1. Curriculum Team     Scope and Sequence TeamLori Dow, Ontario Elementary   Rebecca Fafinski, Ontario Primary
  1. Tom Bird, Freewill Elementary   Heather Glossner, Ontario Elementary
  2. Heather Glossner, Ontario Elementary  Pat Morton, Ontario Primary
    1. I.  District Philosophy
    2. I. District Philosophy
    3. Health, Physical Education, and Home Economics
    4. Mathematics, Science, and Technology
    5. English Language Arts
    6. Languages Other Than English
    7. The Arts
    8. Career Development and Occupational Studies
    9. Social Studies
    10. A. Geography of the United States, Canada, and Latin America
          1. B. Unit Assessment
          2. C. Rubric
          3. D. Activities
          4. E.  Vocabulary
          5. A. Unit Assessment
          6. C. Rubric
          7. D. Activities
          8. E.  Vocabulary
      1. Unit Three
          1. B. Unit Assessment
          2. C. Rubric
          3. D. Activities
          4. E. Vocabulary
          5. B. Unit Assessment
          6. C. Rubric
          7. E.  Vocabulary

Wayne Central School District
Ontario Center, NY 14519
 
 

 
 
 
 

 

GRADE FIVE 
Draft
 
 
Revised: June 12, 2001
July 16,2001
 
 


Curriculum Team     Scope and Sequence Team
Lori Dow, Ontario Elementary   Rebecca Fafinski, Ontario Primary



Curriculum Team          Scope and Sequence Team
Lori Dow, Ontario Elementary      Rebecca Fafinski, Ontario Primary

Back to top


Tom Bird, Freewill Elementary      Heather Glossner, Ontario Elementary
Bob Magin, Freewill Elementary      Fran Hastings, Ontario Primary

Back to top


Heather Glossner, Ontario Elementary    Pat Morton, Ontario Primary
Ginny Thorne, Ontario   Elementary      Kim Saxby, Freewill Elementary
Eileen Schwarz, Middle School
Anne Willkens Leach, District Office
 
 
 
 
 
 
 

 
 
 

 
TABLE OF CONTENTS
 
 
 


I.  District Philosophy



I.  District Philosophy
 
II.  District Mission Statement
 
III.  NYS Learning Standards
 
IV.  Commencement Outcomes
 
V.  Scope and Sequence
 
VI.  Course Overview with Major Topics
 
VII.  Instructional Outline
 
VIII.  Course Benchmarks
 
IX.  Units of Study:
 
Unit One: Geography of the United States, Canada, and Latin America
Unit Two: History of the United States, Canada, and Latin America
Unit Three: The Economies of the United States, Canada, and Latin America
Unit Four: The Governments of the United States, Canada, and Latin America
 
X.  Course Assessment
 
XI.  Curriculum Review Process
 


I. District Philosophy



I.  District Philosophy
 
 

The Wayne Central School District believes that the goal of education is the all-around development of each student. The role of the school is to enable individuals to develop to their fullest potential.
 
T he school, in cooperation with the home and community, will assist the student with intellectual, social, cultural, emotional, physical and moral growth. The school should help create within each student an awareness of civic responsibilities and respect for authority to assist the student in becoming a well-integrated, responsible person capable of assuming a vital role in an evolving civilization.
 
The Wayne Central School District subscribes to the general theory of individual differences; namely, that each student is an individual and has innate abilities, ambitions, and emotions. In the process of educating this individual, the program should provide a challenge while reflecting a concern for needs based on individual capabilities.
 
The Wayne Central School District further subscribes to the following fundamental principles:
 
1.  Children, regardless of potential, are capable of learning and acquiring the skill and knowledge needed to function to the best of their ability in our society,
 
2.  Our responsibility is to see that children learn. The energies of all participants should be focused on achieving the desired outcomes. Accountability does not end with following established rules and procedures; its essence is found in results,
 
3.  Minimum competence, while necessary, is not enough. Successful participation in our society demands much more. All children are entitled to approved curriculum, to instructional methods, and to expectations that challenge them to perform at their best, and help them to become truly proficient in knowledge and skills,
 
4.  Every child in New York State is entitled to the resources necessary to provide the sound, basic education that the state constitution requires,
 
5.  Each participant in the educational system should have the opportunity to effectively discharge his or her responsibility, and each participant should be held accountable for achieving desired results. This principle applies to all participants in the educational process – students, parents, teachers, counselors, librarians, administrators, the Board of Education, and others,
 
6.  Achievement of desired results by individuals and groups should be rewarded. Creativity in our students needs to be nurtured and encouraged. Occasional failure in a large and diverse system us probably unavoidable. However, failure should not be permitted to persist. When it occurs, with either individuals or groups, help should be provided and the situation changed.
 

II.  District Mission Statement:
 
Based upon the belief that all students can learn, the staff of Wayne Central School district accepts the responsibility to teach all students regardless of differences, the fundamental skills. We further accept the responsibility to challenge all students to attain higher levels of achievement. Wayne Central will provide the opportunity, environment, and encouragement to meet this goal while developing the whole child physically, emotionally, and culturally.
 

III. NYS Learning Standards:
 


Health, Physical Education, and Home Economics



Health, Physical Education, and Home Economics
1.  Personal Health and Fitness – Students will have the necessary knowledge and skills to establish and maintain physical fitness, participate in physical activity, and maintain personal health.
2.  A Safe and Healthy Environment – Students will acquire the knowledge and ability necessary to create and maintain a safe and healthy environment
3.  Resource Management – Students will understand and be able to manage their personal and community resources.
 


Mathematics, Science, and Technology



Mathematics, Science, and Technology
1.  Analysis, Inquiry, and Design – Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop solutions.
2.  Information Systems – Students will access, generate, process, and transfer information using appropriate technologies
3.  Mathematics – Students will understand mathematics and become mathematically confident by communicating and reasoning mathematically, by applying mathematics in real-world settings, and by solving problems through the integrated study of number systems, geometry, algebra, data analysis, probability, and trigonometry.
4.  Science – Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.
5.  Technology – Students will apply technological knowledge and skills to design, construct, use, and evaluate products and systems to satisfy human and environmental needs.
6.  Interconnectedness: Common Themes – Students will understand the relationships and common themes that connect mathematics, science, and technology and apply the themes to these and other areas of learning.
7.  Interdisciplinary Problem Solving – Students will apply the knowledge and thinking skills of mathematics, science, and technology to address real-life problems and make informed decisions.
 


