Kindergarten: Self and Family Unit 1 HISTORY

1 Social Studies Curriculum Review 2013

Kindergarten: Self and Family Unit 1 – HISTORY

Literacy Standards Content Standards Big Ideas Essential Questions

ELA.R.L.1 Ask and answer questions to demonstrate understanding of a text (e.g., making basic inferences and predictions), referring explicitly to details from the text as the basis for the answers.

History A1 Understand chronological frameworks for organizing historical thought and place significant ideas, institutions, people, and events within time;

Explore personal history Why is your personal history important

ELA.R.I.3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text

D1 Understand that the student is important in history

Understand that the student is important in history

What makes me special?

Cultural A2 Recount their own genealogy and family history

How have I changed over time?


Kindergarten: Self and Family Unit 1 – GEOGRAPHY


ELA.I.9 With prompting and support, identify basic similarities in and differences between information presented in two texts on the same topic (e.g., compare two photos or diagrams, compare two animal babies).

Geography A1 Use maps and globes to locate places and regions.

Study home and school by making and using a simple map. (GS A1,A2)

How are your classroom, home and local environments similar and different?

ELA.W.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question

A2 Make maps, globes, and graphs.

Identify symbols (e.g. safety, school, culture) (GS B5)

What is a map?

B3 relate how people create similarities and differences among places

Identify and compare similarities and differences between home and school (Kitchen/cafeteria, bedroom/classroom) (GS B3)

What can a map tell us?

B5 describe and demonstrate how places and regions serve as cultural symbols, such as the Statue of Liberty


Kindergarten: Self and Family Unit 1 – GOVERNMENT AND CITIZENSHIP


ELA.R.L.10 Ask and answer questions to demonstrate understanding of a text (e.g., making basic inferences and predictions), referring explicitly to details from the text as the basis for the answers.

B2 Recognize American heritage and culture, including the republican form of government, capitalism, free enterprise system, patriotism, strong family units, and freedom of religion;

Recite the Pledge of Allegiance How can you become a responsible member of your family, classroom, and community?

ELA.S/L.1 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text

E2 recognize that it is important for citizens to fulfill their public responsibilities;

Explore rules and the reasons for their existence (GCS – E4)

What are the rule for our family, classroom and community?

E3 Exercise political participation by discussing public issues, building consensus, becoming involved in political parties and political

Analyze the rights, responsibilities, and the roles of the individual in a class setting. (GCS – E2)

Why are rules important?

E4 Establish, explain, and apply criteria useful in evaluating rules and laws;

Recognize the role of the individual in class rules and resolving conflict (GCS – E7)

E6 Recognize the value of community service;

Explore the roles within the family unit (GCS – B2)

E7 Implement ways of solving problems and resolving conflict.

Apply the democratic process by voting. (GCS – E3)

Participate in various community service projects, such as a canned food drive, Community Kindness, student council. (GCS-E2, E6)


Kindergarten: Self and Family Unit 1 – CULTURE


ELA.R.L.3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text

History A1 understand chronological frameworks for organizing historical thought and place significant ideas, institutions, people, and events within time sequences;

Explore and discuss family traditions and different cultures. (CS A2, A3, C4)

What makes up your culture

ELA.R.I.4 With prompting and support, ask and answer question about unknown words in a text.

A6 know that cultural elements, including language, literature, the arts, customs, and belief systems, reflect the ideas and attitudes of a specific time and know how the cultural elements influence human interaction;

Expose student to literature, art activities and songs of various cultures (HS – A6)

How is your family special?

Cultural A2 Recount their own genealogy and family history;

Explore traditional activities in your local community. (CS – A6, C1, D1, D2, D3).

How does your family celebrate occasions such as birthdays or holidays?

A3 acquire and pass on the traditions of their community through oral and written history;

A6 Live a life in accordance with the cultural values and traditions of the local community and integrate them into their everyday behavior;

C1 perform subsistence activities in ways that are appropriate to local cultural traditions;

C4 Enter into and function effectively in a variety of cultural



settings

D1 acquire in-depth cultural knowledge through active participation and meaningful interaction with Elders;

D2 participate in and make constructive contributions to the learning activities associated with a traditional camp environment;

D3 interact with Elders in a loving and respectful way that demonstrates an appreciation of their role as culture-bearers and educators in the community


1st Grade: Family, School, and Neighborhood Unit 1– HISTORY


ELA.R.L.9 Identify basic similarities in and differences between information presented in two texts on the same topic (e.g., compare two graphics, descriptions, or steps in a process to make something

History A1 understand chronological frameworks for organizing historical thought and place significant ideas, institutions, people, and events within time;

Show your family milestones over time, such as moves, trips, new family members, new animals/pets, etc…

Why is your family history important?

ELA.R.I.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text.

A5 understand that history is a narrative told in many voices and expresses various perspectives of historical experience;

Compare and contract how families and social groups address similar needs and concerns, such as, nutrition, shelter communication.

How has your family life changed over time?

A6 know that cultural elements, including language, literature, the arts, customs, and belief systems, reflect the ideas and attitudes of a specific time and know how the cultural elements influence human interaction;

Why do families and communities have different wants and needs?

A7 understand that history is dynamic and composed of key turning points;

B1 Comprehend the forces of change and continuity that shape human history through the following persistent organizing themes: *a. the development of culture, the emergence of civilizations, and the accomplishments and



mistakes of social organizations; *b. human communities and their relationships with climate, subsistence base, resources, geography, and technology; *c. the origin and impact of ideologies, religions, and institutions upon human societies; *d. the consequences of peace and violent conflict to societies and their cultures; and *e. major developments in societies as well as changing patterns related to class, ethnicity, race, and gender

Culture A2 Recount their own genealogy and family history.

A3 acquire and pass on the traditions of their community through oral and written history.


1st Grade: Family, School, and Neighborhood Unit 2– GEOGRAPHY


ELA.R.I.6 Distinguish between information provided by photos or other graphics and information provided by the words in a text.

A1 Use maps and globes to locate places and regions.

Make a map of the school neighborhood and include a map key

What is geography?

ELA.W.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question

A2 Make maps, globes, and graphs.

Identify basic landforms on a neighborhood/community map

Where are the landforms in my school community?

B1 Know that places have distinctive geographic characteristics;

What information can a map legend tell us?


1st Grade: Family, School, and Neighborhood Unit –3 GOVERNMENT AND CITIZENSHIP


ELA.S/L.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. *a. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). *b. Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. *c. Ask questions to clear up any confusion about the topics and texts under discussion.

A1 Understand the necessity and purpose of government;

Recognize authority and responsibility in school neighborhood, such as school rules and laws.

What does it mean to be a good citizen in our school and community?

ELA.R.I.10 With prompting and support, read informational texts on a range of topics appropriately complex for grade 1, with scaffolding as needed.

A2 Understand the meaning of fundamental ideas, including equality, authority

Apply the important characteristics of being a responsible citizen, such as, respecting rights and property of others and taking turns.

How can you become a responsible member of your family, classroom, and community? (Where appropriate may also include church/religion)

E1 Know the important characteristics of citizenship;

Recognize the role of the individual in class rules and resolving conflicts.

Why do we have rules and how are they important?


Explore how others contribute to our school neighborhood

E3 exercise political participation by discussing public issues,

Understand and apply the democratic process of voting.



building consensus, becoming involved in political parties and political campaigns, and voting;

E6 Recognize the value of community service

Participate in various community service projects, such as, canned food drives, Community Kindness etc.



1st Grade: Family, School, and Neighborhood Unit 4– CULTURE


ELA.R.L.3 Describe characters, settings, major events, and problem-solution in a story, play, or poem, using key details

History A6 Know that cultural elements, including language, literature, the arts, customs, and belief systems, reflect the ideas and attitudes of a specific time and know how the cultural elements influence human interaction;

Discuss how literature reflects customs and cultural diversity.

What is culture?

