each culture is impacted.
Why does society believe it is important to have heroes?
What do heroes reflect about a culture?
Literary/Historical Movements: Early Middle Ages, Chivalry, epic poems, Hero’s journey
Literary/Historical Figures: Charlemagne, King Arthur, King Richard the Lionheart, Robin Hood,
Saladin, Homer, Dickens
● Suggested Literary/Historical Documents: *The Call of the Wild, Great Expectations (Honors),
Sections of the Aeneid, the Iliad, and/or Odyssey if not used previously, Sir Gawain, Morte d’Arthur,
Don Quixote
● Literary/Historical Terms: Steps of the traditional hero’s journey, themes, and tragic heroes
● Analytical writing, reflective writing, and creative writing
● SAT Vocabulary List
● Read fluently and with understanding
● Apply strategies for analyzing poetry, prose and expository works
● Use written documents to make inferences and draw conclusions
● Write for a purpose and an audience
● Interpret visual media
● Relate reading to prior knowledge and experience and make connections to related
information.
● Formal exam assessment
● Class presentations
● Creative project
Common Core Reading Standards for Literature:
●
●
●
●
●
RL.9-10.2. Determine a theme or central idea of a text and analyze in detail its development over the
course of the text, including how it emerges and is shaped and refined by specific details; provide an
objective summary of the text.
●
●
●
●
●
RL.9-10.3. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop
over the course of a text, interact with other characters, and advance the plot or develop the theme.
RL.9-10.5 Analyze how an author’s choices concerning how to structure a text, order events within it
(e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery,
tension, or surprise.
RL.9-10. 7. Analyze the representation of a subject or a key scene in two different artistic mediums,
including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and
Breughel’s Landscape with the Fall of Icarus).
RL.9-10.9. Analyze how an author draws on and transforms source material in a specific work (e.g., how
Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by
Shakespeare).
RL.9-10. By the end of grade 9, read and comprehend literature, including stories, dramas, and poems,
in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the
range.
Common Core Reading Standards for Informational Text:
● RI.9-10. 4 Determine the meaning of words and phrases as they are used in a text, including figurative,
connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning
and tone (e.g., how the language of a court opinion differs from that of a newspaper).
● RI.9-10. 7 Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in
both print and multimedia), determining which details are emphasized in each account.
● RI.9-10. 10 By the end of grade 9, read and comprehend literary nonfiction in the grades 9–10 text
complexity band proficiently, with scaffolding as needed at the high end of the range.
Common Core Listening and Speaking Standards:
SL.9-10.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually,
quantitatively, orally) evaluating the credibility and accuracy of each source.
SL.9-10.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any
fallacious reasoning or exaggerated or distorted evidence.
SL.9-10.4 Present information, findings, and supporting evidence clearly, concisely,
and logically such that listeners can follow the line of reasoning and the
organization, development, substance, and style are appropriate to purpose,audience, and task.
Common Core Writing Standards:
W.9-10.3 a-e Write narratives to develop real or imagined experiences or events using effective technique,
well-chosen details, and well-structured event sequences. a. Engage and orient the reader by setting out a
problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator
and/or characters; create a smooth progression of experiences or events. b. Use narrative techniques, such as
dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or
characters. c. Use a variety of techniques to sequence events so that they build on one another to create a
coherent whole. d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture
of the experiences, events, setting, and/or characters. e. Provide a conclusion that follows from and reflects on
what is experienced, observed, or resolved over the course of the narrative.
W.9-10.4 Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience. (Grade-specificexpectations for writing types are defined in
standards 1–3 above.)
W.9-10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new
approach, focusing on addressing what is most significant for a specific purpose and audience focusing on
addressing what is most significant for a specific purpose and audience. (Editing for conventions should
demonstrate command of Language standards 1–3 up to and including grades 9–10)
W.9-10.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing
products, taking advantage of technology’s capacity to link to other information and to display information
flexibly and dynamically.
W.9-10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter
time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Social Studies Standards
WHI.8 Describe developments in medieval English legal and constitutional history and their importance in the
rise of modern democratic institutions and procedures, including the Magna Carta, parliament, and habeas
corpus.
WHI.7. Describe the major economic, social,and political developments that took place in medieval Europe.
Windham PERC Curriculum Document Review
Standards of approval: Course Name: ____Cultural Foundations_______________Grade: ______9_____
Title of Unit
Enduring
Understandings
Societal Law vs. Individual Needs ●
●
●
●
Essential
Questions
Content
Skills
Common
Summative
Assessments
Interpreting and critically analyzing classical and contemporary literature will lead to an appreciation for
the universal truths of the human experience and a better understanding of themselves.
A relationship exists between civic ideals and practices.
Social, political, and economics systems of Western civilizations are impacted by global forces.
The fundamental principles of democracy (freedom, security, liberty, equality, individualism, and common
good) are in a state of tension.
What is justice?
How does justice aide society in balancing the needs of the individual with the needs of the whole? ● Literary/Historical Movements: High to Late Middle Ages, allegory, drama
● Literary/Historical Events: humanism, The Plague, The Reconquista
● Literary/Historical Figures: Geoffrey Chaucer, Charles Martel, King Clovis, Joan of Arc, Thomas
Becket, William the Conqueror
● Suggested Literary/Historical Documents: *Animal Farm, *Antigone, The Lady or the Tiger and
other supplementary materials
● Literary/Historical Terms: social classes, characterization, satire, clergy
● Analytical writing and reflective writing
● SAT Vocabulary List
● Read fluently with understanding and appreciation.
● Write effectively for a variety of purposes and audiences. ● Speak purposefully and articulately. ● Interpret, and critically analyze classical and contemporary literature as well as works of nonfiction and informational text. ● Understand cultural similarities and differences. ● Understand that personal identity is shaped by one’s culture, by groups, and by institutional influences. ● Character analysis and/or presentation
● Creative projects (i.e. re-­‐write from character’s perspective, model with written explanation) ● Black Death Document Based Question Standards
Common Core Reading Standards for Literature:
● RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text.
● RL.9-10.2. Determine a theme or central idea of a text and analyze in detail its development over the course
of the text, including how it emerges and is shaped and refined by specific details; provide an objective
summary of the text.
● RL.9-10.3. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop
over the course of a text, interact with other characters, and advance the plot or develop the theme.
● RL.9-10.6 Analyze a particular point of view or cultural experience reflected in a work of literature from
outside the United States, drawing on a wide reading of world literature.
● RL.9-10.10. By the end of grade 9, read and comprehend literature, including stories, dramas, and poems,
in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the
range.
Common Core Reading Standards for Informational Text:
● RI.9-10.5 Analyze in detail how an author’s ideas or claims are developed and refined by
particular sentences, paragraphs, or larger portions of a text (e.g., a section or
chapter).
● RI.9-10. 6 Determine an author’s point of view or purpose in a text and analyze how an author uses
rhetoric to advance that point of view or purpose.
identify false statements and fallacious reasoning.
● RI.9-10. 10 By the end of grade 9, read and comprehend literary nonfiction in the grades 9–10 text
complexity band proficiently, with scaffolding as needed at the high end of the range.
Common Core Listening and Speaking Standards:
SSL.9-10.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually,
quantitatively, orally) evaluating the credibility and accuracy of each source.
SL.9-10.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any
fallacious reasoning or exaggerated or distorted evidence.
SL.9-10.4 Present information, findings, and supporting evidence clearly, concisely,
and logically such that listeners can follow the line of reasoning and the
organization, development, substance, and style are appropriate to purpose,audience, and task.
SL.9-10.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and
interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add
interest.
SL.9-10.6 Adapt speech to a variety of contexts and tasks, demonstrating command
of formal English when indicated or appropriate.
Common Core Writing Standards:
W.9-10.1a-e Write arguments to support claims in an analysis of substantive topics or texts, using valid
reasoning and relevant and sufficient evidence. a. Introduce precise claim(s), distinguish the claim(s) from
alternate or opposing claims, and create an organization that establishes clear relationships among claim(s),
counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly, supplying evidence for each
while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge
level and concerns. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and
clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and
counterclaims. d. Establish and maintain a formal style and objective tone while attending to the norms and
conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows
from and supports the argument presented.