English Language Arts



English Language Arts
1.  Students will listen, speak, read and write for information and understanding. As listeners and readers, students will collect data, facts and ideas; discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to acquire, interpret, apply, and transmit information.
2.  Language for Literary Response and Expression – Students will read and listen to oral, written, and electronically produced texts and performances from American and world literature; relate texts and performances to their own lives; and develop an understanding of the diverse social, historical, and cultural dimensions the texts and performances represent. As speakers and writers. Students will use oral and written language that follows the accepted conventions of the English language for self-expression and artistic creation.
3.  Language for Critical Analysis and Evaluation – Students will listen, speak, read and write for critical analysis and evaluation. As listeners and readers, students will analyze experiences, ideas, information, and issues presented by others using a variety of established criteria. As speaker and writers, they will use oral and written language that follows the accepted conventions of the English language to present, from a variety of perspectives, their opinions and judgements on experiences, ideas, information and issues.
4.  Language for Social Interaction – Students will listen, speak, read, and write for social interaction. Students will use oral and written language that follows the accepted conventions of the English language for effective social communication with a wide variety of people. As reader and listeners, they will use the social communications of others to enrich their understanding of people and their views.
 
 
 
 
 
 


Languages Other Than English



Languages Other Than English
1.  Communication Skills – Students will be able to use a language other than English for communication.
2.  Cultural Understanding – Students will develop cross-cultural skills and understandings.
 


The Arts



The Arts
1.  Creating, Performing, and Participating in the Arts – Students will actively engage in the processes that constitute creation and performance in the arts (dance, mucus, theatre, and visual arts) and participate in various roles in the arts.
2.  Knowing and Using arts materials and Resources – Students will be knowledgeable about and make use of the materials and resources available for participation in the arts in various roles.
3.  Responding to and Analyzing Works of Art – Students will respond critically to a variety of works in the arts, connecting the individual work to other works and to other aspects of human endeavor and thought.
4.  Understanding the Cultural Contributions of the Arts – Students will develop an understanding of the personal and cultural forces that shape artistic communication and how the arts in turn shape the diverse cultures of past and present society.
 


Career Development and Occupational Studies



Career Development and Occupational Studies
1.  Career Development – Students will be knowledgeable about the world of work, explore career options, and relate personal skills, aptitudes, and abilities to future career decisions.
22.  Integrated Learning – Students will demonstrate how academic knowledge and skills are applied in the workplace and other settings.
3.  Universal Foundation Skills – Students will demonstrate mastery of the foundation skills and competencies essential for success in the workplace.
4.  Career Majors – Students who choose a career major will acquire the career-specific technical knowledge/skills necessary to progress toward gainful employment, career advancement, and success in postsecondary programs.
 


Social Studies



Social Studies
1.  History of the United State and New York – Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras themes, developments, and turning points in the history of the United States and New York.
2.  World History – Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments and turning points in world history and examine the broad sweep of history from a variety of perspectives.
3.  Geography – Students will use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live – local, national and global – including the distribution of people, places, and environments over the Earth’s surface.
4.  Economics – Students will use a variety of intellectual skills to demonstrate their understanding of how the United States and other societies develop economic systems and associated institutions to allocate scarce resources, how major decision-making units function in the United States and other national economies, and how an economy solves the scarcity problem through market and nonmarket mechanisms.
5.  Civics, Citizenship, and Government – Students will use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental system of the United States Constitution; the basic civil values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship including avenues of participation.
 

IV.  Commencement Outcomes
 

"Adult Roles, Skills & Knowledge"
 
 
 

CITIZEN
 
A citizen is a responsible, law-abiding member of society who:
 
·   Has a strong sense of values;
·   Knows right from wrong;
·   Is aware of community news, issues and norms;
·   Accepts diversity in ethnicity and belief;
·   Has knowledge of government at all levels and issues relative to each;
·   Associates with others in positive and productive ways.
 
 
LIFE - LONG LEARNER
 
A life-long learner is one who perseveres, is self-motivated, is innately curious, focused and:
 
·   Is able to set goals;
·   Adheres to deadlines/due-dates, has time management skills and abilities;
·   Is a problem solver, can define problems, analyze information and task analyze/prioritize potential solutions, has the ability to select the best "tool/strategy" for the situation, and can enlist others in the process of evaluation and refocusing.
 
 
 
LEADER
 
A leader is a problem solver with effective communication skills. He/she has an ability to motivate others and:
 
·   Is a strong willed person with vision, beliefs and convictions to carry out each.
·   Is able to recognize and effectively use all resources, such as material, time and human
·   Is responsible and accountable for self and others.
 
 
WORKER/WAGE EARNER/BUSINESS OWNER
 
A worker/wage earner is an individual who is trust worthy, moral and ethical, and who:
 
·   Possess basic job skills with a willingness to change, grow and develop new skills;
·   Is a good communicator;
·   Demonstrates leadership skills and initiative and the ability to work as a team player;
·   Is responsible, reliable and respectful to others;
·   Has the ability to make sound decisions.
 
 
 
 
 
 
CONSUMER
 
A consumer is an individual who has knowledge of the global economy and:
 
·   Utilizes and applies budgeting skills and credit awareness;
·   Maintains long-terms personal financial planning (savings, banking, retirement);
·   Understand one's rights, responsibilities and risks.
 
COUNSELOR/TEACHER/MENTOR
 
A counselor/teacher/mentor is an individual who is patient, self-confident, assertive leader who:
 
·   Is a problem solver and can guide others to solve problems;
·   Is an active listener;
·   Is aware of issues, societal, family, religious differences and different customs;
·   Has interpersonal skills and values others opinions.
 
PARENT/FAMILY MEMBER
 
A parent/family member is an individual who:
 
·   Is nurturing and loving;
·   Displays flexibility;
·   Has high character and morals;
·   Is accountable and consistent with respect to expectations and follow through;
·   Becomes actively involved in their children and family's education and other pursuits.
 
 
FRIEND
 
A friend is an individual who shows great interest and respect for others, and who:
 
·   Is non-judgmental and available when a time of need arises;
·   Is unselfish, honest, supportive, caring and genuine;
·   Is an open-minded listener who seeks to understand before being understood;
·   Give him/herself to other without expectations of compensation or return of favor.
 