ELA.S/L.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.

Culture A2 Recount their own genealogy and family history;

Compare and contrast family traditions and customs with others in your class

Why is cultural diversity important?


Explore traditional activities in your local community

What are traditions and why are they important?


Why do different people have different traditions?

B1 acquire insights from other cultures without diminishing the integrity of their own;

C1 perform subsistence activities in ways that are appropriate to local cultural traditions;

D1 acquire in-depth cultural knowledge through active participation and meaningful interaction with Elders;



D2 participate in and make constructive contributions to the learning activities associated with a traditional camp environment;

D3 interact with Elders in a loving and respectful way that demonstrates an appreciation of their role as culture-bearers and educators in the community


2nd Grade: Family, School, and Neighborhood Unit 1– HISTORY

Literacy Standards Content Standards Big Ideas Essential Questions ELA.R.L.9 Compare and contrast two or more versions of the same story/text (e.g., Cinderella stories) by different authors or from different cultures.

History A1 Understand chronological frameworks for organizing historical thought and place significant ideas, institutions, people, and events within time;

Develop a historical timeline of the Kenai Peninsula area in which you live. (HS-A1)

Why is it important to know history of the area you reside?

ELA.R.I.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

A7 Understand that history is dynamic and composed of key turning points;

Communicate about important historical events in your community. (HS-A7, A8)

A8 Know that history is a bridge to understanding groups of people and an individual’s relationship to society.


2nd Grade: Family, School, and Neighborhood Unit 2– GEOGRAPHY

Literacy Standards Content Standards Big Ideas Essential Questions ELA.R.I.9 Compare and contrast the most important points presented by two texts or related topics (e.g., a book about polar bears and a book about black bears).


Study home and school by making and using a simple map. (GS- A1, A2)

What is a landmark?

ELA.S/L.2 Retell or describe key ideas or details from a text read aloud or information presented orally or through other media.

A2 Make maps, globes, and graphs. Identify and compare similarities and difference between home and school. (GS – B3)

What are landmarks in your community?


Identify symbols (e.g. safety, school, and culture) (GS –B5)

Why and how are the Kenai Peninsula landmarks important?

B3 Relate how people create similarities and differences among places;

Identify the diversity of the local government (GS – E2)

B5 describe and demonstrate how places and regions serve as cultural symbols, such as the Statue of Liberty;

Identify landforms and landmarks on the Kenai Peninsula Map. (GS –A1, A2, B1)


2nd Grade: Family, School, and Neighborhood Unit –3 GOVERNMENT AND CITIZENSHIP

Literacy Standards Content Standards Big Ideas Essential Questions ELA.R.I.10 With prompting and support, read informational texts on a range of topics appropriately complex for grade 1, with scaffolding as needed.

Government and Citizenship B2 recognize American heritage and culture, including the republican form of government, capitalism, free enterprise system, patriotism, strong family units, and freedom of religion; sovereignty;

Analyze the rights, responsibilities, and the roles of the individual in a class. (GCS- E2)

How can you become a responsible member of your family, classroom, and community?

ELA.W.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or one or more concluding sentences that emphasize their most important point or focus.


Recognize the role of the individual in class rules and resolving conflicts (GCS-E7)

How do citizens use rules and laws to make decisions, solve problems and resolve conflicts?

E3 exercise political participation by discussing public issues, building, consensus

Apply the democratic process by voting (GCS-E3)

What is the voting process and how does it work?

E4 establish, explain, and apply criteria useful in evaluating rules and laws;

Participate in various community service projects, such as, canned food drives, Community Kindness etc.

E6 Recognize the value of community service;



2nd Grade: Family, School, and Neighborhood Unit 4– CULTURE

Literacy Standards Content Standards Big Ideas Essential Questions ELA.R.L.5 Describe the overall structure of a story, including describing how the beginning introduces the story (who, what, why, where), the middle describes the problem (how characters react or feel and what they do), and the ending concludes the action or tells how the problem was solved.

History A6 Know that cultural elements, including language, literature, the arts, customs, and belief systems, reflect the ideas and attitudes of a specific time and know how the cultural elements influence human interaction;

Discuss how literature reflects customs and cultural diversity. (HS-A6; CS-B1)

Why is cultural diversity important?

ELA.S/L.9 Compare and contrast two or more versions of the same story/text (e.g., Cinderella stories) by different authors or from different cultures.


Compare/contrast cultural celebrations and customs in your community. (CS-A2, A3, B1)

How do people of diverse ethnic origins, customs and traditions participate and contribute to their community?


B1 acquire insights from other cultures without diminishing the integrity of their own;


3rd Grade: Family, School, and Neighborhood Unit 1– HISTORY

Literacy Standards Content Standards Big Ideas Essential Questions ELA.R.L.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events (e.g., creating or solving a problem).

History A1 - understand the chronological framework for organizing historical thought and place significant idea, institutions, people, and event within time sequences

Examine important historical events and people of the Kenai Peninsula.

What important historical events shaped your local community and the Kenai Peninsula?

ELA.R.I.3 Describe the relationship or connection among a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

A7 Understand that history is dynamic and composed of key turning points

Examine the changes through time of your local community.

ELA.R.I.6 Determine author’s purpose; distinguish own point of view from that of the author of a text.

A8 know that history is a bridge to understanding groups of people and an individual’s relationship to society


3rd Grade: Family, School, and Neighborhood Unit 2– GEOGRAPHY

Literacy Standards Content Standards Big Ideas Essential Questions ELA.R.I.1 Ask and answer questions to demonstrate understanding of a text, (e.g., explaining what the texts says explicitly, making basic inferences and predictions), referring explicitly to the text as the basis for the answers.

Geography A1 Use maps and globes to locate places and regions

Make and use a Kenai Peninsula map which includes land and water forms, major cities and regional areas.

Where are the landforms and important landmarks on the Kenai Peninsula?

ELA.R.I.7 Use information gained from illustrations (e.g., maps, photographs), and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).

A2 make maps, gloves, and graphs Identify landforms and landmarks on a Kenai Peninsula map.

How do these landforms affect activities on the Kenai Peninsula?

B1 know that places have distinctive geographic characteristics

Understand that a community has distinct geographic characteristics defined by physical features

B7 Understand that a region is a distinct area defined by one or more cultural or physical features

E2 Understand the varying capacities of physical systems, such as watersheds, to support human activity.


3rd Grade: Family, School, and Neighborhood Unit –3 GOVERNMENT AND CITIZENSHIP

Literacy Standards Content Standards Big Ideas Essential Questions ELA.R.I.2 Determine the main idea of a text and locate details that support the main idea; paraphrase or summarize main ideas or events in a multi-paragraph text, including correct sequence and details that support the main idea.

Government/Citizenship C2 Accept responsibility for protecting and enhancing the quality of life in the state through the political and governmental processes

Recite the Pledge of Allegiance. How do we preserve our fundamental rights?

ELA.R.I.9 Compare and contrast the most important points and key details presented in two texts on the same topic or related topics.

E1 Know the important characteristics of citizenship

Recognize the role of the individual in rules and resolving conflicts

How can we become productive and responsible citizens?

ELA.W.I Write opinion pieces on topics or texts, supporting a point of view with fact- or text-based reasons (e.g., I like large dogs better than small dogs because they can pull a sled and run for a longer time than small dogs can).

E2 recognize that it is important for citizens to fulfill their public • responsibilities;

Understand and participate in a mock local election.

a. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists fact- or text-based reasons.

E3 exercise political participation by discussing public issues, building consensus, becoming involved in political parties and political campaigns, and voting;

Understand the necessity of personal responsibility and accountability. Apply important characteristics of being a citizen such as respecting public and private property, differing viewpoints and avoiding stereotyping.

b. Provide reasons that support the opinion

E6 recognize the value of community service

Participate in various community service projects, such as canned food drives, Community Kindness, trash clean-ups, etc.

c. Link opinion and reasons using words and phrases (e.g., because, therefore, since, for example).