W.9-10.2 a-f Write informative/explanatory texts to examine and convey complex ideas, concepts, and
information clearly and accurately through the effective selection, organization, and analysis of content. a.
Introduce a topic; organize complex ideas, concepts, and information to make important connections and
distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to
aiding comprehension. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions,
concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the
topic. c. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify
the relationships among complex ideas and concepts. d. Use precise language and domain-specific vocabulary to
manage the complexity of the topic. e. Establish and maintain a formal style and objective tone while attending to
the norms and conventions of the discipline in which they are writing. f. Provide a concluding statement or
section that follows from and supports the information or explanation presented (e.g., articulating implications
or the significance of the topic).
W.9-10.3 a-e Write narratives to develop real or imagined experiences or events using effective technique, wellchosen details, and well-structured event sequences. a. Engage and orient the reader by setting out a problem,
situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or
characters; create a smooth progression of experiences or events. b. Use narrative techniques, such as dialogue,
pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. c. Use a
variety of techniques to sequence events so that they build on one another to create a coherent whole. d. Use
precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences,
events, setting, and/or characters. e. Provide a conclusion that follows from and reflects on what is experienced,
observed, or resolved over the course of the narrative.
W.9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate
to task, purpose, and audience. (Grade-specificexpectations for writing types are defined in standards 1–3 above.)
W.9-10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new
approach, focusing on addressing what is most significant for a specific purpose and audience focusing on
addressing what is most significant for a specific purpose and audience. (Editing for conventions should
demonstrate command of Language standards 1–3 up to and including grades 9–10)
W.9-10.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing
products, taking advantage of technology’s capacity to link to other information and to display information
flexibly and dynamically.
Social Studies Standards
WH1.7 B Describe the differing orders of medieval society, the development of feudalism, and the development
of private property as a distinguishing feature of western civilization.
WH1.7C Describe the initial of modern economy, including the growth of banking, technological and agricultural
improvements, commerce, towns, and merchant class.
WH1.7D Describe the economic and social effects of the spread of the Black Death or Bubonic Plague.
WH1.7E Describe the growth and development of English and French nations.
Windham PERC Curriculum Document Review
Standards of approval: Course Name: Cultural Foundations Grade: 9
Title of Unit
Enduring
Understandings
Revolution and Change in Society
●
●
●
●
Reading a wide variety of Western literature (historical, fiction, nonfiction, prose, poetry, journalism)
fluently and with understanding and appreciation for Western literary and cultural heritage is essential
for students to succeed as learners, both in school and throughout life.
Writing effectively for a variety of audiences is important to becoming successful communicators and
participants in society.
Reading fiction and nonfiction, and informational texts is an essential means of acquiring, constructing,
and expressing knowledge in all school subjects and in succeeding in educational, occupational, civic,
social, and everyday settings.
Western identity has been and is influenced by changing patterns of class, ethnicity, race, and gender.
Essential
Questions
● What is the nature of power and how do people get it, take and use or abuse it?
● How is revolution and change an important part of society?
● How does revolution affect individuals?
Content
●
●
●
●
●
●
Skills
●
●
●
●
●
Common
Summative
●
●
●
Literary/Historical Movements: Reformation, Renaissance, English Civil War, Enlightenment
Literary/Historical Figures: Martin Luther, Leonardo da Vinci, Oliver Cromwell, Descartes,
Suggested Literary/Historical Documents: *The Night Thoreau Spent in Jail, *The Absolutely
True Diary of a Part-time Indian (Independent Reading), and other supplementary materials
Literary/Historical Terms: socialism, reform, allusion, symbolism, propaganda, metaphor
Analytical writing and reflective writing
SAT Vocabulary List
Read fluently and with understanding
Identify the meaning and use of allusion
Describe an author's literary and political intentions
Understand the basic dramatic elements of conflict, character, plot, suspense, climax,
protagonist, antagonist
Assess the traits of different characters; how to predict behaviors based on a character's
thoughts and actions
Articulate and defend a point of view
Renaissance Art presentation/project
Research Essay
Assessments
Standards
● Character travel bag project
Common Core Reading Standards for Literature:
● RL.9-10.2. Determine a theme or central idea of a text and analyze in detail its development over the
course of the text, including how it emerges and is shaped and refined by specific details; provide an
objective summary of the text.
● RL.9-10. 7. Analyze the representation of a subject or a key scene in two different artistic mediums,
including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and
Breughel’s Landscape with the Fall of Icarus).
● RL.9-10.10. By the end of grade 9, read and comprehend literature, including stories, dramas, and
poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end
of the range.
Common Core Reading Standards for Informational Text:
● RI.9-10. 3 Analyze how the author unfolds an analysis or series of ideas or events,
including the order in which the points are made, how they are introduced and developed, and the
connections that are drawn between them.
● RI.9-10. 4 Determine the meaning of words and phrases as they are used in a text,
including figurative, connotative, and technical meanings; analyze the
cumulative impact of specific word choices on meaning and tone (e.g., how the
language of a court opinion differs from that of a newspaper).
● RI.9-10.5 Analyze in detail how an author’s ideas or claims are developed and refined by
particular sentences, paragraphs, or larger portions of a text (e.g., a section or
chapter).
● RI.9-10. 6 Determine an author’s point of view or purpose in a text and analyze how an author uses
rhetoric to advance that point of view or purpose.
● RI.9-10. 7 Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in
both print and multimedia), determining which details are emphasized in each account.
● RI.9-10 8 Delineate and evaluate the argument and specific claims in a text, assessing
whether the reasoning is valid and the evidence is relevant and sufficient;
identify false statements and fallacious reasoning.
● RI.9-10. 10 By the end of grade 9, read and comprehend literary nonfiction in the grades 9–10 text
complexity band proficiently, with scaffolding as needed at the high end of the range.
Common Core Listening and Speaking Standards:
SL.9-10.4 Present information, findings, and supporting evidence clearly, concisely,
and logically such that listeners can follow the line of reasoning and the
organization, development, substance, and style are appropriate to purpose,audience, and task.
SL.9-10.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and
interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to
add interest.
SL.9-10.6 Adapt speech to a variety of contexts and tasks, demonstrating command
of formal English when indicated or appropriate.
Common Core Writing Standards:
W.9-10.4 Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in
standards 1–3 above.)
W.9-10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new
approach, focusing on addressing what is most significant for a specific purpose and audience focusing on
addressing what is most significant for a specific purpose and audience. (Editing for conventions should
demonstrate command of Language standards 1–3 up to and including grades 9–10)
W.9-10.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing
products, taking advantage of technology’s capacity to link to other information and to display information
flexibly and dynamically.
W.9-10.7 Conduct short as well as more sustained research projects to answer a question (including a selfgenerated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple
sources on the subject, demonstrating understanding of the subject under investigation.
W.9-10.8 Gather relevant information from multiple authoritative print and digital sources, using advanced
searches effectively; assess the usefulness of each source in answering the research question; integrate
information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard
format for citation.
W.9-10.9 a-b Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author draws on and transforms
source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how
a later author draws on a play by Shakespeare]”). b. Apply grades 9–10 Reading standards to literary
nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the
reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious
reasoning”).
Social Studies Standards
WHI.29 Describe the origins and development of the Renaissance, including the influence and
accomplishments of Machiavelli, Michelangelo, Leonard da Vinci, Raphael, Shakespeare, and Johannes
Gutenberg.
WHI.30 A. Describe the origins and effects of the Protestant Reformation.
WHI30 B. Describe the spread of Protestantism across Europe, including the reasons and consequences of
England’s break with the Catholic Church.
WHI30C. Describe the weakening of a uniform Christian faith.
WHI30 D. Describe the consolidation of royal power.
WHI32 Describe the role of religion in the wars among European nations in the 15th and 16th centuries.