 
 
 
 
 
 

V.  K –8 Social Studies
Scope and Sequence
 

 

 
 
 

 
 
 

 
 
 

 

 
 
Content Understandings
Standard
Concepts/Themes
PK
K
1
2
3
4
5
6
7
8
1. Members of a Community
5.2, 5.3
Identity, change, culture, interdependence, needs/wants, places and regions, human systems, and empathy.                    
Myself and others      
M
E
E
R
R
R
R
R
R
My family and other families      
T
T
M
R
R
R
     
History of my family        
I
T
R
M
       
My school and community      
I
T
M
R
         
My neighborhood      
I
T
M
R
         
My community and local region        
I
T
R
M
       
Places in my community and local region        
I
T
R
M
       
My community and region today        
I
I
R
M
       
Cultures and civilizations          
I
T
R
R
M
   
Communities around the world            
T
R
R
M
   
2. Citizenship   Citizenship and civic life, human systems, decision-making, nation state, government                    
Awareness of patriotic celebrations      
T
T
R
R
M
       
Physical, human, and cultural characteristics of world communities            
T
R
R
M
   
Symbols of citizenship      
T
T
R
R
M
       
Symbols of citizenship in world communities            
I
 
T
M
   
Rights, responsibilities, and roles of citizenship      
I
M
E
R
R
R
R
R
R
Making and changing rules and laws      
I
M
E
R
R
R
     


Content Understandings
Standard
Concepts/Themes
PK
K
1
2
3
4
5
6
7
8
People make rules which involve consideration of others and provide for the health and safety for all.    
I
T
M
R
           
People depend on and modify the physical environment        
I
T
M
R
       
Governments                        
·   Around the world            
I
I
M
M
R
R
·   American              
I
M
 
M
R
·   Purposes              
I
M
 
M
R
·   Local          
I
 
M
       
·   State          
I
 
M
       
3. Economics
4
Places and regions, human system, environment, society, needs and wants, scarcity, economic systems, factors of production, interdependence                    
People help one another meet needs and wants      
I
T
M
           
Economics decision making        
I
M
R
         
Economics decision making in world communities          
I
M
 
R
     
People use human, capital, and natural resources          
T
M
 
R
     
4. American History
1, 3
Change, movement, cultural diversity, place regions, government, needs, wants, civic values, environment and society, economic systems                    


Content Understandings
Standard
Concepts/Themes
PK
K
1
2
3
4
5
6
7
8
A. Prior to 1500                        
History of social sciences                    
T
R
Geographic factors of culture          
I
 
M
   
R
 
Native Americans of New York State          
I
 
M
   
R
 
Iroquois and Algonquian civilizations          
I
 
M
   
R
 
Europe’s conception of the world              
I
   
M
 
B. European colonization of the Americas                        
Exploration and settlement          
I
 
M
   
R
 
Three worlds meet in Americas (Europe, Americas, Africa)          
I
 
M
   
R
R
Colonial and revolutionary periods          
I
 
M
   
R
 
Geographic, economic, political factors          
I
 
M
R
 
M
 
Lifestyle          
I
 
M
R
 
M
 
C. Revolutionary War
1
Places and regions, human systems, change                
M
 
Causes          
I
 
M
   
M
 
Protest to separation              
M
   
M
 
The Revolutionary War in New York State              
M
   
M
 
Economic, political, and social changes              
M
   
M
 
Military aspects of the social changes              
M
   
M
 
Early attempts to govern              
M
   
M
 
D. The New Nation
1, 5
Technology          
M
   
M
 
The new nation          
I
 
M
   
M
 
Industrial growth and expansion          
I
 
M
M
 
M
 		  
Content Understandings
Standard
Concepts/Themes
PK
K
1
2
3
4
5
6
7
8
Articles of Confederation                    
M
 
New York State Constitution 1777                        
United States Constitution              
M
   
M
 
E. Life in New Nation
1, 5
           
T
R
 
M
 
Operation of government                      
T
Age Jackson          
I
 
M
R
 
R
 
Homespun                        
F. Division and reunion
1
                 
T
M
Causes                      
M
Civil War begins                      
M
Results of war                        
G. Industrial Society
1, 4
                   
M
Second half of 19th century                  
M
 
M
Changes in social structure                  
M
 
M
Progressive movement                  
M
 
M
Reforms to system                  
M
 
M
H. United States as independent nation in an interdependent world
1, 2, 4
                     
Territorial expansion and empire building                      
T
Role in global politics                      
T
World War I                      
T
I. Between the Wars
1, 4
                   
T
Roaring 20’s                      
T
Great Depression                      
T
J. Worldwide Responsibilities
1, 2, 4, 5
Power, nationalism, imperialism                    
Content Understandings
Standard
Concepts/Themes
PK
K
1
2
3
4
5
6
7
8
World War II                      
T
Post World War II                      
T
World of turmoil                      
T
K. Changing nature of people, World War II-Present
1, 4, 5
                     
Age of prosperity                      
T
Post industrial society age of limits                      
T
Move to 21st century                      
T
L. Citizenship in today’s world
1, 5
                     
Citizenship in United States      
I
T
E
R
R
M
R
M
R
Citizenship in state and local government        
I
I
I
M
R
R
R
R
Comparative citizenship                
T
M
R
R
5. Americas                        
A. History
1
Culture, empathy, interdependence, change, identity                    
Sharing of customs, traditions, beliefs, ideas, languages (cultural diversity)      
I
I
T
E
R
R
M
R
 
Perspective of history based on culture        
I
T
R
R
R
M
R
R
Immigration          
I
 
T
M
 
R
M
Connections with home country        
I
I
I
T
M
R
   
History      
I
T
R
R
R
R
E
R
R
Historical figures and groups      
I
T
R
R
R
R
R
R
R
Industrial growth and development              
T
M
 
E
M
B. Geography
3
Places and regions, physical systems, human systems, environment and society                    

 
Content Understandings
Standard
Concepts/Themes
PK
K
1
2
3
4
5
6
7
8
Maps, geographical representations, and technology      
I
T
R
R
R
M
M
M
M
Changing political boundaries                
M
R
R
 
Geological            
T
R
M
R
   
Physical, cultural, political, economic features            
T
R
M
R
R
 
Characteristics of places            
T
R
M
R
R
 
Perceptions based on culture          
I
T
R
M
R
R
 
Complexity of cultures            
T
R
M
R
R
 
Modify physical environment through human actions          
I
T
R
M
R
R
 
C. Economies
4
Economic systems, needs and wants, factors of production, interdependence, technology                    
Supply and demand          
I
T
R
M
 
R
 
Utilization of scarce capital, human resources, natural resources        
I
T
R
R
M
 
R
 
Availability of resources        
I
T
R
R
M
 
R
 
Sharing products and resources            
T
R
M
 
R
 
Economic decision making          
I
T
R
M
 
R
 
Science and technology influences standard of living          
I
 
T
M
 
R
 
Change of lifestyles due to exchange of products and people          
I
T
R
M
 
R
 
Decisions of one region impacting others            
T
R
M
R
R
 
D. Governments
5
Interdependence, citizenship and civic life, civic value, government                    
Differing belief systems            
I
T
M
 