Literacy Standards Content Standards Big Ideas Essential Questions d. Provide a concluding statement or section that reinforces or restates the opinion.

3rd Grade: Family, School, and Neighborhood Unit 4– CULTURE

Literacy Standards Content Standards Big Ideas Essential Questions ELA.R.L.1 Ask and answer questions to demonstrate understanding of a text (e.g., making basic inferences and predictions), referring explicitly to details from the text as the basis for the answers.*ELA.W.2


Explore and discuss family traditions and different cultures.

What defines your culture and how does it compare to other cultures?

ELA.R.L.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events (e.g., creating or solving a problem).

A3 Acquire and pass on the traditions of their community through oral and written history;

Explore traditional activities in your local community.


C1 Perform subsistence activities in ways that are appropriate to local cultural traditions

C4 Enter into and function effectively in a variety of cultural settings

D1 Acquire in-depth cultural knowledge through active participation and meaningful interaction with Elders;

D2 Participate in and make


Literacy Standards Content Standards Big Ideas Essential Questions constructive contributions to the learning activities associated with a traditional camp environment

D3 interact with Elders in a loving and respectful way that demonstrates an appreciation of their role as culture-bearers and educators in the community;


4th Grade: Unit 1 United States GEOGRAPHY OVERVIEW

Literacy Standards Content Standards Big Ideas Essential Questions ELA.R.I.1 Locate explicit information in the text to explain what the text says explicitly and to support inferences drawn from the text.

Geography A3 Understand how and why maps are changing documents

Identify national symbols Where is the United States in the world?

ELA.R.I.4 Determine the meaning of general academic and domain specific words or phrases in a text relevant to a grade four topic or subject area.

A5 Evaluate the importance of the locations of human and physical features in interpreting geographic patterns.

Use a map that includes the United States in relation to other countries, continent, oceans and tectonics plates.

What is geography?

ELA.R.I.7 Interpret information presented visually, orally, or quantitatively (e.g. in charts, graphs, on diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.

B5 Describe and demonstrate how places and regions serve as cultural symbols, such as the Statue of Liberty

Understand the five strands of geography.

What unique symbols represent the United States of America?

History A6 Know that cultural elements, including language, literature, the arts, customs, and belief systems, reflect the ideas and attitudes of a specific time and know how the cultural elements influence human interaction.

B2 Human communities and their relationships with climate, subsistence base, resources, geography, and technology.

Culture B1 Acquire insights from other


Literacy Standards Content Standards Big Ideas Essential Questions cultures without diminishing the integrity of their own.

4th Grade: Unit 2 United States GEOGRAPHY - SOUTHWEST

Literacy Standards Content Standards Big Ideas Essential Questions ELA.R.I.2 Determine the main idea of a text and explain how it is support by key details; paraphrase or summarize key ideas, events, or procedures including correct sequence when appropriate.


Make and use a map of the Southwest Region which includes land and water forms.

Where are the landforms and landmarks in the Southwest Region?

ELA.R.I.7 Interpret information presented visually, orally, or quantitatively (e.g. in charts, graphs, on diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.

A2 Make maps, globes, and graphs Identify landforms on a map of the Southwest Region.

What factors create the Southwest Region?


Identify the region’s resources and how they affect the people and the land.

B7 Understand that a region is a distinct area defined by one or more cultural or physical features;.

E2 Recognize and assess local, regional, and global patterns of resource use.


4th Grade: Unit 3 United States GEOGRAPHY SOUTHEAST

Literacy Standards Content Standards Big Ideas Essential Questions ELA.R.I.9 Integrate information from two texts on the same topic or related topics in order


Make and use a map of the Southwest Region which includes land and water forms.

Where are the landforms and landmarks in the Southwest Region?

ELA. W.1 Write opinion pieces on topics or texts, supporting a point of view with fact-or text-based reason (e.g. The character____ was brave because she _____).

A2 Make maps, globes, and graphs Identify landforms on a map of the Southwest Region

What factors create the Southwest Region?

ELA SP/L.5 Add audio recordings and visual displays to presentations when appropriate to enhance development of main idea or themes and to engage listeners more fully






4th Grade: Unit 4 United States GEOGRAPHY NORTHEAST

Literacy Standards Content Standards Big Ideas Essential Questions ELA.R.I.2 Determine the main idea of a text and explain how it is supported by key details; paraphrase or summarize key ideas, events or procedures including correct sequence when appropriate.


Make and use a map of the Nnortheast Region which includes land and water forms.

Where are the landforms and landmarks in the Northeast Region?

ELA.R.I.6 Determine author’s purpose; compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.

A2 Make maps, globes, and graphs Identify landforms on a map of the Northeast Region.

What factors create the Northeast Region?






4th Grade: Unit 5 United States GEOGRAPHY MIDWEST

Literacy Standards Content Standards Big Ideas Essential Questions ELA.R.I.2 Determine author’s purpose; compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided


Make and use a map of the Midwest Region which includes land and water forms.

Where are the landforms and landmarks in the Midwest Region?

ELA.R.I.3 Explain the relationships (e.g. cause and effect) among events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and shy, based on specific information in the text.

A2 Make maps, globes, and graphs Identify landforms on a map of the MidwestRegion

What factors create the Midwest Region?


Identify the region’s resources and how they affect the people and the land




4th Grade: Unit 6 United States GEOGRAPHY WEST

Literacy Standards Content Standards Big Ideas Essential Questions ELA.R.I.3 Explain the relationships (e.g. cause and effect) among events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and shy, based on specific information in the text.


Make and use a map of the West Region which includes land and water forms

Where are the landforms and landmarks in the West Region?

ELA.W.2 Write informative /explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g. headings), labeled or captioned visuals/diagrams, and multimedia when useful to aiding comprehension. b. Develop the topic with facts, definitions, concrete details, quotations, or other information/explanations and examples that support the focus. c. Link ideas within categories or information using words and phrases (e.g. another, for example, also, because).

A2 Make maps, globes, and graphs Identify landforms on a map of the West Region.

What factors create the West Region?

ELA.SP/L.5 Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes and to engage listeners more fully.




Literacy Standards Content Standards Big Ideas Essential Questions B7 Understand that a region is a

distinct area defined by one or more cultural or physical features;.



5th Grade: Unit 1 Unite States HISTORY/CITIZENSHIP

Literacy Standards Content Standards Big Ideas Essential Questions ELA.R.I.3 Explain the relationships (e.g., cause-effect) or interactions among two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text

History A1 understand chronological frameworks for organizing historical thought and place significant ideas, institutions, people, and events within time sequences;

Examine important historical periods (DE: Beginnings/ Colonization and Settlement; Revolution and the New Nation; Civil War and Reconstruction; Emergence of Modern America/Expansion and Reform; Postwar- to early 1970’s/Contemporary to Present)**

What important historical events or periods shaped United States

ELA.R.I.6 Determine author’s purpose; analyze multiple accounts of the same event or topic, noting important similarities and differences in the points of view they represent. (e.g., social studies topics, media messages about current events

A7 understand that history is dynamic and composed of key turning points;

**United States History is taught again in 8th grade from pre-colonial until the Civil War. It is taught again in 11th grade from Civil War until present. It is important to give KPBSD students in 5th grade an overview of most important events that span the entire history of the United States for them to have a more complete understanding.

ELA.R.I.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently

A8 know that history is a bridge to understanding groups of people and an individual’s relationship to society;

ELA.W.2 Write informative/ explanatory texts to examine a topic and convey ideas and information clearly a. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), labeled or captioned

B1 comprehend the forces of change and continuity that shape human history through the following persistent organizing themes: a. the development of culture, the emergence of civilizations, and the accomplishments and mistakes of social organizations;


Literacy Standards Content Standards Big Ideas Essential Questions visuals/graphics, and multimedia when useful to aiding comprehension. b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples that support the topic. c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially

b. human communities and their relationships with climate, subsistence base, resources, geography, and technology; c. the origin and impact of ideologies, religions, and institutions upon human societies; d. the consequences of peace and violent conflict to societies and their cultures; and e. major developments in societies as well as changing patterns related to class, ethnicity, race, and gender;

*ELA.SPL.5 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes and to engage listeners more fully.


