1. Curriculum Team Scope and Sequence Team
    2. Marc Binsack Rebecca Fafinski, Ontario Primary
  1. Others? Heather Glossner, Ontario Elementary
  2.  Fran Hastings, Ontario Primary
  3.  Kim Saxby, Freewill Elementary
  4.  Eileen Schwarz, Middle School
  5.  Anne Willkens Leach, District Office
    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. Causes of the Civil War
    11. C. Results of the Civil War
    12. VII. An Industrial Society
    13. VIII. The United States in an Interdependent World
    14. X. The United States Assumes Worldwide Responsibilities
    15. XI. The Changing Nature of the American People from World War II to the Present
          1. B. Unit Assessment
          2. C. Rubric
          3. D. Activities
          4. E. Vocabulary
          5. G. References and Resources
          6. B. Unit Assessment
          7. C. Rubric
          8. D. Activities
          9. E. Vocabulary
          10. G. References and Resources
      1. Unit Eight
      2. The United States as an Independent Nation in an Increasingly Interdependent World
          1. B. Unit Assessment
          2. 1. Jigsaw – Students will be put into groups (1, 2, etc.). Each group will be given a territory to research. Then students are divided with one student from each group form a new group (ex: Group Blue 1, 2, 3, 4; Group Red 1, 2, 3, 4; etc.). New groups will teach the other group members their information.
          3. C. Rubric
          4. D. Activities
          5. E. Vocabulary
          6. F. People, Places and Events
          7. G. References and Resources
          8. B. Unit Assessment
          9. C. Rubric
          10. E. Vocabulary
          11. F. References and Resources
          12. B. Unit Assessment
          13. C. Rubric
          14. E. Vocabulary
          15. F. People, Places, and Events
          16. G. References and Resources
          17. B. Unit Assessment
          18. E. Vocabulary
          19. F. People, Places, and Events
          20. G. References and Resources

Wayne Central School District
Ontario Center, NY 14519
 
 

 
 
 
 
 
EIGHTH GRADE
Draft
 
 
Revised: June 12, 2001
July 23, 2001
 

 
 


Curriculum Team Scope and Sequence Team



Curriculum Team  Scope and Sequence Team


Marc Binsack Rebecca Fafinski, Ontario Primary



Marc Binsack  Rebecca Fafinski, Ontario Primary

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Others?  Heather Glossner, Ontario Elementary

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 Fran Hastings, Ontario Primary
Pat Morton, Ontario Primary

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 Kim Saxby, Freewill Elementary

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 Eileen Schwarz, Middle School

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 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: Division and Reunion
Unit Two: An Industrial Society
Unit Three: The United States in an Interdependent World
Unit Four: The United States Between the Wars
Unit Five: The United States Assumes Worldwide Responsibilities
Unit Six: The Changing Nature of the American People from World War II to the Present
 
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.  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.  Course Overview

VII.  Instructional Outline
 
VI.  Division and Reunion


A. Causes of the Civil War



A.  Causes of the Civil War
1.  Territorial expansion and slavery
2.  The emotional impact of slavery
3.  Failure of political compromise
B.  The Civil War Breaks Out
1.  The presidency of Lincoln
2.  Advantages/strategies of each side
3.  The military and political dimensions of the war
4.  New York State in the Civil War


C. Results of the Civil War



C.  Results of the Civil War
1.  The Union is preserved
2.  Slavery is abolished
3.  Political power and decision making
4.  Reconstruction
 


VII. An Industrial Society



VII.  An Industrial Society
A.  The Maturing of an Industrial Society in the Second Half of the 19th Century
1.  Problems and progress in American politics: framework for a changing United States
2.  The United States developed as an industrial power
3.  Growth of the corporation as a form of business organization: case studies – oil, railroads, steel
4.  Government response to industrial development and abuses
5.  Changing patterns of agricultural organization and activity in the United States and in New York State
6.  Significant and influential changes
7.  The response of labor to industrialization
8.  The response of the farmer to industrialization
B.  Changes in the Social Structure altered the American Scene
1.  The immigration experience
2.  America becomes an increasingly mobile society
3.  America developed as a consumer society
C.  The Progressive Movement, 1900-1920: Efforts to Reform the New Society
1.  Social ills
2.  Efforts to reform government and politics
3.  Economic reform efforts
 


VIII. The United States in an Interdependent World



VIII.  The United States in an Interdependent World
A.  The United States Expands its Territories
1.  Imperialist sentiment grows
2.  Spanish American War
3.  Foreign policy of United States changes
4.  United States policy in Latin America
B.  The United States Takes a Role in Global Politics
1.  United States is isolationist
2.  Pre-World War I involvements
3.  Causes of World War I
4.  United States involvement in World War I
5.  The United States and World War I peace
 