R
 
Basic civic values      
I
T
R
R
T
M
 
R
R
Protection of individual rights      
I
T
R
R
T
M
 
R
R

Content Understandings
Standard
Concepts/Themes
PK
K
1
2
3
4
5
6
7
8
Rights of citizens in United States versus other countries          
I
T
R
M
 
R
R
Roles of citizens in United States versus other countries          
I
T
R
M
 
R
R
Responsibility of citizens to monitor authority          
I
T
R
M
 
R
R
International organizations            
T
R
M
   
M
6. Eastern Hemisphere
2
Change, identity, needs and wants, technology, culture, interdependence, empathy, nation state, economic systems, values, world in spatial terms                    
A. History                        
Measurement of time, years, decades, millennia      
I
T
E
E
R
R
M
R
R
Key turning points and events chronologically          
I
T
R
R
M
R
R
Different people/different perspectives          
I
T
R
R
M
R
R
Neolithic revolution                  
M
   
River civilizations; Mesopotamia, Indus, Egypt                  
M
   
Positive/Negative impact of technological innovations                  
M
   
Study of civilization through arts, sciences, key documents, and artifacts (DBQ)            
I
   
M
   
Impact of religions in uniting/dividing          
I
 
T
R
M
R
R
Contributions to humankind                  
M
R
 
Contributions of trade networks                  
M
   
Content Understandings
Standard
Concepts/Themes
PK
K
1
2
3
4
5
6
7
8
Contributions of individuals and groups                  
M
   
Slavery              
T
 
M
R
R
Internal/External factors contributing to decline of civilizations                  
M
   
Middle age emergence of trade routes                  
M
R
 
Renaissance and the arts                  
M
   
Domination by Europe                  
M
   
Colonial policies impacting people (potato famine)              
I
 
M
 
R
Nationalism, urbanism, modernization, industrialization                  
M
   
Impact of culture on tradition              
I
 
M
 
R
20th century events                  
M
R
R
Genocide                  
T
 
M
Computer revolution                  
T
   
Fall of communism                  
T
   
B. Economies—Eastern Hemisphere
2, 4
Human systems, environment and society, technology, economic systems, scarcity, wants and needs, interdependence                    
Goods and services                  
M
   
Resources                  
M
   
Securing resources                  
M
   
Population growth                  
M
   
Standard of living                  
M
   
Economies and economic systems                  
M
   
Economic decision making                  
M
   
Content Understanding
Standard
Concepts/Themes
PK
K
1
2
3
4
5
6
7
8
Past practices (history)                  
M
   
Consumer patterns                  
M
   
Control, use, and means of production                   M    
Mixed economies                   M    
Formation of common economics policies                   M    
Implications of decisions on all regions                   M    
Leadership roles                   M    
Market economies of former communist countries                   M    
C. Governments
2, 5
Government, values, change, citizenship, civic life               M    
Maintenance of law and order                  
M
   
Political order to meet society needs                  
M
   
Evolving views regarding power and law                  
M
   
Changing needs and wants of people                  
M
   
Present systems have origins in past                  
M
   
Values impact rights and needs                  
M
   
Values embodied in constitutions, statutes and court cases                  
M
   
Government structures maintain public order                  
M
   
Political borders change over time                  
M
   
Human rights issues                  
M
   
International organizations                  
M
   
Citizen rights defined by constitutions                        



VI.  Grade 5 Social Studies Overview
 
The Grade 5 Social Studies program stresses geographic, economic, and social/cultural understandings related to the United States, Canada, and Latin America. These perspectives build on and reinforce historic and political content about the United States included in the Grade 4 Social Studies Program.
Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, developments, and turning points in the history, geography, economy, and governmental systems of the United States, Canada, and Latin America.
VII.  Instructional Outline
 
 


A. Geography of the United States, Canada, and Latin America



A.  Geography of the United States, Canada, and Latin America
1.  Maps and other geographic representations, tools, and technologies such as aerial and other photographs, satellite-produced images, and computer models can be used to gather, process, and report information about the United States, Canada, and Latin America today.
2.  Political boundaries change over time and place.
3.  Different geological processes shaped the physical environments of the United States, Canada, and Latin America.
4.  The nations and regions of the Western Hemisphere can be analyzed in terms of spatial organization, places, regions, physical settings (including natural resources), human systems, and environment and society. A region is an area that is tied together for some identifiable reason, such as physical, political, economic, or cultural features.
5.  The physical and human characteristics of places in the United States, Canada, and Latin America today.
6.  Culture and experiences influence people’s perceptions of places and regions in the United States, Canada, and Latin America today.
7.  The characteristics, distribution, and complexity of cultures found in the United States, Canada, and Latin America
8.  Human actions modify the physical environments of the United States, Canada, and Latin America.
 
B.  History of the United States, Canada, and Latin America
1.  The New Nation – industrial growth and expansion
2.  Citizenship in the United States
3.  Comparative Citizenship
4.  Immigration
5.  Different ethnic, national, and religious groups, including Native American Indians, have contributed to the cultural diversity of these nations and regions by sharing their customs, traditions, beliefs, ideas, and languages.
6.  Different people living in the Western Hemisphere may view the same event or issue from different perspectives.
7.  The migration of groups of people in the United States, Canada, and Latin America has led to cultural diffusion because people carry their ideas and ways of life with them when they move from place to place.
8.  Connections and exchanges exist between and among the peoples of Europe, sub-Saharan Africa, Canada, Latin America, the Caribbean, and the United States. These connections and exchanges include social/cultural, migration/immigration, and scientific/technological.
9.  Key turning points and events in the histories of Canada, Latin America, and the United States can be organized into different historical time periods. For example, key turning points might include: 18th century exploration and encounter; 19th century westward migration and expansion; 20th century population movement from rural to suburban areas.
10.  Important historic figures and groups have made significant contributions to the development of Canada, Latin America, and the United States.
11.  Industrial growth and development and urbanization have had important impacts on Canada, Latin America, and the United States.
 