5th Grade: Unit 2 United States Government/Citizenship

Literacy Standards Content Standards Big Ideas Essential Questions • ELA.R.I.1 Locate explicit information in the text to explain what the text says explicitly and to support inferences drawn from the text.

Government/Citizenship A1 understand the necessity and purpose of government

• Understand how the United States organizes its three branches of government.

• How do we preserve our fundamental rights?

• ELA.R.I.2 Determine the main idea and subtopics of a text and explain how they are supported by key details; paraphrase or summarize key ideas, events, or procedures including correct sequence when appropriate

A2 understand the meaning of fundamental ideas, including equality, authority, power, freedom, justice, privacy, property, responsibility, and sovereignty

• Understand the ideals of the United States as expressed in the Declaration of Independence and the Constitution

• What is the importance of government structure?

• ELA.R.I.9 Integrate information from several texts on the same topic or related topics in order to write or speak about the subject knowledgeably

A3 understand how nations organize their governments

• Participate in carious community service projects

• How can we become productive and responsible citizens?

• ELA.W.1 Write opinion pieces on topics or texts, supporting a point of view with fact- or text-based reasons and information a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose. b. Provide logically ordered reasons that are supported by facts and detail.s c. Link opinion and reasons using words, phrases, and clauses (e.g.,

B3 understand the United States Constitution, including separation of powers ,the executive, legislative, and judicial branches of government, majority rule, and minority rights;

• Recite the Pledge of Allegiance


Literacy Standards Content Standards Big Ideas Essential Questions consequently, specifically, most of all). d. Provide a concluding statement or section that reinforces or restates the opinion presented

C1 understand the various forms of the state’s local governments and the agencies and commissions that influence students’ lives and property;GC-E2

E6 recognize the value of community service;


Kenai Peninsula Borough School District Social Studies

6th Grade – Geography and Citizenship Unit 1: Citizenship

Pacing: 6-8 weeks (one quarter) Priority Standards (Reading/Writing):

R.CS.6-8.6 o Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of

particular facts).

R.IK.6-8.8 o Distinguish among fact, opinion, and reasoned judgment in a text.

R.RR.6-8.10 o By the end of grade 8, read and comprehend history/social studies texts in the grades 6‐8 text complexity band

independently and proficiently.

W.PD.6-8.4 o Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and

audience

W.RW.6-8.10 o Write routinely over extended time frames (time for reflection and revision) and shorter timeframes (a single sitting or a day

or two) for a range of discipline‐specific tasks, purposes, and audiences. Priority Standards (Social Studies)

Government E1

Gov. and Citizenship (GC)

Government E1



GC-E5 establish, explain, and apply criteria useful in selecting political leaders;

GC-E6 recognize the value of community service;

GC-E7 implement ways of solving problems and resolving conflict Supporting Standards:

Culture o CS-A1 assume responsibilities for their role in relation to the well-being of the cultural community and their lifelong

obligations as a community member; o CS-C2 make constructive contributions to the governance of their community and

the well-being of their family; Essential Questions: How do the 5 themes of geography help us to investigate our world? Big Ideas: The responsibility of citizenship includes cooperation, participation, tolerance, understanding of how government works and understanding the law.



6th Grade – Geography and Citizenship Unit 2: Location

Pacing: 5-6 weeks (Oct.-Nov.) Priority Standards (Reading/Writing): R.IK.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

R.RR.6-8.10 By the end of grade 8, read and comprehend science/technical texts in the grades 6‐8 text complexity band independently and proficiently. W.TT.6-8.2 a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings) graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. d. Use precise language and domain‐specific vocabulary to inform about or explain the topic. e. Establish and maintain a formal style and objective tone. f. Provide a concluding statement or section that follows from and supports the information or explanation presented. W.PD.6-8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W.RW.6-8.10 Write routinely over extended time frames (time for reflection and revision) and shorter timeframes (a single sitting or a day or two) for a range of discipline‐specific tasks, purposes, and audiences. Priority Standards (Geography-G): Geography G-A1 use maps and globes to locate places and regions;


G-A2 make maps, globes, and graphs; G-A3 understand how and why maps are changing documents; Essential Questions: What is difference between relative location and absolute location and what do each help us find? How do we use maps to represent information? Big Ideas: Any place can be located by using latitude and longitude, as well as by its relation to another known place or places. Vocabulary: Absolute location Relative Location

6th Grade: Unit 1 Geography and Citizenship: CITIZENSHIP

Literacy Standards Content Standards Big Ideas Essential Questions R.CS.6-8.6 Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).

Government E1 Gov. and Citizenship (GC)

The responsibility of citizenship includes cooperation, participation, tolerance, understanding of how government works and understanding the law.

How do the 5 themes of geography help us to investigate our world?

R.IK.6-8.8 Distinguish among fact, opinion, and reasoned judgment in a text.


R.RR.6-8.10 By the end of grade 8, read and comprehend history/social studies texts in the grades 6‐8 text complexity band independently and proficiently.


W.PD.6-8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task,

GC-E7 implement ways of solving problems and resolving conflict


Literacy Standards Content Standards Big Ideas Essential Questions purpose, and audience

W.RW.6-8.10 Write routinely over extended time frames (time for reflection and revision) and shorter timeframes (a single sitting or a day or two) for a range of discipline‐specific tasks, purposes, and audiences.

Culture

CS-A1 assume responsibilities for their role in relation to the well-being of the cultural community and their lifelong obligations as a community member;

CS-C2 make constructive contributions to the governance of their community and the well-being of their family;

6th Grade: Unit 2 Geography/Citizenship: LOCATION

Literacy Standards Content Standards Big Ideas Essential Questions R.IK.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

Geography Any place can be located by using latitude and longitude, as well as by its relation to another known place or places.

What is difference between relative location and absolute location and what do each help us find?

R.RR.6-8.10 By the end of grade 8, read and comprehend science/technical texts in the grades 6‐8 text complexity band independently and proficiently.

G-A1 use maps and globes to locate places and regions;

How do we use maps to represent information?

W.TT.6-8.2 G-A2 make maps, globes, and


Literacy Standards Content Standards Big Ideas Essential Questions a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings) graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. d. Use precise language and domain‐specific vocabulary to inform about or explain the topic. e. Establish and maintain a formal style and objective tone. f. Provide a concluding statement or section that follows from and supports the information or explanation presented.

graphs;

W.PD.6-8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

G-A3 understand how and why maps are changing documents;

W.RW.6-8.10 Write routinely over extended time frames (time for reflection and revision) and shorter


Literacy Standards Content Standards Big Ideas Essential Questions timeframes (a single sitting or a day or two) for a range of discipline‐specific tasks, purposes, and audiences.


6th Grade – Geography and Citizenship Unit 1: Citizenship

Pacing: 6-8 weeks (one quarter) Priority Standards (Reading/Writing):

R.CS.6-8.6 o Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of

particular facts).

R.IK.6-8.8 o Distinguish among fact, opinion, and reasoned judgment in a text.

R.RR.6-8.10 o By the end of grade 8, read and comprehend history/social studies texts in the grades 6‐8 text complexity band

independently and proficiently.

W.PD.6-8.4 o Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and

audience

W.RW.6-8.10 o Write routinely over extended time frames (time for reflection and revision) and shorter timeframes (a single sitting or a day

or two) for a range of discipline‐specific tasks, purposes, and audiences.