IX.   The United States Between the Wars
A.  The “Roaring Twenties” Reflected the Spirit of the Post War Period
1.  The Republican Decade
2.  Isolation of the United States in world political affairs
3.  A rising standard of living resulted in the growth of consumer economy and the rise of the middle class
4.  Changing in the work place
5.  Problems developed in the midst of unprecedented prosperity
6.  Stock Market Crash
B.  The Great Depression
1.  Contributing factors
2.  Responses to economic problems
3.  The New Deal
4.  Effects of Great Depression
 


X. The United States Assumes Worldwide Responsibilities



X.  The United States Assumes Worldwide Responsibilities
A.  World War II
1.  Origins of the war
2.  Pre-War alliances
3.  Failure of peace
4.  United States in World War II
5.  New aspects of the war
6.  The Home Front
7.  End of the war
8.  Impact of the war
B.  The United States as Leader of the Free World
1.  Role of the United Nations
2.  United States and the Soviet Union emerge as world leaders
3.  United States creates Containment Policy
4.  Superpower rivalry
C.  The United States in Post Cold War
1.  End of the Cold War
2.  United States seeks new role in the world
3.  Western Hemisphere relations
 


XI. The Changing Nature of the American People from World War II to the Present



XI.  The Changing Nature of the American People from World War II to the Present
A.  An Age of Prosperity Characterized the Post War Society
1.  Economic changes
2.  Social changes
3.  Political changes
B.  Post-Industrial Society Ushers in the Age of Limits
1.  The United States economy experienced major changes and upheaval
2.  Emergence of an environmental movement
3.  Changes in the American work force
4.  New family patterns evolve
5.  Effects of the 1960’s and 1970’s on today’s world
C.  The Americas Move Toward the 21st Century
1.  Learning to manage change
2.  Examining alternative futures for the United States and New York State
 
 

VIII.  Course Benchmarks

IX. Units of Study

Unit Six
 
Division and Reunion

A.   Unit Benchmarks
1.  Students will be able to identify and explain the causes of the Civil War.
 
2.  Students will be able to identify major events of the Civil War.
 
3.  Students will be able to define vocabulary and key people of the Civil War
 
4.  Students will be able to explain the political, social, and economic effects of the Civil War.
 
 
 
 
 
 
 
 
 
 
 
 
 

B. Unit Assessment


B.  Unit Assessment
1.  Students create a T-chart that both identifies and explains causes of the Civil War
Cause
Why
United States expands West Debate over new territory if slave or free
   

2.  Students will create a timeline that charts (with explanation summary) major events of the Civil War. (Lincoln elected, secession, Ft. Sumter, Bull Run, Vicksburg, Gettysburg, surrender, Emancipation)
 
3.  Students will take a quiz on key people and terms.
 
4.  Students will write a Document Based Question on the political, social, and economic effects of the Civil War.
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

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
 
states' rights
slavery
treason
secession
popular sovereignty
Compromise of 1850
Missouri Compromise of 1820
Kansas-Nebraska Act, 1854
Dred Scott Decision, 1857
abolitionist, abolish, abolition
Republican Party
confederacy
rebel
Emancipation Proclamation
blockade
siege
scalawags and carpetbaggers
share croppers
tenant farmer
Reconstruction Act
assassination
Freedman’s Bureau
strategy
13th, 14th, 15th Amendments
Ku Klux Klan
black codes
fugitive
arsenal
Underground Railroad
border states
 
 
F.  People, Places and Battles
 
Fort Sumter
Abraham Lincoln
Jefferson Davis
Robert E. Lee
John Calhoun
John Brown
Stephen Douglas
John Wilkes Booth
Battle of Gettysburg
Appomattox Courthouse
Ulysses S. Grant
Andrew Johnson
Harper’s Ferry
Battles of Vicksburg
Thomas “Stonewall” Jackson
William T. Sherman
Frederick Douglass
Harriet Tubman
Harriet Beecher Stowe
 
 

G. References and Resources


G.  References and Resources
 
 
 
 
 
 
 
 
 
 

Unit Seven


Unit Seven
 

An Industrial Society

A.  Unit Benchmarks
1.  Students will be able to define vocabulary and key people.
 
2.  Students will be able to describe and explain the four major causes of American industrialization.
 
3.  Students will be able to define and explain the impact and effect of industrialization.
 
4.  Students will be able to explain the political, social, and economic changes resulting from industrialization.
 
 
 
 
 
 
 
 
 
 
 
 
 

B. Unit Assessment


B.  Unit Assessment
1.  Students will play vocabulary Bingo to demonstrate knowledge of people and vocabulary.
 
2.  Students will create a poster/collage that defines and explains the four major causes of American industrialization (immigration research of own family).
 