 
 
 
 
 
 
 
C.  The Economies of the United States, Canada, and Latin American Nations
1.  Concepts such as scarcity, supply and demand, markets, opportunity costs, resources, productivity, economic growth, and systems can be used to study the economies and economic systems of the United States, Canada, and Latin America.
2.  Individuals and groups in the United States, Canada, and Latin American attempt to satisfy their basic needs and wants by utilizing scarce capital, natural, and human resources.
3.  Types and availability of resources are important to economic development in the United States, Canada, and Latin America today.
4.  The nations of North, Central, and South America depend on one another for various resources and products they need.
5.  Production, distribution, exchange, and consumption of goods and services are economic decisions which the nations of North and South America must make.
6.  Science and technology have influenced the standard to living in nations in North, Central, and South America.
7.  Exchanges of technologies, plants, animals, and diseases between and among nations of the Americas and Europe and sub-Saharan Africa have changed life in these regions.
8.  Nations in North, Central, and South America form organizations and make agreements to promote economic growth and development.
9.  As the economic systems of the global community have become more interdependent, decisions made in one nation or region in the Western Hemisphere have implications for all nations or regions.
 
D.  The Governments of the United States, Canada, and Latin American Nations
1.  Across time and place, the people of the Western Hemisphere have held differing assumptions regarding power, authority, governance, and law.
2.  Basic civic values such as justice, due process, equality, and majority rule with respect for minority rights are expressed in the constitutions and laws of the United States, Canada and nations of Latin America.
3.  Constitutions, rules, and laws are developed in democratic societies in order to maintain order, provide security, and protect individual rights.
4.  The rights of citizens in the United States are similar to and different from the rights of citizens in other nations of the Western Hemisphere.
5.  The roles of citizenship are defined by different constitutions in the Western Hemisphere. Governmental structures vary from place to place, as do the structure and functions of governments in the United States, Canada, and Latin American countries today.
6.  Concepts such as civic life, politics, and government can be used to answer questions about what governments can and should do, how people should live their lives together, and how citizens can support the proper use of authority or combat the abuse of political power. (Adapted from: Civics Framework for the 1998 NAEP, p. 19)
7.  Legal, political, and historic documents define the values, beliefs, and principles of constitutional democracy. In the United States these documents include the Declaration of Independence, the United States Constitution, and the Bill of Rights. In Canada these documents include the British North America Act and the Canadian Bill of Rights.
8.  Citizenship in the United States, Canada, and nations of Latin America includes an awareness of the patriotic celebrations of those nations. In the United States these celebrations include: Lincoln’s Birthday, Washington’s Birthday, Independence Day, Dr. Martin Luther King, Jr. Day, Labor Day, Columbus Day, Veterans Day, Thanksgiving Day, Election Day, Flag Day, Memorial Day, and Conservation Day.
9.  International organizations were formed to promote peace, economic development, and cultural understanding. The United Nations was created to prevent war and to fight hunger, disease, and ignorance.

VIII.  Course Benchmarks

IX.   Units of Study
  Unit One
 
Geography of the United States, Canada, and Latin America

A.   Unit Benchmarks
1.
 
2.
 
3.
 
4.
 
5.
 
6.
 
7.
 
8.
 
9.
 
10.
 

B. Unit Assessment


B.  Unit Assessment
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

C. Rubric


C.  Rubric
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

D. Activities


D.  Activities
1. Teacher Constructed Activities:
 
Activity Benchmark Standard Application Level
a.
 
 
 
 
 
 
 
Materials: 		  HPEHE:
 
MST:
 
ELA:
 
Arts:
 
LOTE:
 
CDOS:
 
SS: 		 
b.
 
 
 
 
 
 
 
Materials: 		  HPEHE:
 
MST:
 
ELA:
 
Arts:
 
LOTE:
 
CDOS:
 
SS: 		 
c.
 
 
 
 
 
 
 
Materials: 		  HPEHE:
 
MST:
 
ELA:
 
Arts:
 
LOTE:
 
CDOS:
 
SS: 		 
d.
 
 
 
 
 
 
 
Materials: 		  HPEHE:
 
MST:
 
ELA:
 
Arts:
 
LOTE:
 
CDOS:
 
SS:  		  

Application Level:
1:  Knowledge      4: Apply to Real World Predictable Situations
2: Apply in Discipline    5: Apply to Real World Unpredictable Situations
3: Apply Across Disciplines
 
 
 
 
2. Textbook with Teaching Strategies
 
Activity Benchmark Standard Application Level
a.
 
 
 
 
 
 
 
 
Materials: 		  HPEHE:
 
MST:
 
ELA:
 
Arts:
 
LOTE:
 
CDOS:
 
SS: 		 
b.
 
 
 
 
 
 
 
 
Materials: 		  HPEHE:
 
MST:
 
ELA:
 
Arts:
 
LOTE:
 
CDOS:
 
SS: 		 
c.
 
 
 
 
 
 
 
 
Materials: 		  HPEHE:
 
MST:
 
ELA:
 
Arts:
 
LOTE:
 
CDOS:
 
SS: 		 
d.
 
 
 
 
 
 
 
 
Materials: 		  HPEHE:
 
MST:
 
ELA:
 
Arts:
 
LOTE:
 
CDOS:
 
SS:  		  

Application Level:
1:  Knowledge      4: Apply to Real World Predictable Situations
2: Apply in Discipline    5: Apply to Real World Unpredictable Situations
3: Apply Across Disciplines
 
3. Computer Assisted Instruction
 
Activity Benchmark Standard Application Level
a.
 
 
 
 
 
 
 
 
Materials: 		  HPEHE:
 
MST:
 
ELA:
 
Arts:
 
LOTE:
 
CDOS:
 
SS: 		 
b.
 
 
 
 
 
 
 
 
Materials: 		  HPEHE:
 
MST:
 
ELA:
 
Arts:
 
LOTE:
 
CDOS:
 
SS: 		 
c.
 
 
 
 
 
 
 
 
Materials: 		  HPEHE:
 
MST:
 
ELA:
 
Arts:
 
LOTE:
 
CDOS:
 
SS: 		 
d.
 
 
 
 
 
 
 
 
Materials: 		  HPEHE:
 
MST:
 
ELA:
 
Arts:
 
LOTE:
 
CDOS:
 
SS:  		  

Application Level:
1:  Knowledge      4: Apply to Real World Predictable Situations
2: Apply in Discipline    5: Apply to Real World Unpredictable Situations
3: Apply Across Disciplines
 
4. Cross Disciplinary
 
Activity Benchmark Standard Application Level
a.
 
 
 
 
 
 
 
 
Materials: 		  HPEHE:
 
MST:
 
ELA:
 
Arts:
 
LOTE:
 
CDOS:
 
SS: 		 
b.
 
 
 
 
 
 
 
 
Materials: 		  HPEHE:
 
MST:
 
ELA:
 
Arts:
 
LOTE:
 
CDOS:
 
SS: 		 
c.
 