Windham PERC Curriculum Document Review
Course Name: Cultural Foundations Grade: 9
Title of Unit
Enduring
Understandings
Personal Freedom
●
●
●
●
Essential
Questions
Content
Skills
Common
Summative
Assessments
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
Reading a wide variety of Western literature (historical, fiction, nonfiction, prose, poetry, journalism)
fluently and with understanding and appreciation for Western literary and cultural heritage is essential
for students to succeed as learners, both in school and throughout life.
Writing effectively for a variety of audiences is important to becoming successful communicators and
participants in society.
Reading fiction and nonfiction, and informational texts is an essential means of acquiring, constructing,
and expressing knowledge in all school subjects and in succeeding in educational, occupational, civic,
social, and everyday settings.
Interpreting and critically analyzing classical and contemporary literature will lead to an appreciation for
the universal truths of the human experience and a better understanding of themselves.
Are we free to control our lives or are our lives controlled by some outside force?
What is tragedy and can it be prevented?
Literary/Historical Movements: Age of Exploration and Enlightenment, Drama
Literary/Historical Figures: William Shakespeare, Queen Elizabeth
Suggested Literary/Historical Documents: William Shakespeare’s Romeo and Juliet
Literary/Historical Terms: figurative language terms (simile, metaphor, hyperbole, metonymy,
personification) and iambic pentameter
Analytical writing, reflective writing, and creative writing
SAT Vocabulary List
Read fluently and with understanding
Apply strategies for analyzing poetry, prose and expository works
Use written documents to make inferences and draw conclusions
Write for a purpose and an audience
Interpret visual media
Relate reading to prior knowledge and experience and make connections to related
information.
Formal exam assessment
Document Based Question-printing press
I-movie re-write
Character map
Standards
Common Core Reading Standards for Literature:
● RL.9-10.3. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop
over the course of a text, interact with other characters, and advance the plot or develop the theme.
● RL.9-10.5 Analyze how an author’s choices concerning how to structure a text, order events within it
(e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery,
tension, or surprise.
● RL.9-10. 7. Analyze the representation of a subject or a key scene in two different artistic mediums,
including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and
Breughel’s Landscape with the Fall of Icarus).
● RL.9-10.9. Analyze how an author draws on and transforms source material in a specific work (e.g., how
Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by
Shakespeare).
● RL.9-10. By the end of grade 9, read and comprehend literature, including stories, dramas, and poems,
in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the
range.
Common Core Reading Standards for Informational Text:
● RI.9-10. 3 Analyze how the author unfolds an analysis or series of ideas or events,
including the order in which the points are made, how they are introduced and developed, and the
connections that are drawn between them.
● RI.9-10. 4 Determine the meaning of words and phrases as they are used in a text, including figurative,
connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning
and tone (e.g., how the language of a court opinion differs from that of a newspaper).
● RI.9-10. 7 Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in
both print and multimedia), determining which details are emphasized in each account.
● RI.9-10. 10 By the end of grade 9, read and comprehend literary nonfiction in the grades 9–10 text
complexity band proficiently, with scaffolding as needed at the high end of the range.
Common Core Listening and Speaking Standards:
SL.9-10.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually,
quantitatively, orally) evaluating the credibility and accuracy of each source.
SL.9-10.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any
fallacious reasoning or exaggerated or distorted evidence.
SL.9-10.4 Present information, findings, and supporting evidence clearly, concisely,
and logically such that listeners can follow the line of reasoning and the
organization, development, substance, and style are appropriate to purpose, audience, and task.
SL.9-10.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and
interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to
add interest.
Common Core Writing Standards:
W.9-10.1a-e Write arguments to support claims in an analysis of substantive topics or texts, using valid
reasoning and relevant and sufficient evidence. a. Introduce precise claim(s), distinguish the claim(s) from
alternate or opposing claims, and create an organization that establishes clear relationships among claim(s),
counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly, supplying evidence for each
while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge
level and concerns. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion,
and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between
claim(s) and counterclaims. d. Establish and maintain a formal style and objective tone while attending to the
norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section
that follows from and supports the argument presented.
W.9-10.4 Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience. (Grade-specificexpectations for writing types are defined in
standards 1–3 above.)
W.9-10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new
approach, focusing on addressing what is most significant for a specific purpose and audience focusing on
addressing what is most significant for a specific purpose and audience. (Editing for conventions should
demonstrate command of Language standards 1–3 up to and including grades 9–10)
W.9-10.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing
products, taking advantage of technology’s capacity to link to other information and to display information
flexibly and dynamically.
W.9-10.9 a-b Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author draws on and transforms
source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how
a later author draws on a play by Shakespeare]”). b. Apply grades 9–10 Reading standards to literary
nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the
reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious
reasoning”).
Social Studies Standards
WHI 34 Describe the concept of Enlightenment in European history and describe the accomplishments of
major Enlightenment thinkers, including Diderot, Kant, Lock, Montesquieu, Rousseau, and Voltaire.
WHI 35 Explain how the Enlightenment contributed to the growth of democratic principles of government, a
stress on reason and progress, and the replacement of a theocentric interpretation of the universe with a secular
interpretation.
Windham PERC Curriculum Document Review
Standards of approval: Course Name: Cultural Foundations Grade: 9
Title of Unit
Enduring
Understandings
People and the Environment
●
●
●
●
●
Essential
Questions
Content
Skills
Common
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
Reading a wide variety of Western literature (historical, fiction, nonfiction, prose, poetry, journalism)
fluently and with understanding and appreciation for Western literary and cultural heritage is essential
for students to succeed as learners, both in school and throughout life.
Writing effectively for a variety of audiences is important to becoming successful communicators and
participants in society.
Reading fiction and nonfiction, and informational texts is an essential means of acquiring, constructing,
and expressing knowledge in all school subjects and in succeeding in educational, occupational, civic,
social, and everyday settings.
Possessing the critical thinking skills of analyzing, comparing, categorizing, and classifying, identifying
cause and effect, problem solving persuading, empathizing, synthesizing, interpreting, edequire practice
over time and in a variety of ways.
Interpreting and critically analyzing classical and contemporary literature will lead to an appreciation for
the universal truths of the human experience and a better understanding of themselves.
How are people shaped by their environment?
How do people overcome struggles?
Literary/Historical Movements: Scientific Revolution and Enlightenment
Literary/Historical Figures: Copernicus, Galileo, Newton, Locke, Rousseau
Suggested Literary/Historical Documents: *The Other Wes Moore, Of Mice and Men, and The
Perks of Being a Wallflower
Literary/Historical Terms: theme, character development, setting, element of plot, symbolism
Analytical writing, reflective writing, and creative writing
SAT Vocabulary List
Read fluently and with understanding
Apply strategies for analyzing poetry, prose and expository works
Use written documents to make inferences and draw conclusions
Write for a purpose and an audience
Interpret visual media
Relate reading to prior knowledge and experience and make connections to related
information.
Formal exam assessment
Summative
Assessments
Standards
● Analysis essay
● Creative project
Common Core Reading Standards for Literature:
●
●
●
●
●
RL.9-10.2. Determine a theme or central idea of a text and analyze in detail its development over the
course of the text, including how it emerges and is shaped and refined by specific details; provide an
objective summary of the text.
RL.9-10.3. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop
over the course of a text, interact with other characters, and advance the plot or develop the theme.
RL.9-10.5 Analyze how an author’s choices concerning how to structure a text, order events within it
(e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery,
tension, or surprise.
RL.9-10. 7. Analyze the representation of a subject or a key scene in two different artistic mediums,
including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and
Breughel’s Landscape with the Fall of Icarus).
RL.9-10. By the end of grade 9, read and comprehend literature, including stories, dramas, and poems,
in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the
range.
Common Core Reading Standards for Informational Text:
● RI.9-10. 3 Analyze how the author unfolds an analysis or series of ideas or events,
including the order in which the points are made, how they are introduced and developed, and the
connections that are drawn between them.
● RI.9-10. 7 Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in
both print and multimedia), determining which details are emphasized in each account.
● RI.9-10. 10 By the end of grade 9, read and comprehend literary nonfiction in the grades 9–10 text
complexity band proficiently, with scaffolding as needed at the high end of the range.