3.  Students will write an essay comparing and contrasting their own childhood with that of a late 19th/early 20th Century child laborer (see page 9 of performance assessment packet).
 
4.  Students will complete CRQ’s requiring knowledge of the political, social, and economic changes resulting from industrialization.
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

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
 
muckraking
Populist Party
Progressive Movement
Indian Policy
Bureau of Indian Affairs
industrialization
panic
depression/recession
boom and panic
economic cycle
labor unions (AFL, CIO, Knights of Labor)
immigration
monopoly
picket line
collective bargaining
strike
trust
sweatshop
minimum wage
scab
arbitration
assembly line/interchangeable parts/mass production
natural resources
manifest destiny
profit
capital
negligence
 
 
F.  People, Places and Events
Theodore Roosevelt
Thomas Edison
Henry Ford
Andrew Carnegie
John D. Rockefeller
Upton Sinclair
 

G. References and Resources


G.  References and Resources
 
 
 
 
 
 
 
 
 
 
 
 
 


Unit Eight



Unit Eight
 


The United States as an Independent Nation in an Increasingly Interdependent World



The United States as an Independent Nation in an Increasingly Interdependent World

 
A.  Unit Benchmarks
1.  Students will be able to identify and explain the reasons for American expansion abroad.
 
2.  Students will be able to explain why and how United States foreign policy changed in the late 1800’s and early 1900’s.
 
3.  Students will be able to identify and explain the causes of World War I.
 
4.  Students will be able to explain the political, social, and economic effects of World War I on the United States and the world.
 
5.  Students will be able to explain and describe the role of the United States in World War I.
 
6.  Students will be able to define vocabulary and key people.
 
 
 
 
 
 
 
 
 
 

B. Unit Assessment


B.  Unit Assessment

1. Jigsaw – Students will be put into groups (1, 2, etc.). Each group will be given a territory to research. Then students are divided with one student from each group form a new group (ex: Group Blue 1, 2, 3, 4; Group Red 1, 2, 3, 4; etc.). New groups will teach the other group members their information.


1.  Jigsaw – Students will be put into groups (1, 2, etc.). Each group will be given a territory to research. Then students are divided with one student from each group form a new group (ex: Group Blue 1, 2, 3, 4; Group Red 1, 2, 3, 4; etc.). New groups will teach the other group members their information.
 
2.  Students will write a newscast explaining the changing United States foreign policy.
 
3.  Students will pick one main cause and create a political cartoon that represents the cause.
 
4.  Students will answer CRQ’s that show the political, social, and economic effects of World War I (documents).
 
5.  Students will write a summary that explains and describes the role of the United States in World War I.
 
6.  Bingo using key vocabulary and people.
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

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
 
imperialism
nationalism
militarism
manifest destiny
foreign policy
neutrality
Open Door Policy
Monroe Doctrine
Panama Canal
diplomacy
annexation
chancellor
armistice
reparations
isolationism
trench warfare
draft
international law
Big Four
Allies
Central Powers
Fourteen Points
Treaty of Versailles
League of Nations
unrestricted submarine warfare
 
 

F. People, Places and Events


F.  People, Places and Events
Woodrow Wilson
Theodore Roosevelt
Nikolai Lenin
Kaiser Wilhelm
William H. Seward
Grover Cleveland
Archduke Francis Ferdinand
Serbia
Russia
Germany
Zimmerman Telegram
Lusitania
 

G. References and Resources


G.  References and Resources
 
 
 
 
 
 
 
 
 
 
 

Unit Nine
 
The United States Between the Wars

A.   Unit Benchmarks
1.  Students will be able to describe and explain the important social and political changes of the 1920’s.
 
2.  Students will be able to identify, describe, and explain the causes and effects of the Great Depression.
 
3.  Students will be able to define key vocabulary and identify key people.
 
4.  Students will be able to explain the role of totalitarianism in Europe and Asia.
 
 
 
 
 
 
 
 
 
 

B. Unit Assessment


B.  Unit Assessment
1.  Students will write a letter to a senator supporting or against the Suffrage or Prohibition Amendment (supported with reasons).
 