Priority Standards (Social Studies)

Government E1


GC-E4 establish, explain, and apply criteria useful in evaluating rules and laws;



GC-E7 implement ways of solving problems and resolving conflict Supporting Standards:

Culture o CS-A1 assume responsibilities for their roll in relation to the well-being of the cultural community and their lifelong

obligations as a community member; o CS-C2 make constructive contributions to the governance of their community and o the well-being of their family;

Essential Questions: How do the 5 themes of geography help us to investigate our world? Big Ideas: The responsibilities of citizenship includes cooperation, participation, tolerance, understanding of how government works and understanding the law.


6th Grade – Geography and Citizenship Unit 2: Location

Pacing: 5-6 weeks (Oct.-Nov.) Priority Standards (Reading/Writing):


R.IK.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

R.RR.6-8.10 By the end of grade 8, read and comprehend science/technical texts in the grades 6‐8 text complexity band independently and proficiently. W.TT.6-8.2 a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings) graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. d. Use precise language and domain‐specific vocabulary to inform about or explain the topic. e. Establish and maintain a formal style and objective tone. f. Provide a concluding statement or section that follows from and supports the information or explanation presented. W.PD.6-8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W.RW.6-8.10 Write routinely over extended time frames (time for reflection and revision) and shorter timeframes (a single sitting or a day or two) for a range of discipline‐specific tasks, purposes, and audiences. Priority Standards (Geography-G): Geography G-A1 use maps and globes to locate places and regions; G-A2 make maps, globes, and graphs; G-A3 understand how and why maps are changing documents; Essential Questions: What is difference between relative location and absolute location and what do each help us find? How do we use maps to represent information?


Big Ideas: Any place can be located by using latitude and longitude, as well as by its relation to another known place or places. Vocabulary: Absolute location Relative Location


Kenai Peninsula Borough School District

Social Studies Unit: ALASKA STUDIES

Priority Standards (ELA): R2.ID.9-10 Determine the central ideas or information of a primary or secondary source; provide accurate summary of how key events or ideas develop over the course of the text. R4.CS.9-10 Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social studies. R9.IK.9-10.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social studies. R.RR.9-10 By the end of grade 10, read and comprehend history/social studies texts in the grades 9-10 text complexity band independently and proficiently. W2.9-10 Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. W4.9-10 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W7.9-10 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. W8.9-10


Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. W10.9-10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline‐specific tasks, purposes, and audiences. Priority State Social Studies Standards: Geography E2. A student should understand and be able to evaluate how humans and physical environments interact. 2. Recognize and assess local, regional, and global patterns of resource use; Government and Citizenship C1,6. A student should understand the character of government of the state. 1) Understand the various forms of the state’s local governments and the agencies and commissions that influence students’ lives and property; 6) Understand the importance of the multicultural nature of the state; History B1. A student should understand historical themes through factual knowledge of time, places, ideas, institutions, cultures, people, and events. A student who meets the content standard should: 1) Comprehend the forces of change and continuity that shape human history through the following persistent organizing themes: a. the development of culture, the emergence of civilizations, and the accomplishments and mistakes of social organizations; b. human communities and their relationships with climate, subsistence base, resources, geography, and technology; c. the origin and impact of ideologies, religions, and institutions upon human societies; d. the consequences of peace and violent conflict to societies and their cultures; and e. major developments in societies as well as changing patterns related to class, ethnicity, race, and gender History C3. A student should develop the skills and processes of historical inquiry. 3) Apply thinking skills, including classifying, interpreting, analyzing, summarizing, synthesizing, and evaluating, to understand the historical record; History D2. A student should be able to integrate historical knowledge with historical skill to effectively participate as a citizen and as a lifelong learner. 2) Solve problems by using history to identify issues and problems, generate potential solutions, assess the merits of options, act, and evaluate the effectiveness of actions;


Cultural Standards B1. Culturally knowledgeable students are able to build on the knowledge and skills of the local cultural community as a foundation from which to achieve personal and academic success throughout life. 1) Acquire insights from other cultures without diminishing the integrity of their own; Cultural Standards E7. Culturally knowledgeable students demonstrate an awareness and appreciation of the relationships and processes of interaction of all elements in the world around them. 7) Determine how cultural values and beliefs influence the interaction of people from different cultural backgrounds;

Sub Units and Pacing Unit 1: ALASKA GEOGRAPHY Pacing: Essential Questions: Why does Alaska have the physical geography it does? How does physical geography affect human communities? Key Concepts and Topics: 1.1 Alaska’s place in the broader world 1.2 Locations of key communities and physical features 1.3 Understanding the processes and significance of physical geography (e.g. plate tectonics and volcanism, climatic regions and their causes, glaciation, permafrost, etc...) 1.4 Patterns and significance of natural resource usage and development 1.5 Regions of Alaska (Southeast, Southcentral, Western, Interior, Arctic) Big Ideas: Examine the processes that shape the physical geography of the state. Consider how the physical geography of the state affects human communities in terms of available resources, the development of distinct culture, interaction with other world regions and populations, and environmental challenges. Unit 2: ALASKAN NATIVE CULTURES (PRE-RUSSIAN ERA) Pacing: Essential Questions:


How did the unique physical setting of each Native group influence their culture? What similarities and differences in culture do you see between Native groups and between these groups and modern Alaskan culture? Key Concepts and Topics: 1.1 Origins of Alaskan Native groups 1.2 Location and physical environment of Alaskan Native groups 1.3 Cultures of different Alaskan Native groups (e.g. subsistence patterns, social structures, technologies, settlement patterns, beliefs and values, etc...) Big Ideas: Explore the origins, setting, and culture of Alaskan Native groups, with an emphasis on the interaction between environment and the development of distinct cultures. Unit 3: RUSSIAN ALASKA (1741-1867) Pacing: Essential Questions: What challenges did Russians face in Alaska and how did they try to solve these? What impact did Russians have on Native communities? Key Concepts and Topics: 1.1 Chronology and key events of Russian Alaska. 1.2 Challenges and problems faced by Russians in Alaska and their efforts to address these. 1.3 Impact and changes on Alaskan Native communities due to Russian colonization and influence. Big Ideas: Consider the historical, environmental, and geographic forces that shaped Russian colonization. Examine the interaction between Russians and Alaskan Natives and the resulting cultural diffusion. Unit 4: U.S. PERIOD(1867-1959) Pacing


Essential Questions: In what ways did key events and developments transform the state? What were the forces supporting and opposing statehood? Key Concepts and Topics: 1.1 Development of the state’s government, economy, demographic, and infrastructure. 1.2 Alaskan Natives under U.S. governance 1.3 The impact of Gold Rush and World War II 1.4 The path to statehood and creation of Alaska Constitution Big Ideas: Examine the forces and events which shaped the development of Alaska’s government, economy, demographics, and culture between the purchase of Alaska and statehood. Unit 5: MODERN ALASKA (1959-TODAY) Pacing: Essential Questions: What is the basis of Alaska’s economy today and in the future? Who owns the Alaska? Key Concepts and Topics: 1.1 Examining Alaska’s economy and the impact of the development of oil industry (e.g. importance and sustainability of diverse resources, construction of pipeline, role of oil revenue in state economy, Permanent Fund, etc...) 1.2 Considering contemporary land and resource issues 1.3 Alaskan Natives in modern Alaska and ANCSA 1.4 Multi-cultural dimensions of modern Alaska Big Ideas: Examine the prominent problems, issues, and events that Alaska has faced since statehood. Examine the changes in land ownership changed since statehood and what the consequences of these changes have been on Alaska’s communities and economy. Reflect on the challenges and opportunities Alaskans will face in the future.