 
 
 
 
 
 
 
Materials: 		  HPEHE:
 
MST:
 
ELA:
 
Arts:
 
LOTE:
 
CDOS:
 
SS: 		 
d.
 
 
 
 
 
 
 
 
Materials: 		  HPEHE:
 
MST:
 
ELA:
 
Arts:
 
LOTE:
 
CDOS:
 
SS:  		  

Application Level:
1:  Knowledge      4: Apply to Real World Predictable Situations
2: Apply in Discipline    5: Apply to Real World Unpredictable Situations
3: Apply Across Disciplines
 
5. Miscellaneous
 
Activity Benchmark Standard Application Level
a.
 
 
 
 
 
 
 
 
Materials: 		  HPEHE:
 
MST:
 
ELA:
 
Arts:
 
LOTE:
 
CDOS:
 
SS: 		 
b.
 
 
 
 
 
 
 
 
Materials: 		  HPEHE:
 
MST:
 
ELA:
 
Arts:
 
LOTE:
 
CDOS:
 
SS: 		 
c.
 
 
 
 
 
 
 
 
Materials: 		  HPEHE:
 
MST:
 
ELA:
 
Arts:
 
LOTE:
 
CDOS:
 
SS: 		 
d.
 
 
 
 
 
 
 
 
Materials: 		  HPEHE:
 
MST:
 
ELA:
 
Arts:
 
LOTE:
 
CDOS:
 
SS:  		  

Application Level:
1:  Knowledge      4: Apply to Real World Predictable Situations
2: Apply in Discipline    5: Apply to Real World Unpredictable Situations
3: Apply Across Disciplines
 

E.  Vocabulary


E.   Vocabulary
physical settings
human systems
environment
society
physical features
political features
economic features
cultural features
physical environment
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
F. References and Resources
 
 
 
 
 
 
 
 
 
 
 
 

Unit Two


Unit Two
 

History of the United States, Canada, and Latin America

Unit Benchmarks
1.
 
2.
 
3.
 
4.
 
5.
 
6.
 
7.
 
8.
 
9.
 
10.
 

A. Unit Assessment


A.  Unit Assessment
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

C. Rubric


C. Rubric
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

D. Activities


D. Activities
 
1. Teacher Constructed Activities:
 
Activity Benchmark Standard Application Level
a.
 
 
 
 
 
 
 
Materials: 		  HPEHE:
 
MST:
 
ELA:
 
Arts:
 
LOTE:
 
CDOS:
 
SS: 		 
b.
 
 
 
 
 
 
 
Materials: 		  HPEHE:
 
MST:
 
ELA:
 
Arts:
 
LOTE:
 
CDOS:
 
SS: 		 
c.
 
 
 
 
 
 
 
Materials: 		  HPEHE:
 
MST:
 
ELA:
 
Arts:
 
LOTE:
 
CDOS:
 
SS: 		 
d.
 
 
 
 
 
 
 
Materials: 		  HPEHE:
 
MST:
 
ELA:
 
Arts:
 
LOTE:
 
CDOS:
 
SS:  		  

Application Level:
1:  Knowledge      4: Apply to Real World Predictable Situations
2: Apply in Discipline    5: Apply to Real World Unpredictable Situations
3: Apply Across Disciplines
 
 
 
2. Textbook with Teaching Strategies
 
Activity Benchmark Standard Application Level
a.
 
 
 
 
 
 
 
 
Materials: 		  HPEHE:
 
MST:
 
ELA:
 
Arts:
 
LOTE:
 
CDOS:
 
SS: 		 
b.
 
 
 
 
 
 
 
 
Materials: 		  HPEHE:
 
MST:
 
ELA:
 
Arts:
 
LOTE:
 
CDOS:
 
SS: 		 
c.
 
 
 
 
 
 
 
 
Materials: 		  HPEHE:
 
MST:
 
ELA:
 
Arts:
 
LOTE:
 
CDOS:
 
SS: 		 
d.
 
 
 
 
 
 
 
 
Materials: 		  HPEHE:
 
MST:
 
ELA:
 
Arts:
 
LOTE:
 
CDOS:
 
SS:  		  
Application Level:
1:  Knowledge      4: Apply to Real World Predictable Situations
2: Apply in Discipline    5: Apply to Real World Unpredictable Situations
3: Apply Across Disciplines
 
 
3. Computer Assisted Instruction
 
Activity Benchmark Standard Application Level
a.
 
 
 
 
 
 
 
 
Materials: 		  HPEHE:
 
MST:
 
ELA:
 
Arts:
 
LOTE:
 
CDOS:
 
SS: 		 
b.
 
 
 
 
 
 
 
 
Materials: 		  HPEHE:
 
MST:
 
ELA:
 
Arts:
 
LOTE:
 
CDOS:
 
SS: 		 
c.
 
 
 
 
 
 
 
 
Materials: 		  HPEHE:
 
MST:
 
ELA:
 
Arts:
 
LOTE:
 
CDOS:
 
SS: 		 
d.
 
 
 
 
 
 
 
 
Materials: 		  HPEHE:
 
MST:
 
ELA:
 
Arts:
 
LOTE:
 
CDOS:
 
SS:  		  

Application Level:
1:  Knowledge      4: Apply to Real World Predictable Situations
2: Apply in Discipline    5: Apply to Real World Unpredictable Situations
3: Apply Across Disciplines
 
4. Cross Disciplinary
 
Activity Benchmark Standard Application Level
a.
 
 
 
 
 
 
 
 
Materials: 		  HPEHE:
 
MST:
 
ELA:
 
Arts:
 
LOTE:
 
CDOS:
 
SS: 		 
b.
 
 
 
 
 
 
 
 
Materials: 		  HPEHE:
 
MST:
 
ELA:
 
Arts:
 
LOTE:
 
CDOS:
 
SS: 		 
c.
 
 
 
 
 
 
 
 
Materials: 		  HPEHE:
 
MST:
 
ELA:
 
Arts:
 
LOTE:
 
CDOS:
 
SS: 		 
d.
 
 
 
 
 
 
 
 
Materials: 		  HPEHE:
 
MST:
 
ELA:
 
Arts:
 
LOTE:
 
CDOS:
 
SS:  		  

Application Level:
1:  Knowledge      4: Apply to Real World Predictable Situations
2: Apply in Discipline    5: Apply to Real World Unpredictable Situations
3: Apply Across Disciplines
 
5. Miscellaneous
 
Activity Benchmark Standard Application Level
a.
 