Common Core Listening and Speaking Standards:
SL.9-10.1.a-e Initiate and participate effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10
topics, texts, and issues, building on others’ ideas and expressing their own
clearly and persuasively. a. Come to discussions prepared, having read and researched material under
study; explicitly draw on that preparation by referring to evidence from
texts and other research on the topic or issue to stimulate a thoughtful,
well-reasoned exchange of ideas. b. Work with peers to set rules for collegial discussions and decision-
making(e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and
deadlines, and individual roles as needed.
c. Propel conversations by posing and responding to questions that relate the
current discussion to broader themes or larger ideas; actively incorporate
others into the discussion; and clarify, verify, or challenge ideas and
conclusions. d. Respond thoughtfully to diverse perspectives, summarize points of
agreement and disagreement, and, when warranted, qualify or justify their
own views and understanding and make new connections in light of the evidence and reasoning presented.
SL.9-10.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually,
quantitatively, orally) evaluating the credibility and accuracy of each source.
SL.9-10.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any
fallacious reasoning or exaggerated or distorted evidence.
SL.9-10.4 Present information, findings, and supporting evidence clearly, concisely,
and logically such that listeners can follow the line of reasoning and the
organization, development, substance, and style are appropriate to purpose,audience, and task.
SL.9-10.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and
interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to
add interest.
Common Core Writing Standards:
W.9-10.3 a-e Write narratives to develop real or imagined experiences or events using effective technique,
well-chosen details, and well-structured event sequences. a. Engage and orient the reader by setting out a
problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator
and/or characters; create a smooth progression of experiences or events. b. Use narrative techniques, such as
dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or
characters. c. Use a variety of techniques to sequence events so that they build on one another to create a
coherent whole. d. Use precise words and phrases, telling details, and sensory language to convey a vivid
picture of the experiences, events, setting, and/or characters. e. Provide a conclusion that follows from and
reflects on what is experienced, observed, or resolved over the course of the narrative.
W.9-10.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing
products, taking advantage of technology’s capacity to link to other information and to display information
flexibly and dynamically.
W.9-10.8 Gather relevant information from multiple authoritative print and digital sources, using advanced
searches effectively; assess the usefulness of each source in answering the research question; integrate
information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard
format for citation.
W.9-10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter
time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Social Studies Standards
WHI 33 Summarize how the Scientific Revolution, including Bacon, Copernicus, Descartes, Galileo, Kepler, and
Newton.
WHI 34 Describe the concept of Enlightenment in European history and describe the accomplishments of
major Enlightenment thinkers, including Diderot, Kant, Lock, Montesquieu, Rousseau, and Voltaire.
WHI 35 Explain how the Enlightenment contributed to the growth of democratic principles of government, a
stress on reason and progress, and the replacement of a theocentric interpretation of the universe with a secular
interpretation.
Windham PERC Curriculum Document Review
Standards of approval: Course Name: Honors American Studies Grade: 10
Title of Unit
Enduring
Understandings
Unit 1: The American Dream - 1840
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Essential
Questions
Content
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Reading a wide variety of American literature (historical, fiction, nonfiction, prose, poetry, journalism) fluently and with
understanding and appreciation for American literary and cultural heritage is essential for students to succeed as learners, both in
school and throughout life.
Writing effectively for a variety of audiences is important to becoming successful communicators and participants in society.
Reading fiction and nonfiction, and informational texts is an essential means of acquiring, constructing, and expressing knowledge in
all school subjects and in succeeding in educational, occupational, civic, social, and everyday settings.
Possessing the critical thinking skills of analyzing, comparing, categorizing, and classifying, identifying cause and effect, problem
solving persuading, empathizing, synthesizing, interpreting, evaluative commutating, and applying require practice over time and in a
variety of ways.
Interpreting and critically analyzing classical and contemporary literature will lead to an appreciation for the universal truths of the
human experience and a better understanding of themselves.
Conflict and cooperation together shape the development of the United States.
A relationship exists between civic ideals and practices.
The history of the United States and its people are intrinsically entwined.
As various cultures interact with and collide on the American government, each culture is impacted.
Social, political, and economics systems of the United States are impacted by global forces.
The fundamental principles of democracy (freedom, security, liberty, equality, individualism, and common good) are in a state of
tension.
American identity has been and is influenced by changing patterns of class, ethnicity, race, and gender.
What is America?
What is an American?
What is the American Dream?
Suggested Literary / Historical Movements: Puritanism, Neoclassicism, The American Revolution, Creating the Constitution
Suggested Literary / Historical Events: Jamestown, Plymouth, Massachusetts Bay Colony, Salem Witch Trials, The Boston Massacre,
The Boston Tea Party, The Second Continental Congress, French/Indian War, Battles of Lexington and Concord, Occupation of
Boston, The Constitutional Convention, War of 1812, Louisiana Purchase, Steamboat, Railroad
Suggested Literary / Historical Figures: John Smith, Pocahontas, William Bradford, John Winthrop, Anne Hutchinson, Cotton Mather,
John Locke vs. Thomas Hobbes, Jonathan Edwards, Paul Revere, Patrick Henry, Thomas Paine, Thomas Jefferson, George
Washington, Ben Franklin, Sons of Liberty, Sam Adams, John Hancock, John Adams, Abigail Adams, Lewis and Clark,
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Skills
Common
Summative
Assessments
Standards
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Suggested Literary / Historical Documents: City Upon a Hill speech by Jon Winthrop, Mayflower Compact, “Sinners in the Hands of
an Angry God” by Jonathan Edwards, Speech in the Virginia Convention House by Patrick Henry, Common Sense and The Crisis by
Thomas Paine, The Declaration of Independence, Autobiography and Poor Richard’s Almanac by Ben Franklin, Constitution and Bill
of Rights, Ethan Frome by Edith Wharton
Suggested Literary / Historical Terms/Concepts: persuasive writing, Pilgrim, Puritan, Separatist, The Puritan Ethic, Religious
Intolerance, Church and State, Social Systems – Slavery, Indentured Servants, Town Meeting, Local Governance; Economic Systems,
Tobacco, Barter Systems, Political Systems- Individual and State Rights, Land Acquisitions, Taxation, Military Powers, Empires,
Colonialism; Objective vs. Subjective Writing, 4 Forms of Discourse; Analytical writing, structure of language (tone, voice, attitude,
theme), thesis driven writing: claim, assertion, proof, patriots vs. loyalists, rhetoric speech writing techniques, triangular trade,
Federalist vs. Anti-Federalist, Ratification, Executive Branch, Legislative Branch, Judicial, Branch, Nationalism
Read fluently with understanding.
Apply strategies for analyzing poetry, prose, and expositor.
Use written documents to make inferences and draw conclusions.
Write for a purpose and audience.
Interpret visual media.
Relate reading to prior knowledge and experience and make connections to related information.
Summer Reading Dialectical Journal and Essay
Common Unit 1 Exam – objective and open-ended questions (common analytical grading scale and rubric)
Common Unit 1 Writing Assignment
Common Core Reading Standards for Literature: RL.9-­‐10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL.9-­‐10.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. RL.9-­‐10.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. RL.9-­‐10.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). RL.9-­‐10.5 Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. RL.9-­‐10.6 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. RL.9-­‐10.7 Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus). RL.9-­‐10.8 Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare). RL.9-­‐10.9 Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare). RL.9-­‐10.10 By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9–
10 text complexity band independently and proficiently. Common Core Reading Standards for Informational Text:
RI.9-­‐10.3 Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and
developed, and the connections that are drawn between them.
RI.9-­‐10.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative
impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper). RI.9-­‐10.5 Analyze in detail how an authorʼs ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or
chapter). RI.9-­‐10.6 Determine an authorʼs point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
RI.9-­‐10.7 Analyze various accounts of a subject told in different mediums (e.g., a personʼs life story in both print and multimedia), determining which details are
emphasized in each account.
RI.9-­‐10.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify
false statements and fallacious reasoning.