Unit: UNITED STATES HISTORY Priority ELA Standards: R.KI.9-10.2 Determine the central ideas or information of a primary or secondary source; provide accurate summary of how key events or ideas develop over the course of the text R.CS.9-10.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social studies. R.IK.9-10.9 Compare and contrast treatments of the same topic in several primary and secondary sources. R.RR.9-10.10 By the end of grade 10, read and comprehend history/social studies texts in the grades 9-10 text complexity band independently and proficiently. W.TTP.9-10.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). W.PD.9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W.RB.9-10.7


Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. W.TTP.9-10.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. W.TTP.9-10.10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. A. A student should understand that history is a record of human experiences that links the past to the present and the future. 5. understand that history is a narrative told in many voices and expresses various perspectives of historical experience; 7. understand that history is dynamic and composed of key turning points; C. A student should develop the skills and processes of historical inquiry. 1. Use appropriate technology to access, retrieve, organize, and present historical information; 3. Apply thinking skills, including classifying, interpreting, analyzing,summarizing, synthesizing, and evaluating, to understand the historical record; 4. Use historical perspective to solve problems, make decisions, and understand other traditions D. A student should be able to integrate historical knowledge with historical skill to effectively participate as a citizen and as a lifelong learner. 2. Solve problems by using history to identify issues and problems, generate potential solutions, assess the merits of options, act, and evaluate the effectiveness of actions; Priority State Geography Standards A. A student should be able to make and use maps, globes, and graphs to gather, analyze, and report spatial (geographic) information. 1. Use maps and globes to locate places and regions; 5. Evaluate the importance of the locations of human and physical features in interpreting geographic patterns; B. A student should understand the constitutional foundations of the American political system and the democratic ideals of this nation. 3. Understand the United States Constitution, including separation of powers, the executive, legislative, and judicial branches of government, majority rule, and minority rights. 7. Distinguish between constitution-based ideals and the reality of American political and social life. C. A student should understand the character of government of the state.


3. Understand the Constitution of Alaska and Sec. 4 of the Alaska Statehood Act, which is known as the Statehood Compact D. A student should understand the role of the United States in international affairs. 4. Understand the purpose and function of international government and nongovernmental organizations in the world today; E. A student should have the knowledge and skills necessary to participate effectively as an informed and responsible citizen. 2.Recognize that it is important for citizens to fulfill their public responsibilities. 5. Establish, explain, and apply criteria useful in selecting political leaders. G. A student should understand the impact of economic choices and participate effectively in the local, state, national, and global economies. 6. Understand that wages and productivity depend on investment in physical and human capital;

Units and Pacing Unit 1: INTRODUCTIONS - COMBINE WITH UNIT 2? Pacing: 2weeks Essential Questions: What is Geography Essential Vocabulary: physical geography cultural geography trends patterns space & place global awareness

Key Concepts and Topics: 1.1 Geography as a field of inquiry 1.2 Accessing information- research skills 1.3 Validity of sources Big Ideas:


How is geography similar to and different from other social studies courses? Unit 2: LOCATION & PHYSICAL GEOGRAPHY Pacing: 3 weeks Essential Questions: Where in the world is ______ and how do I locate it? Essential Vocabulary: interrelationships/ interconnectedness Key Concepts and Topics: 2.1 How to use the resources- read maps, charts, online maps, GPS, GIS?, census data, timelines, etc. 2.2 Location, space, place and regions 2.3 Climate, seasons 2.4 Political maps, regions Big Idea: How do physical characteristics of a place influence the culture of a group?



Social Studies

Unit: UNITED STATES HISTORY

Priority Standards (ELA):

R.KI.11-12. 2

Determine the central ideas or information of a primary or secondary source; provide accurate summary that makes clear the relationships

among the key details and ideas

R.CS.11-12.4

Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact

of specific word choices on meaning and tone, including analogies or allusions to other texts

R.IK.11-12.9

Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting

discrepancies among sources.

R.RR.11-12.10

By the end of grade 12, read and comprehend history/social studies texts in the grades 11-12 text complexity band independently and

proficiently.

W.11-12.2

Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.

a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include

formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or

other information and examples appropriate to the audience’s knowledge of the topic.

c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among

complex ideas and concepts.


d. Use precise language and domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of

the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers.

e. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating

implications or the significance of the topic).

W.11-12.4

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

W.11-12.7

Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem;

narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject

under investigation.

W.11-12.8

Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths

and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to

maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.

W.11-12.10

Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a

range of discipline-specific tasks, purposes, and audiences.

Priority State Government & Citizenship Standards

A. A student should know and understand how societies define authority, rights, and responsibilities through a governmental process.

1) understand the necessity and purpose of government;

2) understand the meaning of fundamental ideas, including equality, authority, power, freedom, justice, privacy, property, responsibility,

and sovereignty.

B. A student should understand the constitutional foundations of the American political system and the democratic ideals of this nation.


1. Understand the United States Constitution, including separation of powers, the executive, legislative, and judicial branches of

government, majority rule, and minority rights;

4. know how power is shared in the United States’ constitutional government at the federal, state, and local levels

C. A student should understand the character of government of the state.

1. Understand the various forms of the state’s local governments and the agencies and commissions that influence students’ lives and

property;

6. Understand the importance of the multicultural nature of the state.

D. A student should understand the role of the United States in international affairs.

1. Analyze how domestic politics, the principles of the United States Constitution, foreign policy, and economics affect relations with other

countries.

5. Analyze the causes, consequences, and possible solutions to current international issues.

E. A student should have the knowledge and skills necessary to participate effectively as an informed and responsible citizen.

3. Exercise political participation by discussing public issues, building consensus, becoming involved in political parties and political

campaigns, and voting.

7. Implement ways of solving problems and resolving conflict.

F.A student should understand the economies of the United States and the state and their relationships to the global economy.

5. Understand the basic concepts of supply and demand, the market system, and profit;

G. A student should understand the impact of economic choices and participate effectively in the local, state, national, and global

economies.

1. Apply economic principles to actual world situations;

3. identify and compare the costs and benefits when making choices.

7. Understand that economic choices influence public and private institutional decisions.

SUPPORTING STANDARDS: Library and Information Literacy


LI.B

A student should understand and use research processes necessary to locate, evaluate, and communicate information and ideas.

4. Evaluate the validity, relevancy, currency, and accuracy of information.

LI. D

A student should be aware of the freedom to seek information and possess the confidence to pursue information needs beyond

immediately available sources.

4. Evaluate information representing diverse views in order to make informed decisions.

LI.E

A student should understand ethical, legal, and social behavior with respect to information resources.

3. Understand and respect intellectual property rights and copyright laws;

Sub Units and Pacing

Unit 1: FOUNDATIONS OF DEMOCRACY

Pacing:

Essential Questions:

What is government?

What is the foundation and structure of the U.S. Government?

Key Concepts and Topics:

Origins of our democratic foundations, principles and rights

Big Ideas:

Examine the kind of Government established by the U.S. Constitution, federalism, separation of powers, and checks and balances.

Unit 2: POLITICAL PROCESS, VOTING, & MEDIA


Pacing:


What is the U.S. political process?

What is political efficacy and how is it formed?


The formation of political ideology and the role of parties, media and interest groups in influencing citizen participation

Big Ideas:

Examine the foundations of U.S. Political Culture, how beliefs are formed, evolve, and transmitted, including the role of political parties and

the media.

Unit 3: LEGISLATIVE BRANCH AND PROCESS

Pacing:


What is the U.S. Legislative branch of government?

What does the U.S. Congress do and how does it do it?

What purpose does the U.S. Congress serve for me?


Analyze how the U.S. Congress serves as the voice of the public through the low-making process and the system of checks and balances

Big Ideas:

Examine the organization, functions, and powers, of the U.S. Legislature, within the context of checks and balances and the creation of

public policy.

Unit 4: EXECUTIVE BRANCH & BUREAUCRACY


Pacing:


What is the U.S. Executive Branch?

What does the U.S. Executive branch do and how does it do it?

What purpose does the U.S. President serve for me?


Analyze the various roles the U.S. President plays and how the Executive Branch establishes economic, social, and political agendas/policies.

Big Ideas:

Examine the organization, functions and powers, of the U.S. Executive, within the context of checks and balances, and the execution of

public policy and laws.