 
 
 
 
 
 
 
Materials: 		  HPEHE:
 
MST:
 
ELA:
 
Arts:
 
LOTE:
 
CDOS:
 
SS: 		 
b.
 
 
 
 
 
 
 
 
Materials: 		  HPEHE:
 
MST:
 
ELA:
 
Arts:
 
LOTE:
 
CDOS:
 
SS: 		 
c.
 
 
 
 
 
 
 
 
Materials: 		  HPEHE:
 
MST:
 
ELA:
 
Arts:
 
LOTE:
 
CDOS:
 
SS: 		 
d.
 
 
 
 
 
 
 
 
Materials: 		  HPEHE:
 
MST:
 
ELA:
 
Arts:
 
LOTE:
 
CDOS:
 
SS:  		  

Application Level:
1:  Knowledge      4: Apply to Real World Predictable Situations
2: Apply in Discipline    5: Apply to Real World Unpredictable Situations
3: Apply Across Disciplines
 

E.  Vocabulary


E.   Vocabulary
cultural diversity
customs
migration
cultural diffusion
immigration
rural
suburban
industrial growth
development
urbanization
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
F. References and Resources
 
 
 
 
 
 
 
 
 
 
 
 
 
 


Unit Three



Unit Three
 

The Economies of the United States, Canada, and Latin American Nations

 
A.  Unit Benchmarks
1.
 
2.
 
3.
 
4.
 
5.
 
6.
 
7.
 
8.
 
9.
 
10.
 
 

B. Unit Assessment


B. Unit Assessment
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

C. Rubric


C. Rubric
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

D. Activities


D. Activities
 
1. Teacher Constructed Activities:
 
Activity Benchmark Standard Application Level
a.
 
 
 
 
 
 
 
Materials: 		  HPEHE:
 
MST:
 
ELA:
 
Arts:
 
LOTE:
 
CDOS:
 
SS: 		 
b.
 
 
 
 
 
 
 
Materials: 		  HPEHE:
 
MST:
 
ELA:
 
Arts:
 
LOTE:
 
CDOS:
 
SS: 		 
c.
 
 
 
 
 
 
 
Materials: 		  HPEHE:
 
MST:
 
ELA:
 
Arts:
 
LOTE:
 
CDOS:
 
SS: 		 
d.
 
 
 
 
 
 
 
Materials: 		  HPEHE:
 
MST:
 
ELA:
 
Arts:
 
LOTE:
 
CDOS:
 
SS:  		  

Application Level:
1:  Knowledge      4: Apply to Real World Predictable Situations
2: Apply in Discipline    5: Apply to Real World Unpredictable Situations
3: Apply Across Disciplines
 
 
 
2. Textbook with Teaching Strategies
 
Activity Benchmark Standard Application Level
a.
 
 
 
 
 
 
 
 
Materials: 		  HPEHE:
 
MST:
 
ELA:
 
Arts:
 
LOTE:
 
CDOS:
 
SS: 		 
b.
 
 
 
 
 
 
 
 
Materials: 		  HPEHE:
 
MST:
 
ELA:
 
Arts:
 
LOTE:
 
CDOS:
 
SS: 		 
c.
 
 
 
 
 
 
 
 
Materials: 		  HPEHE:
 
MST:
 
ELA:
 
Arts:
 
LOTE:
 
CDOS:
 
SS: 		 
d.
 
 
 
 
 
 
 
 
Materials: 		  HPEHE:
 
MST:
 
ELA:
 
Arts:
 
LOTE:
 
CDOS:
 
SS:  		  

Application Level:
1:  Knowledge      4: Apply to Real World Predictable Situations
2: Apply in Discipline    5: Apply to Real World Unpredictable Situations
3: Apply Across Disciplines
 
3. Computer Assisted Instruction
 
Activity Benchmark Standard Application Level
a.
 
 
 
 
 
 
 
 
Materials: 		  HPEHE:
 
MST:
 
ELA:
 
Arts:
 
LOTE:
 
CDOS:
 
SS: 		 
b.
 
 
 
 
 
 
 
 
Materials: 		  HPEHE:
 
MST:
 
ELA:
 
Arts:
 
LOTE:
 
CDOS:
 
SS: 		 
c.
 
 
 
 
 
 
 
 
Materials: 		  HPEHE:
 
MST:
 
ELA:
 
Arts:
 
LOTE:
 
CDOS:
 
SS: 		 
d.
 
 
 
 
 
 
 
 
Materials: 		  HPEHE:
 
MST:
 
ELA:
 
Arts:
 
LOTE:
 
CDOS:
 
SS:  		  

Application Level:
1:  Knowledge      4: Apply to Real World Predictable Situations
2: Apply in Discipline    5: Apply to Real World Unpredictable Situations
3: Apply Across Disciplines
 
4. Cross Disciplinary
 
Activity Benchmark Standard Application Level
a.
 
 
 
 
 
 
 
 
Materials: 		  HPEHE:
 
MST:
 
ELA:
 
Arts:
 
LOTE:
 
CDOS:
 
SS: 		 
b.
 
 
 
 
 
 
 
 
Materials: 		  HPEHE:
 
MST:
 
ELA:
 
Arts:
 
LOTE:
 
CDOS:
 
SS: 		 
c.
 
 
 
 
 
 
 
 
Materials: 		  HPEHE:
 
MST:
 
ELA:
 
Arts:
 
LOTE:
 
CDOS:
 
SS: 		 
d.
 
 
 
 
 
 
 
 
Materials: 		  HPEHE:
 
MST:
 
ELA:
 
Arts:
 
LOTE:
 
CDOS:
 
SS:  		  

Application Level:
1:  Knowledge      4: Apply to Real World Predictable Situations
2: Apply in Discipline    5: Apply to Real World Unpredictable Situations
3: Apply Across Disciplines
 
5. Miscellaneous
 
Activity Benchmark Standard Application Level
a.
 
 
 
 
 
 
 
 
Materials: 		  HPEHE:
 
MST:
 
ELA:
 
Arts:
 
LOTE:
 
CDOS:
 
SS: 		 
b.
 
 
 
 
 
 
 
 
Materials: 		  HPEHE:
 
MST:
 
ELA:
 
Arts:
 
LOTE:
 
CDOS:
 
SS: 		 
c.
 
 
 
 
 
 
 
 
Materials: 		  HPEHE:
 
MST:
 
ELA:
 
Arts:
 
LOTE:
 
CDOS:
 
SS: 		 
d.
 