RI.9-­‐10.9 Analyze seminal U.S. documents of historical and literary significance (e.g., Washingtonʼs Farewell Address, the Gettysburg Address, Rooseveltʼs Four
Freedoms speech, Kingʼs “Letter from Birmingham Jail”), including how they address related themes and concepts.
RI.9-­‐10.10 By the end of grade 9, read and comprehend literary nonfiction in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end
of the range. By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9–10 text complexity band independently and proficiently.
Common Core Writing Standards:
W.9-­‐10.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. W.9-­‐10.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. W.9-­‐10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W.9-­‐10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. W.9-­‐10.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically. W.9-­‐10.7 Conduct short as well as more sustained research projects to answer a question (including a self-­‐generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. W.9-­‐10.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. W.9-­‐10.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. W.9-­‐10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. Common Core Listening/Speaking Standards:
SL.9-­‐10.1.a-­‐e Initiate and participate effectively in a range of collaborative discussions (one-­‐on-­‐one, in groups, and teacher-­‐led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-­‐reasoned exchange of ideas. b. Work with peers to set rules for collegial discussions and decision-­‐making(e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed. c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. SL.9-­‐10.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source. SL.9-­‐10.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. SL.9-­‐10.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. SL.9-­‐10.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. SL.9-­‐10.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. Common History Standards:
USI.1: Explain the economic factors that contributed to the American Revolution. USI.2: Explain the historical and intellectual influences on the American Revolution and the formation and framework of the American government.
USI.3: Explain the influence and ideas of the Declaration of Independence and the political philosophy of Thomas Jefferson.
USI.4: Analyze how Americans resisted British policies before 1775 and analyze the reasons for the American victory and British defeat during the Revolutionary War. USI.6 Explain the reasons for the adoption of the Articles of Confederation in 1781, including why its drafters created a weak central government; analyze the shortcomings of the
national government under the Articles; and describe the crucial events (e.g., Shay’s Rebellion) leading to the Constitutional Convention.
USI.11 Describe the purpose and functions of government.
USI.13 Explain why the United States government is classified as a democratic government
USI.22 Summarize the major policies and political developments that took place during the presidencies of George Washington (1789–1797), John Adams (1797–1801), and Thomas
Jefferson (1801–1809).
Title of Unit
Enduring
Understandings
Unit 2: Race and Expansion 1840-1900
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Essential
Questions
Content
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•
•
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•
Reading a wide variety of American literature (historical, fiction, nonfiction, prose, poetry, journalism) fluently and with
understanding and appreciation for American literary and cultural heritage is essential for students to succeed as learners, both in
school and throughout life.
Writing effectively for a variety of audiences is important to becoming successful communicators and participants in society.
Reading fiction and nonfiction, and informational texts is an essential means of acquiring, constructing, and expressing knowledge in
all school subjects and in succeeding in educational, occupational, civic, social, and everyday settings.
Possessing the critical thinking skills of analyzing, comparing, categorizing, and classifying, identifying cause and effect, problem
solving persuading, empathizing, synthesizing, interpreting, evaluative commutating, and applying require practice over time and in a
variety of ways.
Interpreting and critically analyzing classical and contemporary literature will lead to an appreciation for the universal truths of the
human experience and a better understanding of themselves.
Conflict and cooperation together shape the development of the United States.
A relationship exists between civic ideals and practices.
The history of the United States and its people are intrinsically entwined.
As various cultures interact with and collide on the American government, each culture is impacted.
Social, political, and economics systems of the United States are impacted by global forces.
The fundamental principles of democracy (freedom, security, liberty, equality, individualism, and common good) are in a state of
tension.
American identity has been and is influenced by changing patterns of class, ethnicity, race, and gender.
What is America?
What is an American?
How have the issues of race and expansion played roles in effecting the nation and its identity?
Suggested Literary / Historical Movements: Romanticism, Transcendentalism and Anti-Transcendentalism, Slavery, Civil War,
Westward Expansion and Local Color, Reconstruction, Gold Rush, Reform movements – temperance, women’s rights, mentally ill,
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Skills
Common
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abolitionism, North/South differences, Realism, Naturalism, Closing of the Frontier/Westward Expansion
Suggested Literary / Historical Events: Mexican War, The Missouri Compromise, The Compromise of 1850, The Kansas-Nebraska
Act, Dred Scott vs. Sanford, Election of 1860, Election of 1864, Emancipation Proclamation, John Brown’s Raid, Sherman’s March to
the Sea, Battle of Fort Sumter, Bull Run, Shiloh, Penninsular Campaign, Antietam, Gettysburg, Vicksburg, Wilderness Campaign,
Chancellorsville, Appomattox Courthouse, Homestead Act, Treaty of Fort Laramie, Sand Creek, Little Bighorn, Wounded Knee,
Suggested Literary / Historical Figures: Washington Irving, Edgar Allen Poe, William Cullen Bryant, Ralph Waldo Emerson, Henry
David Thoreau, Emily Dickinson, Samuel Slater, Eli Whitney, The Fireside Poets, Herman Melville, Nathaniel Hawthorne, Harriet
Wilson, Frederick Douglass, Harriet Jacobs, Mark Twain, Dred Scott, Harriet Tubman, Mark Twain, Harriet Wilson, Harriet Beecher
Stowe, Dorothea Dix, John Brown, Abraham Lincoln, Jefferson Davis, Lewis Douglass, General Robert E. Lee, Ulysses S. Grant,
Robert McClellan, William Tecumseh Sherman, Robert Gould Shaw, “Stonewall” Jackson, Joshua Chamberlain, Walt Whitman,
Margaret Fuller, Louisa May Alcott, Clara Barton, Stephen Crane, Walt Whitman, Andrew Johnson, Geronimo, Sitting Bull Crazy
Horse, Red Cloud, Black Kettle, Chief Joseph and the Nez Perce, Sarah Orne Jewett, Hamlin Garnet
Suggested Literary / Historical Documents: The Legend of Sleepy Hollow by Washington Irving, Selected Works of Edgar Allen Poe,
“Thanatopsis” and “To a Waterfowl” by William Cullen Bryant, Thanatopsis Painting by Asher B. Durand, selected excerpts by
Ralph Waldo Emerson, selected excerpts of Walden by Henry David Thoreau, selected works by Herman Melville, George
Washington’s Farewell Address, selected works of Emily Dickinson, The Scarlet Letter by Nathaniel Hawthorne, The Adventures of
Huckleberry Finn by Mark Twain, Our Nig by Harriet Wilson, Narrative of the Life of Frederick Douglass by Frederick Douglass,
Incidence in the Life of a Slave Girl by Harriet Jacobs, Negro Spirituals – selections – “Follow the Drinking Gourd,” “Seneca Falls –
Declaration of Sentiments,” “On Behalf of the Insane Poor” by Dorothea Dix, Uncle Tom’s Cabin by Harriet Beecher Stowe,
Abraham Lincoln’s Emancipation Proclamation, Second Inaugural Address and Gettysburg Address, selected Civil War soldier
letters, Beat! Beat! Drums!, Reconciliation and selected works by Walt Whitman, Hospital Sketches Louisa May Alcott, The Red
Badge of Courage by Stephen Crane, Lewis Douglas letter, Joshua Chamberlain letter, Abraham Bixby letter, selected letters from
women in the Civil War, Clara Barton letter, Occurrence at Owl Creek Bridge by Ambrose Bierce, O Captain! My Captain! and Song
of Myself by Walt Whitman, Chief Joseph I Will Fight No More Forever, The Outcasts of Poker Flat by Bret Harte, The Notorious
Jumping Frog of Calaveras County by Mark Twain,
Suggested Literary / Historical Terms/Concepts: Antebellum South, Manifest Destiny, Heroes’ Journey, Popular Sovereignty,
“Bleeding Kansas”, Satire, Book Banning, Sectionalism, Nullification, Realism, Naturalism, Reconstruction, Realism, Regionalism,
Naturalism, Gilded Age, railroads, cattle drives, urban growth, mining, reservations, non-citizens, Plain Indian, Indian Wars, Local
Color
Read fluently with understanding.
Apply strategies for analyzing poetry, prose, and expositor.
Use written documents to make inferences and draw conclusions.