Unit 5: JUDICIAL BRANCH, LAW, & SUPREME COURT DECISIONS

Pacing:


What is the U.S. Judicial Branch?

What does the U.S. Judicial Branch do and how does it do it?

What purpose does the U.S. Supreme Court serve for me?


Analyze Constitutional guarantees of individual rights, and U.S. Supreme Court decisions influencing individual liberties, within the context

of public policies and social movements.

Big Ideas:


Examine the organization, functions, and powers, of the U.S. Judiciary, within the context of checks and balances, and the review and

creation of public policy and laws.

Unit 6: CIVIL RIGHTS & LIBERTIES

Pacing:


What are U.S. Civil Rights?

What are Civil Liberties?

How can I exercise my civil rights and liberties as a U.S. citizen?


Analyze Constitutional guarantees of individual rights, and U.S. Supreme Court decisions influencing individual liberties, within the context

of public policies and social movements.

Big Ideas:

Examine the constitutional basis of individual rights, through an understanding of the social, political, and legal evolution of the U.S., and

the expansion and contraction of individual liberties through the lens of Supreme Court decisions.

Unit 7: STATE & LOCAL GOVERNMENT (OPTIONAL AS A SEPARATE UNIT.)

Pacing:


What is my State government and what does it do?

What is my local government and what does it do?

How do I influence and participate in my local and state government?



Analyze the structure of State and local governments and the exercise of public policy at the local level.

Big Ideas:

Examine the relationship, structure, and powers of State and various local governments, within the context of Federalism, and state and

local public policy, and laws.



Social Studies

Unit: UNITED STATES HISTORY

Priority Standards (ELA):

R.KI.11-12. 2

Determine the central ideas or information of a primary or secondary source; provide accurate summary that makes clear the relationships

among the key details and ideas.

R.CS.11-12.4

Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact

of specific word choices on meaning and tone, including analogies or allusions to other texts.

R.IK.11-12.9

Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting

discrepancies among sources.

R.RR.11-12.10

By the end of grade 12, read and comprehend history/social studies texts in the grades 11-12 text complexity band independently and

proficiently.

W.11-12.2

Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.

a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include

formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia.

b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or

other information and examples appropriate to the audience’s knowledge of the topic.

c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among

complex ideas and concepts.


d. Use precise language and domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of

the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers.

e. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating

implications or the significance of the topic).

W.PD.11-12.4

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

W.RB.11-12.7

Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem;

narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject

under investigation.

W.RB.11-12.8

Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths

and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to

maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.

W.RW.11-12.10

Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a

range of discipline-specific tasks, purposes, and audiences.

Priority State History Standards:

A. A student should understand that history is a record of human experiences that links the past to the present and the future.

5. Understand that history is a narrative told in many voices and expresses various perspectives of historical experience.

7. Understand that history is dynamic and composed of key turning points.


B. A student should understand historical themes through factual knowledge of time, places, ideas, institutions, cultures, people, and

events.

1. comprehend the forces of change and continuity that shape human history through the following persistent organizing themes:

a. the development of culture, the emergence of civilizations, and the accomplishments and mistakes of social organizations;

b. human communities and their relationships with climate, subsistence base, resources, geography, and technology;

c. the origin and impact of ideologies, religions, and institutions upon human societies;

d. the consequences of peace and violent conflict to societies and their cultures; and

e. major developments in societies as well as changing patterns related to class, ethnicity, race, and gender.

C. A student should develop the skills and processes of historical inquiry.

1. use appropriate technology to access, retrieve, organize, and present historical information;

3. apply thinking skills, including classifying, interpreting, analyzing, summarizing, synthesizing, and evaluating, to understand the historical

record; and

4. use historical perspective to solve problems, make decisions, and understand other traditions.

D. A student should be able to integrate historical knowledge with historical skill to effectively participate as a citizen and as a lifelong

learner.

2. Solve problems by using history to identify issues and problems, generate potential solutions, assess the merits of options, act, and

evaluate the

effectiveness of actions.

Priority State Geography Standards:

A. A student should be able to make and use maps, globes, and graphs to gather, analyze, and report spatial (geographic) information.

1) use maps and globes to locate places and regions;

5) evaluate the importance of the locations of human and physical features in interpreting geographic patterns; and

B. A student should be able to utilize, analyze, and explain information about the human and physical features of places and regions.

3) Relate how people create similarities and differences among places;

7) Understand that a region is a distinct area defined by one or more cultural or physical features;


C. A student should understand the dynamic and interactive natural forces that shape the Earth’s environments.

3. Recognize the concepts used in studying environments and recognize the diversity and productivity of different regional environments.

D. A student should understand and be able to interpret spatial (geographic) characteristics of human systems, including migration,

movement, interactions of cultures, economic activities, settlement patterns, and political units in the state, nation, and world.

4. Analyze how changes in technology, transportation, and communication impact social, cultural, economic, and political activity;

E. A student should understand and be able to evaluate how humans and physical environments interact.

2. Recognize and assess local, regional, and global patterns of resource use;

5. Analyze the consequences of human modification of the environment and evaluate the changing landscape;

F. A student should be able to use geography to understand the world by interpreting the past, knowing the present, and preparing for

the future.

6. Utilize geographic knowledge and skills to support interdisciplinary learning and build competencies required of citizens.


Unit 1: CIVIL WAR AND RECONSTRUCTION

Pacing:



Unit 2: INDUSTRIALIZATION, IMMIGRATION, EXPANSION AND IMPERIALISM

Pacing:




Growth of cities

Industrial Revolution

Labor Unions

Progressivism

Spanish American War

Unit 3: WORLD WAR I AND SOCIAL FALLOUT

Pacing:



Rise and fall of economy in 20s & 30s

Unit 4: WORLD WAR II

Pacing:



Unit 5: THE COLD WAR

Pacing:




Korea

Cuba

Vietnam

Unit 6: SOCIAL UPHEAVAL AND GOVERNMENT REACTION

Pacing:



50’s Civil Rights

60’s Counter Culture

70’s Kennedy Era, Johnson, Nixon (Watergate)

Unit 7: ASCENDANCY OF NEO-CONSERVATISM

Pacing:



Rise of Fundamentalism

Deregulation

National Debt


Unit 8: THE MODERN ERA

Pacing:



9/11

Changing Economics



Unit: WORLD HISTORY Priority Standards (ELA): R.KI.9-10.2 Determine the central ideas or information of a primary or secondary source; provide accurate summary of how key events or ideas develop over the course of the text. R.CS.9-10.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social studies. R.IK.9-10.9 Compare and contrast treatments of the same topic I several primary and secondary sources. R.RR.9-10.10 By the end of grade 10, read and comprehend complexity band independently and proficiently. W.TT.9-10.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.

a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contract, and cause/effect; include formatting (e.g., headings), graphics (e.g. charts, tables), and multimedia when useful to aiding comprehension.

b. Develop the topic with well-chosen, relevant and sufficient facts, extended definitions, concrete details, quotations, or other

information and examples appropriate to the audience’s knowledge of the topic.

c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships

among ideas and concepts.

d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as the expertise of likely readers

e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which

they are writing.

f. Provide a concluding statement or section that follows from and support the information or explanation presented (e.g.,

articulating implications or the significance of the topic.)


W.PD.9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience., W.RB.9-10.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. W.RB.9-10.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. W.RW.9-10.10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. History Standards: A. A student should understand that history is a record of human experiences that links the past to the present and the future. 5. understand that history is a narrative told in many voices and expresses Various perspectives of historical experience; 7. understand that history is dynamic and composed of key turning points; B. A student should understand historical themes through factual knowledge of time, places, ideas, institutions, cultures, people, and events 1) comprehend the forces of change and continuity that shape human history through the following persistent organizing themes: a. the development of culture, the emergence of civilizations, and the accomplishments and mistakes of social organizations; b. human communities and their relationships with climate, subsistence base, resources, geography, and technology; c. the origin and impact of ideologies, religions, and institutions upon human societies; d. the consequences of peace and violent conflict to societies and their cultures; and e. major developments in societies as well as changing patterns related to class, ethnicity, race, and gender; C. A student should develop the skills and processes of historical inquiry.