2.  Students will create a diary/journal containing 5 entries detailing their experience as a depression survivor.
 
3.  Students take matching quiz on key people and vocabulary.
 
4.  Student groups will create a propaganda poster series designed to bring the Nazi Party to power in the 1930’s.
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

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
 
stock market
“on margin”
crash
Great Depression
boom/panic/depression
unemployment
capitalism
communism
free enterprise system
New Deal (CCC, PWA, NRA, WPA)
Prohibition (18th Amendment)
women's suffrage
roaring twenties
poll taxes
Jim Crow laws
Good Neighbor Policy
inflation
dictator
appeasement
prohibit
disarmament laws
neutrality laws
three-isms (militarism, nationalism, and imperialism)
 
 
F.  People, Places, and Events
Susan B. Anthony
Elizabeth Cady Stanton
Benito Mussolini (Dictator of Italy)
Adolf Hitler (Nazi dictator of Germany)
Herbert Hoover
Franklin D. Roosevelt
Black Tuesday (Stock Market Crash – October 29, 1929)
Social Security Act of 1935
 

F. References and Resources


F.  References and Resources
 
 
 
 
 
 

Unit Ten
 
The United States Assumes Worldwide Responsibility

A.   Unit Benchmarks
1.  Students will be able to identify and explain the causes of World War II.
 
2.  Students will be able to identify and explain the conduct and major events of World War II.
 
3.  Students will be able to define vocabulary and identify key people.
 
4.  Students will be able to identify and explain the results of World War II including the nuclear age and the Cold War.
 
5.  Students will be able to describe and explain the emergence of the United States as a superpower.
 
 
 
 
 
 
 
 
 
 
 

B. Unit Assessment


B.  Unit Assessment
1.  Students will create a Venn diagram comparing/contrasting causes of World War I and World War II.
 
2.  Students will create a timeline identifying and summarizing key events of World War II (Poland, Pearl Harbor, Hitler, D-Day, Atomic Bomb, V-E Day, V-J Day)
 
3.  Quiz – students will take a matching quiz on key people and vocabulary.
 
4.  Students will write a Document Based Question on the results of World War II including the nuclear age and the Cold War.
 
5.  Students will create a historical poem that summarizes the rise of the United States as a superpower.
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

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
 
blitzkrieg
Nuclear Age
Holocaust
genocide
three-isms (militarism, imperialism, and nationalism)
Allies and Axis Powers
Nazis
concentration camps
Atlantic Charter
Yalta Agreement
Munich Pact
United Nations
Marshall Plan
Cold War
Iron Curtain
Truman Doctrine
NATO (North Atlantic Treaty Organization)
war crime trials
Berlin Wall
disarmament
dictator
containment
Domino Theory
 
 

F. People, Places, and Events


F.  People, Places, and Events
 
Joseph Stalin (Russia)
Franklin D. Roosevelt (United States)
Winston Churchill (Great Britain)
Benito Mussolini (Italian dictator)
Hirohito (Emperor of Japan)
Douglas MacArthur (United States General)
Hiroshima, Nagasaki (Atomic bombs)
Pearl Harbor (12/7/1941)
D-Day, Invasion of Normandy (June 6, 1944)
Chang Kai Shek
Korea
Bay of Pigs
Cuban Missle Crisis
Fidel Castro
Cambodia
Vietnam
Mao Tse-Tung
Ho Chi Minh
Japan
 
 

G. References and Resources


G.  References and Resources
 
 
 
 
 
 
 
 

Unit Eleven
 
The Changing Nature of the American People from World War II to the Present

A.   Unit Benchmarks
1.  Students will be able to explain the political, social, and economic changes in post war America.
 
2.  Students will be able to define vocabulary and key people.
 
3.  Students will be able to identify and explain the effects of the Cold War for the United States both domestic and foreign (Korean and Vietnam Wars).
 
4.  Students will be able to describe and explain American society today as well as the social, political, and economic challenges.
 
 
 
 
 
 
 
 
 
 
 
 
 

B. Unit Assessment


B.  Unit Assessment
1.  Students will research a historical reference from “We Didn’t Start the Fire” and explain the historical significance of that reference.
 
2.  Students will play vocabulary/people Bingo to demonstrate knowledge of vocabulary and people.
 
3.  Students will create a chart explaining a foreign and a domestic policy of a Cold War president.
 
4.  Students will complete a project about a present political, social, or economic issue in the United States (contemporary issues)
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
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
urban
suburban
energy crisis
population density
illegal immigrants
narcotics
terrorism
Democrat
Republican
primary
abortion
AIDS
 

F. People, Places, and Events


F.  People, Places, and Events
Ronald Reagan
George Bush
William Clinton
George W. Bush
AIDS Crisis
Drug War
Education Issues
Contemporary Issues
 

G. References and Resources


G.  References and Resources
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
X.  Course Assessment

 
XI.    Curriculum Review Process
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

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Wayne Central School District