Write for a purpose and audience.
Interpret visual media.
Relate reading to prior knowledge and experience and make connections to related information.
Common Unit 2 Exam – objective and open-ended questions (common analytical grading scale and rubric)
Summative
Assessments
Standards
•
Common Unit 2 Writing Assessment
Common Core Reading Standards for Literature: RL.9-­‐10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL.9-­‐10.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. RL.9-­‐10.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. RL.9-­‐10.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). RL.9-­‐10.5 Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. RL.9-­‐10.6 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. RL.9-­‐10.7 Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus). RL.9-­‐10.8 Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare). RL.9-­‐10.9 Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare). RL.9-­‐10.10 By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9–
10 text complexity band independently and proficiently. Common Core Reading Standards for Informational Text:
RI.9-­‐10.3 Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and
developed, and the connections that are drawn between them.
RI.9-­‐10.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative
impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper). RI.9-­‐10.5 Analyze in detail how an authorʼs ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or
chapter). RI.9-­‐10.6 Determine an authorʼs point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
RI.9-­‐10.7 Analyze various accounts of a subject told in different mediums (e.g., a personʼs life story in both print and multimedia), determining which details are
emphasized in each account.
RI.9-­‐10.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify
false statements and fallacious reasoning.
RI.9-­‐10.9 Analyze seminal U.S. documents of historical and literary significance (e.g., Washingtonʼs Farewell Address, the Gettysburg Address, Rooseveltʼs Four
Freedoms speech, Kingʼs “Letter from Birmingham Jail”), including how they address related themes and concepts.
RI.9-­‐10.10 By the end of grade 9, read and comprehend literary nonfiction in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end
of the range. By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9–10 text complexity band independently and proficiently.
Common Core Writing Standards:
W.9-­‐10.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. W.9-­‐10.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. W.9-­‐10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W.9-­‐10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. W.9-­‐10.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically. W.9-­‐10.7 Conduct short as well as more sustained research projects to answer a question (including a self-­‐generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. W.9-­‐10.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. W.9-­‐10.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. W.9-­‐10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. Common Core Listening/Speaking Standards:
SL.9-­‐10.1.a-­‐e Initiate and participate effectively in a range of collaborative discussions (one-­‐on-­‐one, in groups, and teacher-­‐led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-­‐reasoned exchange of ideas. b. Work with peers to set rules for collegial discussions and decision-­‐making(e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed. c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. SL.9-­‐10.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source. SL.9-­‐10.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. SL.9-­‐10.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. SL.9-­‐10.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. SL.9-­‐10.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. Common History Standards:
USI.23 Analyze t h e rising levels of political participation and the expansion of suffrage in antebellum America.
USI.29 Describe the rapid growth of slavery in the South after 1800 and analyze slave life and resistance on plantations and farms across the South, as well as the impact of the
cotton gin on the economics of slavery and Southern agriculture.
USI.31 Describe the formation of the abolitionist movement, the roles of various abolitionists, and the response of southerners and northerners to abolitionism.
USI.33 Analyze t h e goals and effect of the antebellum women’s suffrage movement.
USI.35 Describe how the different economies and cultures of the North and South contributed to the growing importance of sectional politics in the early 19th century.
USI.36 Summarize the critical developments leading to the Civil War.
USI.37 On a map of North America, identify Union and Confederate States at the outbreak of the war.
USI.38 Analyze Abraham Lincoln’s presidency, the Emancipation Proclamation (1863), his views on slavery, and the political obstacles he encountered.
USI.40 Provide examples of the various effects of the Civil War.
A. physical and economic destruction
B. the increased role of the federal government
C. the greatest loss of life on a per capita basis of any U.S. war before or since
USI.41 Explain the policies and consequences of Reconstruction.
A. Presidential and Congressional Reconstruction
B. the impeachment of President Johnson
C. the 13th, 14th, and 15th Amendments
D. the opposition of Southern whites to Reconstruction
E. the accomplishments and failures of Radical Reconstruction
F. the presidential election of 1876 and the end of Reconstruction
G. the rise of Jim Crow laws
H. the Supreme Court case, Plessy v. Ferguson (1896)
Title of Unit
Enduring
Understandings
Essential
Questions
Content
Unit 3: Progress and Problems 1900-1945
Reading a wide variety of American literature (historical, fiction, nonfiction, prose, poetry, journalism) fluently and with
understanding and appreciation for American literary and cultural heritage is essential for students to succeed as learners, both in
school and throughout life.
• Writing effectively for a variety of audiences is important to becoming successful communicators and participants in society.
• Reading fiction and nonfiction, and informational texts is an essential means of acquiring, constructing, and expressing knowledge in
all school subjects and in succeeding in educational, occupational, civic, social, and everyday settings.
• Possessing the critical thinking skills of analyzing, comparing, categorizing, and classifying, identifying cause and effect, problem
solving persuading, empathizing, synthesizing, interpreting, evaluative commutating, and applying require practice over time and in a
variety of ways.
• Interpreting and critically analyzing classical and contemporary literature will lead to an appreciation for the universal truths of the
human experience and a better understanding of themselves.
• Conflict and cooperation together shape the development of the United States.
• A relationship exists between civic ideals and practices.
• The history of the United States and its people are intrinsically entwined.
• As various cultures interact with and collide on the American government, each culture is impacted.
• Social, political, and economics systems of the United States are impacted by global forces.
• The fundamental principles of democracy (freedom, security, liberty, equality, individualism, and common good) are in a state of
tension.
• American identity has been and is influenced by changing patterns of class, ethnicity, race, and gender.
• What is America?
• What is an American?
• How has progress led to problems in America’s development?
• Suggested Literary / Historical Movements: Modernism, Existentialism, Expansionism, Imperialism, The Roaring Twenties, The
Harlem Renaissance, The Jazz Age, Existentialism, Fascism, Nihilism,
• Suggested Literary / Historical Events: Second Industrial Revolution, Election of 1896, Inventions (telegraph/telephone, electricity,
steel, oil, typewriter, mass marketing/department stores), Haymarket Riot, Pullman Strike, Sherman Anti-Trust Act, WW1, Treaty of
Versailles, “Square Deal,” Spanish/American War, Panama Canal, Russian Revolution, Prohibition, The Great Depression, The
Scopes Trial, The New Deal, German/Soviet Non-Agression Pact, Invasion of Poland, Battle of France and Britain, Pearl Harbor,
•
•
•
•
Skills
•
•
•
•
•
Battle of Bataan and Battaan Death March, European Theater: peration Torch, Operation Overlord, Battle of Stalingrad, Battle of El
Alamein, Battle of the Bulge, V-E Day, Pacific Theater: Battle of Coral Sea, Battle of Midway, Battle of Guadalcanal, Battle of Leyte
Gulf, Battle of Iwo Jima, Battle of Okinawa, Hiroshima and Nagasaki, Manhattan Project,
Suggested Literary / Historical Figures: Andrew Carnegie, John D. Rockefeller, Henry Ford, Kate Chopin, George Plunkitt, Boss
Tweed, Stephen Crane, Jack London, Carl Sandburg, Upton Sinclair, Edith Wharton, Willa Cather, Woodrow Wilson, Ernest
Hemingway, Theodore Roosevelt, William Howard Taft, Jane Addams, Elizabeth Caddy Stanton, Ida B. Wells, Margaret Sanger,
W.E.B. Dubois, Booker T. Washington, F. Scott Fitzgerald and Zelda Fitzgerald, John Steinbeck, Franklin Delano Roosevelt, Herbert
Hoover, Pablo Picasso, Gertrude Stein, Ezra Pound, Amy Lowell, TS Elliot, Langston Hughes, Benito Mussolini, Adolph Hitler,
Hideki Tojo,
Suggested Literary / Historical Documents: The Awakening by Kate Chopin, Maggie: A Girl of the Streets and The Open Boat by
Stephen Crane, To Build a Fire, White Fang and Call of the Wild by Jack London, Chicago by Carl Sandburg, The Gospel of Wealth
by Andrew Carnegie, The Jungle by Upton Sinclair, How the Other Half Lives by Jacob Riis, Brave and Bold by Horatio Alger,