1. use appropriate technology to access, retrieve, organize, and present historical information; apply thinking skills, including classifying, interpreting, analyzing, summarizing, synthesizing, and evaluating, to understand the historical record;

4. use historical perspective to solve problems, make decisions, and understand other traditions. D. A student should be able to integrate historical knowledge with historical skill to effectively participate as a citizen and as a lifelong learner. 4. recognize and demonstrate that various issues may require an understanding of different positions, jobs, and personal roles depending on place, time, and context; GEOGRAPHY Standards: A. A student should be able to make and use maps, globes, and graphs to gather, analyze, and report spatial (geographic) information. 1. use maps and globes to locate places and regions 5. evaluate the importance of the locations of human and physical features in interpreting geographic patterns; B. A student should be able to utilize, analyze, and explain information about the human and physical features of places and regions. 3. Relate how people create similarities and differences among places; 7. understand that a region is a distinct area defined by one or more cultural or physical features C. A student should understand the dynamic and interactive natural forces that shape the Earth’s environments. 3. Recognize the concepts used in studying environments and recognize the diversity and productivity of different regional environments. D A student should understand and be able to interpret spatial (geographic) characteristics of human systems, including migration, movement, interactions of cultures, economic activities, settlement patterns, and political units in the state, nation, and world. 4. analyze how changes in technology, transportation, and communication impact social, cultural, economic, and political activity;


Alaska Gov’t and Citizenship Standards: A. student should know and understand how societies define authority, rights, and responsibilities through a governmental process. 1) understand the necessity and purpose of government; 2) understand the meaning of fundamental ideas, including equality, authority, power, freedom, justice, privacy, property, responsibility, and sovereignty. B. A student should understand the constitutional foundations of the American political system and the democratic ideals of this nation. 3) understand the United States Constitution, including separation of powers, the executive, legislative, and judicial branches of government, majority rule, and minority rights; 4) know how power is shared in the United States’ constitutional government at the federal, state, and local levels C. A student should understand the character of government of the state 1) understand the various forms of the state’s local governments and the agencies and commissions that influence students’ lives and property; 6) understand the importance of the multicultural nature of the state D. A student should understand the role of the United States in international affairs. 1) analyze how domestic politics, the principles of the United States Constitution, foreign policy, and economics affect relations with other countries; 5) analyze the causes, consequences, and possible solutions to current international issues E. A student should have the knowledge and skills necessary to participate effectively as an informed and responsible citizen. 3. exercise political participation by discussing public issues, building consensus, becoming involved in political parties and political campaigns and voting; 7) implement ways of solving problems and resolving conflict. F. A student should understand the economies of the United States and the state and their relationships to the global economy. 5) understand the basic concepts of supply and demand, the market system, and profit; G. A student should understand the impact of economic choices and participate effectively in the local, state, national, and global economies.


1. Apply economic principles to actual world situations; 3. Identify and compare the costs and benefits when making choices; Cultural Standards A. Culturally knowledgeable students are well grounded in the cultural heritage and traditions of their community. 7. determine the place of their cultural community in the regional, state, national, and international political and economic systems. B. Culturally knowledgeable students are able to build on the knowledge and skills of the local cultural community as a foundation from which to achieve personal and academic success throughout life, acquire insights from other cultures without diminishing the integrity of their own; C. Culturally knowledgeable students are able to actively participate in various cultural environments. 1. perform subsistence activities in ways that are appropriate to local cultural traditions; 3.attain a healthy lifestyle through which they are able to maintain their social, emotional, physical, intellectual, and spiritual well-being; and 4) enter into and function effectively in a variety of cultural settings D. Culturally knowledgeable students are able to engage effectively in learning activities that are based on traditional ways of knowing and learning. 5) identify and utilize appropriate sources of cultural knowledge to find solutions to everyday problems; and 6) engage in a realistic self-assessment to identify strengths and needs and make appropriate decisions to enhance life skills. E. Culturally knowledgeable Students demonstrate an awareness and appreciation of the relationships and processes of interaction of all elements in the world around them. 7. determine how cultural values and beliefs influence the interaction of people from different cultural backgrounds; Library Standards: A. A student should understand how information and resources are organized. 5. identify and use search strategies and terms that will produce successful results D. A student should be aware of the freedom to seek information and possess the confidence to pursue information needs beyond immediately available sources


4. evaluate information representing diverse views in order to make informed decisions; E. A student should understand ethical, legal, and social behavior with respect to information resources. 3. understand and respect intellectual property rights and copyright laws;


Unit 1 – Beginnings and Early Civilizations Pacing – 4 weeks Essential Questions:

How does the past affect me?

Why do we share common values and beliefs with ancient peoples?

The origins of modern world events, issues, and conflicts are rooted in the past.

Human, cultural, economical, and social elements reflect a continuity from the past. Key Concepts and Topics:

Big geography and the Peopling of the Earth The Neolithic Revolution and Early Agricultural Societies

The development and interactions of early agricultural, pastoral and Urban Societies

o The development and codification of religious and cultural traditions

Unit 2 – Classical Civilization Pacing 4 weeks Essential Questions:

How has democracy and individualism influenced the modern world. Big Ideas:

Western traditions of democracy and individualism emerged from classical civilizations



2.1 The development of States and Empires

2.2 Emergence of Transregional networks of Communication and Exchange

Unit 3 – Regional Development (European Medieval) Pacing 4 weeks Essential Questions:

Why did different regions of the world develop at different times? Big Ideas:

European, African, Asian, South American and North American cultures developed in different ways at different times Key Concepts and Topics:

3.1 Expansion and intensification of Communication and Exchange Networks

3.2 Continuity and Innovation of State Forms and Their Interactions

3.3 Increased Economic Productive Capacity and its Consequences

Unit 4 – Global Interactions (Age of Exploration, Discovery and Colonization) Pacing 4 weeks Essential Questions:

How does trade with other countries effect you today?

Why do people around the world today enjoy foods, music, and other cultural elements from other regions of the world? Big Ideas:

Globalization (the interaction between people/cultures from around the world) expands rapidly.

Biological and cultural exchanges introduce new foods, diseases, ideas to regions where they did not exist before.

Unit 5– Age of Revolution


Pacing 4 weeks Essential Questions:

Why are there so few empires or kingdoms in the world today? Big Ideas:

The nation state becomes the dominant geopolitical unit. Key Concepts and Topics:

5.1 Imperialism and nation-State Formation

5.2 Nationalism, Revolution and Reform

Unit 6 – Industrialization and Imperialism Pacing – 4-5 weeks Essential Questions:

How is technology changing today and what effects are those changes having on modern peoples and you? Big Ideas:

Technological innovations give Western nations the opportunity to dominate and influence all regions of the world. Key Concepts and Topics:

6.1 Global Migration

6.2 Industrialization and Global Capitalism

6.3 Science and the Environment

Unit 7 – World at War Pacing 4-5 weeks Essential Questions:

How is technology changing today and what effects are those changes having on modern peoples and you?


Big Ideas:

The period 1900-1950 included two world wars and the emergence of the Nuclear Age. Key Concepts and Topics:

The period 1900-1950 included two world wars and the emergence of the Nuclear Age

Unit 8 – World at War Pacing 4-5 weeks Essential Questions:

Why is democracy the dominant political system in the world today?

How has the world changed in your lifetime? Big Ideas:

Effects of the post WWII (Cold War) continues to influence world events today.

Post Cold War world is continually changing as people and cultures strive to survive Key Concepts and Topics:

8.1 New Conceptualizations of Global Economy, Society, and Culture.

Kindergarten: Self and Family Unit 1 HISTORY

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