 
 
 
 
 
 
 
Materials: 		  HPEHE:
 
MST:
 
ELA:
 
Arts:
 
LOTE:
 
CDOS:
 
SS:  		  

Application Level:
1:  Knowledge      4: Apply to Real World Predictable Situations
2: Apply in Discipline    5: Apply to Real World Unpredictable Situations
3: Apply Across Disciplines
 

E. Vocabulary


E. Vocabulary
scarcity
supply and demand
markets
opportunity costs
resources
productivity
economic growth
basic needs
wants
scarce capital
natural resources
human resources
production
distribution
exchange
consumption
economic systems
global community
interdependent
 
 
 
 
 
F. References and Resources
 
 
 
 
 
 
 
 
 
 
 

Unit Four
 
The Governments of the United States, Canada, and Latin American Nations

A. Unit Benchmarks

1.
 
2.
 
3.
 
4.
 
5.
 
6.
 
7.
 
8.
 
9.
 
10.
 

B. Unit Assessment


B. Unit Assessment
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

C. Rubric


C. Rubric
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
D. Activities
 
1. Teacher Constructed Activities:
 
Activity Benchmark Standard Application Level
a.
 
 
 
 
 
 
 
Materials: 		  HPEHE:
 
MST:
 
ELA:
 
Arts:
 
LOTE:
 
CDOS:
 
SS: 		 
b.
 
 
 
 
 
 
 
Materials: 		  HPEHE:
 
MST:
 
ELA:
 
Arts:
 
LOTE:
 
CDOS:
 
SS: 		 
c.
 
 
 
 
 
 
 
Materials: 		  HPEHE:
 
MST:
 
ELA:
 
Arts:
 
LOTE:
 
CDOS:
 
SS: 		 
d.
 
 
 
 
 
 
 
Materials: 		  HPEHE:
 
MST:
 
ELA:
 
Arts:
 
LOTE:
 
CDOS:
 
SS:  		  

Application Level:
1:  Knowledge      4: Apply to Real World Predictable Situations
2: Apply in Discipline    5: Apply to Real World Unpredictable Situations
3: Apply Across Disciplines
 
 
 
2. Textbook with Teaching Strategies
 
Activity Benchmark Standard Application Level
a.
 
 
 
 
 
 
 
 
Materials: 		  HPEHE:
 
MST:
 
ELA:
 
Arts:
 
LOTE:
 
CDOS:
 
SS: 		 
b.
 
 
 
 
 
 
 
 
Materials: 		  HPEHE:
 
MST:
 
ELA:
 
Arts:
 
LOTE:
 
CDOS:
 
SS: 		 
c.
 
 
 
 
 
 
 
 
Materials: 		  HPEHE:
 
MST:
 
ELA:
 
Arts:
 
LOTE:
 
CDOS:
 
SS: 		 
d.
 
 
 
 
 
 
 
 
Materials: 		  HPEHE:
 
MST:
 
ELA:
 
Arts:
 
LOTE:
 
CDOS:
 
SS:  		  

Application Level:
1:  Knowledge      4: Apply to Real World Predictable Situations
2: Apply in Discipline    5: Apply to Real World Unpredictable Situations
3: Apply Across Disciplines
 
3. Computer Assisted Instruction
 
Activity Benchmark Standard Application Level
a.
 
 
 
 
 
 
 
 
Materials: 		  HPEHE:
 
MST:
 
ELA:
 
Arts:
 
LOTE:
 
CDOS:
 
SS: 		 
b.
 
 
 
 
 
 
 
 
Materials: 		  HPEHE:
 
MST:
 
ELA:
 
Arts:
 
LOTE:
 
CDOS:
 
SS: 		 
c.
 
 
 
 
 
 
 
 
Materials: 		  HPEHE:
 
MST:
 
ELA:
 
Arts:
 
LOTE:
 
CDOS:
 
SS: 		 
d.
 
 
 
 
 
 
 
 
Materials: 		  HPEHE:
 
MST:
 
ELA:
 
Arts:
 
LOTE:
 
CDOS:
 
SS:  		  

Application Level:
1:  Knowledge      4: Apply to Real World Predictable Situations
2: Apply in Discipline    5: Apply to Real World Unpredictable Situations
3: Apply Across Disciplines
 
4. Cross Disciplinary
 
Activity Benchmark Standard Application Level
a.
 
 
 
 
 
 
 
 
Materials: 		  HPEHE:
 
MST:
 
ELA:
 
Arts:
 
LOTE:
 
CDOS:
 
SS: 		 
b.
 
 
 
 
 
 
 
 
Materials: 		  HPEHE:
 
MST:
 
ELA:
 
Arts:
 
LOTE:
 
CDOS:
 
SS: 		 
c.
 
 
 
 
 
 
 
 
Materials: 		  HPEHE:
 
MST:
 
ELA:
 
Arts:
 
LOTE:
 
CDOS:
 
SS: 		 
d.
 
 
 
 
 
 
 
 
Materials: 		  HPEHE:
 
MST:
 
ELA:
 
Arts:
 
LOTE:
 
CDOS:
 
SS:  		  

Application Level:
1:  Knowledge      4: Apply to Real World Predictable Situations
2: Apply in Discipline    5: Apply to Real World Unpredictable Situations
3: Apply Across Disciplines
 
5. Miscellaneous
 
Activity Benchmark Standard Application Level
a.
 
 
 
 
 
 
 
 
Materials: 		  HPEHE:
 
MST:
 
ELA:
 
Arts:
 
LOTE:
 
CDOS:
 
SS: 		 
b.
 
 
 
 
 
 
 
 
Materials: 		  HPEHE:
 
MST:
 
ELA:
 
Arts:
 
LOTE:
 
CDOS:
 
SS: 		 
c.
 
 
 
 
 
 
 
 
Materials: 		  HPEHE:
 
MST:
 
ELA:
 
Arts:
 
LOTE:
 
CDOS:
 
SS: 		 
d.
 
 
 
 
 
 
 
 
Materials: 		  HPEHE:
 
MST:
 
ELA:
 
Arts:
 
LOTE:
 
CDOS:
 
SS:  		  

Application Level:
1:  Knowledge      4: Apply to Real World Predictable Situations
2: Apply in Discipline    5: Apply to Real World Unpredictable Situations
3: Apply Across Disciplines
 

E.  Vocabulary


E.   Vocabulary
authority
governance
law
civic values
justice
due process
equality
majority rule
minority rights
democratic societies
rights
citizens
citizenship
civic life
politics
constitutional democracy
economic development
 
 
 
 
 
 
 
 
F. References and Resources
 
 
 
 
 
 

 
X.   Course Assessment

 
XI.     Curriculum Review Process
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

Back to top


 
 
 

3
Wayne Central School District