assorted readings by Henry James, Ethan Frome and The Age of Innocence by Edith Wharton, My Antonia by Willa Cather, The
Yellow Wallpaper by Charlotte Gillman Perkins, selected poems by E.A. Robinson, Spoon River Anthology by Edgar Lee Masters,
Woodrow Wilson’s Fourteen Points, “Dulce et Decorum Est” by Wilfred Owen, A Farewell to Arms and selected short stories by
Ernest Hemingway, Teller Amendment, Our Town by Thorton Wilder, “The Real White Man’s Burden” by Rudyard Kipling, selected
poetry by Jose Diego, Zimmerman telegram, The Volstead Act, The Great Gatsby by F. Scott Fitzgerald, Of Mice and Men and The
Grapes of Wrath by John Steinbeck, 18th Amendment, To Kill a Mockingbird by Harper Lee, The Sun Also Rises, The Old Man and
the Sea, In Our Time, Hills Like White Elephants and selected short stories by Ernest Hemingway, selected poetry by Langston
Hughes, Treaty of Versailles (WW1), Atlantic Charter, “Day of Infamy” speech, GI Bill, Hiroshima by John Hersey
Suggested Literary / Historical Terms/Concepts: Venture Capitalism, assembly line, mass production, stocks and corporations,
Robber Barons, Lions of Capitalism, Social Darwinism, urbanization, Ellis Island, Angel Island, Heritage Project, political machines,
Tammany Hall, Populism, Restraints of trade, Pools/Cartels, monopolies, Muckrakers, Rise of alliances, Serbia and Franz Ferdinand,
unrestricted submarine warfare, neutrality, “Make the World Safe for Democracy / “War to End All Wars,” propaganda, Return to
Normalcy, trench warfare, propaganda, Hemingway Code, Hemingway Hero, Social Darwinism, yellow journalism, nationalism,
Teddy Roosevelt and the Rough Riders, USS Maine, “Splendid Little War,” Roosevelt Corollary, Russo-Japanese War and the Treaty
of Portsmouth, Dollar Diplomacy, Modernism, Existentialism, Expansionism, Imperialism, Women’s suffrage, consumerism, silent
films and talkies, prohibition, The Great Depression, The Dust Bowl, Okies, cubism, imagism, Dadaism, “The Lost Generation,”
Expatriate, flapper, Hemingway Hero, Hemingway Code, Black Friday and the stock market crash, Nazi, Facism, Modernism, AntiSematism, appeasement, Axis Powers, Allied Powers, Lend-Lease, two front war, home front/propaganda, Internment Camps, “Big
Three,” Soft Underbelly of Europe, kamikaze, atomic bomb, The Greatest Generation
Reading fluently with understanding.
Apply strategies for analyzing poetry, prose, and expository writing.
Compare and contrast an author’s style and interpretation of historical events.
Use written documents to make inferences and draw conclusions.
Write for purpose and audience.
Common
Summative
Assessments
Standards
•
•
Interpret visual media.
Relate reading to prior knowledge.
• Common Unit 3 Exam – objective and open-ended questions (common analytical grading scale and rubric)
• Common Unit 3 Writing Assessment
Common Core Reading Standards for Literature:
RL.9-­‐10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL.9-­‐10.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. RL.9-­‐10.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. RL.9-­‐10.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). RL.9-­‐10.5 Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. RL.9-­‐10.6 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. RL.9-­‐10.7 Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus). RL.9-­‐10.8 Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare). RL.9-­‐10.9 Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare). RL.9-­‐10.10 By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9–
10 text complexity band independently and proficiently. Common Core Reading Standards for Informational Text:
RI.9-­‐10.3 Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and
developed, and the connections that are drawn between them.
RI.9-­‐10.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative
impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper). RI.9-­‐10.5 Analyze in detail how an authorʼs ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or
chapter). RI.9-­‐10.6 Determine an authorʼs point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
RI.9-­‐10.7 Analyze various accounts of a subject told in different mediums (e.g., a personʼs life story in both print and multimedia), determining which details are
emphasized in each account.
RI.9-­‐10.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify
false statements and fallacious reasoning.
RI.9-­‐10.9 Analyze seminal U.S. documents of historical and literary significance (e.g., Washingtonʼs Farewell Address, the Gettysburg Address, Rooseveltʼs Four
Freedoms speech, Kingʼs “Letter from Birmingham Jail”), including how they address related themes and concepts.
RI.9-­‐10.10 By the end of grade 9, read and comprehend literary nonfiction in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end
of the range.
By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9–10 text complexity band independently and proficiently. Common Core Writing Standards:
W.9-­‐10.1a-­‐e Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from and supports the argument presented. W.9-­‐10.2 a-­‐f Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. a. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with well-­‐chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. c. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. d. Use precise language and domain-­‐specific vocabulary to manage the complexity of the topic. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). W.9-­‐10.3 a-­‐e Write narratives to develop real or imagined experiences or events using effective technique, well-­‐chosen details, and well-­‐structured event sequences. a. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. W.9-­‐10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-­‐specific expectations for writing types are defined in standards 1–3 above.) W.9-­‐10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10) W.9-­‐10.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically. W.9-­‐10.7 Conduct short as well as more sustained research projects to answer a question (including a self-­‐generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. W.9-­‐10.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. W.9-­‐10.9 a-­‐b Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]”). b. Apply grades 9–10 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning”). W.9-­‐10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. Common Core Listening/Speaking Standards:
SL.9-­‐10.1.a-­‐e Initiate and participate effectively in a range of collaborative discussions (one-­‐on-­‐one, in groups, and teacher-­‐led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-­‐reasoned exchange of ideas. b. Work with peers to set rules for collegial discussions and decision-­‐making(e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed. c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. SL.9-­‐10.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source. SL.9-­‐10.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. SL.9-­‐10.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. SL.9-­‐10.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. SL.9-­‐10.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. Common History Standards:
USII.1 Explain the various causes of the Industrial Revolution.
USII.3 Describe the causes of the immigration of Southern and Eastern Europeans, Chinese, Koreans, and Japanese to America in the late 19th and early 20th centuries, and
describe the major roles of these immigrants in the industrialization of America.
USII.4 Analyze the causes of the continuing westward expansion of the American people after the Civil War and the impact of this migration on the Indians.
USII.5 Explain the formation and goals of unions as well as the rise of radical political parties during the Industrial era.
USII.6 Analyze the causes and course of America’s growing role in world affairs from the Civil War to World War I.
USII.7 Explain the course and significance of President Wilson’s wartime diplomacy, including his Fourteen Points, the League of Nations, and the failure of the Versailles treaty.
USII.8 Analyze the origins of Progressivism and important Progressive leaders, and summarize the major accomplishments of Progressivism.
USII.9 Analyze the post-Civil War struggles of African Americans and women to gain basic civil rights.
USII.10 Describe how the battle between traditionalism and modernity manifested itself in the major historical trends and events after World War I and throughout the 1920s.
USII.11 Describe the various causes and consequences of the global depression of the
1930s, and analyze how Americans responded to the Great Depression.
USII.12 Analyze the important polices, institutions, and personalities of the
New Deal era.
USII.13 Explain how the Great Depression and the New Deal affected American society.
USII.14 Explain the strength of American isolationism after World War I and analyze its impact on U.S. foreign policy.
USII.15 Analyze how German aggression in Europe and Japanese aggression in Asia contributed to the start of World War II and summarize the major battles and events of the
war. On a map of the world, locate the Allied powers (Britain, France, the Soviet Union, and the United States) and Axis powers (Germany, Italy, and Japan).
USII.16 Explain the reasons for the dropping of atom bombs on Japan and their short and long-term effects.
USII.17 Explain important domestic events that took place during the war.
Title of Unit
Enduring
Understandings
Unit 4: A Modern America 1945 •
•
•
•
•
•
Reading a wide variety of American literature (historical, fiction, nonfiction, prose, poetry, journalism) fluently and with
understanding and appreciation for American literary and cultural heritage is essential for students to succeed as learners, both in
school and throughout life.
Writing effectively for a variety of audiences is important to becoming successful communicators and participants in society.
Reading fiction and nonfiction, and informational texts is an essential means of acquiring, constructing, and expressing knowledge in
all school subjects and in succeeding in educational, occupational, civic, social, and everyday settings.
Possessing the critical thinking skills of analyzing, comparing, categorizing, and classifying, identifying cause and effect, problem
solving persuading, empathizing, synthesizing, interpreting, evaluative commutating, and applying require practice over time and in a
variety of ways.
Interpreting and critically analyzing classical and contemporary literature will lead to an appreciation for the universal truths of the
human experience and a better understanding of themselves.
Conflict and cooperation together shape the development of the United States.
A relationship exists between civic ideals and practices.
The history of the United States and its people are intrinsically entwined.
As various cultures interact with and collide on the American government, each culture is impacted.
Social, political, and economics systems of the United States are impacted by global forces.
The fundamental principles of democracy (freedom, security, liberty, equality, individualism, and common good) are in a state of
tension.
• American identity has been and is influenced by changing patterns of class, ethnicity, race, and gender.
• What is America?
• What is an American?
• What is America’s role in a modern world?
Suggested Literary / Historical Movements: Communism, The Cold War, The Red Scare, McCarthyism, Vietnam War, Civil Rights and
Women’s Liberation Movement, Korean War, Middle East Conflcits, Technological Age
Suggested Literary / Historical Events: Chinese Revolution, Korean Conflict, Brown vs. Board of Education, Bay of Pigs Invasion, Cuban
Missle Crisis, Berlin Wall, John F. Kennedy assassination, Vietnam Conflict, Gulf of Tonkin Resolution 1964, Tet Offensive, My Lai
Massacre, 1968 Democratic National Convention, Kent State protests, Roe vs. Wade and the women’s movement, Love Canal and Three
Mile Island, Watergate Scandal, Oil Crisis/Embargo, Carter and the Panama Canal, Iran Hostage Crisis, Regana Years, Fall of the Berlin
Wall and the Soviet Union, Clinton and the 1990’s, 2000’s, 9/11, War on Terror,
Suggested Literary / Historical Figures: Robert Frost, Langston Hughes, Dwight. D. Eisenhower, Ho Chi Minh, Richard Nixon, Martin
Luther King, Jr., Malcom X, Jimmy Carter, Gerald Ford, John. F. Kennedy, Ronald Reagan, George Bush, Bill Clinton, George W. Bush,
Suggested Literary / Historical Documents: Truman Doctrine, Marshall Plan, Geneva Accords, The Catcher in the Rye by JD Salinger,
Death of a Salesman and The Crucible by Arthur Miller, On the Road by Jack Kerouac, selected poems by Allan Ginsburg, Catcher in the
Rye by JD Salinger, The Things They Carried by Tim O’Brien
Suggested Literary / Historical Terms/Concepts: Iron Curtain, containment, HUAC, Hollywood Ten, blacklist, “Goodnight and Goodluck,”
“Duck and Cover,” suburbanization, Baby Boomer, The Greatest Generation Grows Up, conformity, 38th Parallel, monolithic communism,
Beat Generation, brinkmanship, Domino Theory, Viet Cong, Johnson’s “search and destroy,” Johnson’s Great Society, Nixon’s
Vietnamization,
•
•
•
•
•
Essential
Questions
Content
Skills
Common
Summative
•
•
•
•
•
•
Read fluently with understanding.
Apply strategies for analyzing poetry, prose, and expositor.
Use written documents to make inferences and draw conclusions.
Write for a purpose and audience.
Interpret visual media.
Relate reading to prior knowledge and experience and make connections to related information.
• Common Unit 4 Exam – objective and open-ended questions (common analytical grading scale and rubric)
• Common Unit 4 Writing Assignment
Assessments
Standards
Common Core Reading Standards for Literature:
RL.9-­‐10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL.9-­‐10.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. RL.9-­‐10.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. RL.9-­‐10.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). RL.9-­‐10.5 Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. RL.9-­‐10.6 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. RL.9-­‐10.7 Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus). RL.9-­‐10.8 Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare). RL.9-­‐10.9 Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare). RL.9-­‐10.10 By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9–
10 text complexity band independently and proficiently. Common Core Reading Standards for Informational Text:
RI.9-­‐10.3 Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and
developed, and the connections that are drawn between them.
RI.9-­‐10.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative
impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper). RI.9-­‐10.5 Analyze in detail how an authorʼs ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or
chapter). RI.9-­‐10.6 Determine an authorʼs point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
RI.9-­‐10.7 Analyze various accounts of a subject told in different mediums (e.g., a personʼs life story in both print and multimedia), determining which details are
emphasized in each account.
RI.9-­‐10.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify
false statements and fallacious reasoning.
RI.9-­‐10.9 Analyze seminal U.S. documents of historical and literary significance (e.g., Washingtonʼs Farewell Address, the Gettysburg Address, Rooseveltʼs Four
Freedoms speech, Kingʼs “Letter from Birmingham Jail”), including how they address related themes and concepts.
RI.9-­‐10.10 By the end of grade 9, read and comprehend literary nonfiction in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end
of the range.
By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9–10 text complexity band independently and proficiently. Common Core Writing Standards:
W.9-­‐10.1a-­‐e Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from and supports the argument presented. W.9-­‐10.2 a-­‐f Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. a. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with well-­‐chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. c. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. d. Use precise language and domain-­‐specific vocabulary to manage the complexity of the topic. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). W.9-­‐10.3 a-­‐e Write narratives to develop real or imagined experiences or events using effective technique, well-­‐chosen details, and well-­‐structured event sequences. a. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. W.9-­‐10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-­‐specific expectations for writing types are defined in standards 1–3 above.) W.9-­‐10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10) W.9-­‐10.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically. W.9-­‐10.7 Conduct short as well as more sustained research projects to answer a question (including a self-­‐generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. W.9-­‐10.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. W.9-­‐10.9 a-­‐b Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]”). b. Apply grades 9–10 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning”). W.9-­‐10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. Common Core Listening/Speaking Standards:
SL.9-­‐10.1.a-­‐e Initiate and participate effectively in a range of collaborative discussions (one-­‐on-­‐one, in groups, and teacher-­‐led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-­‐reasoned exchange of ideas. b. Work with peers to set rules for collegial discussions and decision-­‐making(e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed. c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. SL.9-­‐10.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source. SL.9-­‐10.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. SL.9-­‐10.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. SL.9-­‐10.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. SL.9-­‐10.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. Common History Standards:
USII.18 Analyze the factors that contributed to the Cold War and describe the policy of containment as America’s response to Soviet expansionist policies.
USII.19 Analyze the sources and, with a map of the world, locate the areas of Cold War conflict between the U.S. and the Soviet Union.
USII.20 Explain the causes, course, and consequences of the Vietnam War and summarize the diplomatic and military policies of Presidents Eisenhower, Kennedy, Johnson, and
Nixon.
USII.21 Analyze how the failure of communist economic policies as well as U.S.-sponsored resistance to Soviet military and diplomatic initiatives contributed to ending the Cold
War.
USII.22 Analyze the causes and consequences of important domestic Cold War trends.
USII.23 Analyze the following domestic policies of Presidents Truman and Eisenhower.
USII.24 Analyze the roots of domestic anticommunism as well as the origins and consequences of McCarthyism.
USII.25 Analyze the origins, goals, and key events of the Civil Rights movement.
USII.26 Describe the accomplishments of the civil rights movement.
USII.27 Analyze the causes and course of the women’s rights movement in the 1960s and
1970s.
USII.28 Analyze the important domestic policies and events that took place during the presidencies of Presidents Kennedy, Johnson, and Nixon.
USII.29 Analyze the presidency of Ronald Reagan.
USII.30 Describe some of the major economic and social trends of the late 20th century.
USII.31 Analyze the important domestic policies and events of the Clinton presidency.
USII.32 Explain the importance of the 2000 presidential election.
USII.33 Analyze the course and consequences of America’s recent diplomatic initiatives.