Social Studies One STOP Shop

Strong Start Resources

Mississippi Delta 2011-2012Summer PD: Jamie Jenkins

jamie.jenkins@teachforamerica.org662.378.6994

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Table of Contents

Page Number Subject

2 Step One: Create your vision

3 Step Two: Select your Measure(s)

5 Step Three: Backwards-plan from your standards and measure(s) to create your Long Term Plan

7 Step Four: Backwards-plan from your LTP and measure(s) to create your Unit One Vision & Assessment

7 Step Five: Backwards-plan from your Unit One Assessment and LTP to create your Unit Plan

7 Step Six: Create your Investment Plan & Management Plan

7 Step Seven: Create a Diagnostic for your Social Studies Course(s)

8 List of Strong Start Bar Requirements

10 Example Big Goal & Measure from Jamie Jenkins, Atlanta ‘07

13 Example Long Term Plan from Ashley Getting, Delta ‘10

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Step One: Create your vision

Why does your class matter? Why is the material that your students will learn in your course significant to their lives? You need to be able to articulate this for your students and for yourself.

*Big Goal Draft DUE – July 25th to summer PD

Draft your goal in the space belowSee example on page 8…

My Goal Summarize your goal in the space below (you may want to include student-friendly theme or unifying idea, etc. here).

The enduring change(s) I want to see in my students is (are)….

Ambitious Mindsets Diligent Habits Academic Achievement

The ambitious mindsets my students will acquire are (shoot for 3-5!)

The diligent habits my students will acquire are (shoot for 3-5!)

The measure(s) my students will hit is/are…

The broad, enduring academic skills my students will develop are (shoot for 3-5)!

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Step Two: Select your Measure(s)

Measure #1: Standards Based Summative Assessment (mandatory)

All Social Studies Exams (5th grade – High School) should include:1. Standards-Aligned Open Response Questions2. Standards-Aligned Document Based Questions3. Standards-Aligned Essay4. Standards-Aligned Multiple Choice Questions

*Select Summative (to modify later) by – August 5th and email summer PD

Grade Level Course Summative Assessment5th Grade United States History from Pre-Columbian Era to

Colonization (MS)2009 REGENTS Grade 5Revisions must be PD-Approved5 th Grade Mississippi Summative

6th Grade World Geography and Citizenship (MS) Western Hemisphere, Staff CreatedShort Answer RubricGeography Alive! EOY AssessmentRevisions must be PD-Approved

7th Grade World History from Pre-Historic Era to the Age of Enlightenment (MS)

California Standards Test Grade 6-8Revisions must be PD-Approved*Items 1-3 listed above, needed7 th Grade Social Studies Summative

8th Grade United States History from Exploration through Reconstruction (MS)

2010 REGENTS Grade 8Revisions must be PD-Approved

HS Mississippi StudiesArkansas History

Teacher-Compiled, PD Approved

HS Economics Teacher-Compiled, PD Approved*Consider CLEP Resource

HS World History from the Age of Enlightenment to the Present

June 2011 Global History & Geography REGENTSRevisions must be PD-Approved

HS United States History from Post-Reconstruction to Present

June 2011 US History & Government REGENTSRevisions must be PD-Approved

HS United States Government US Government SummativeRevisions must be PD-Approved*Consider CLEP Resource

HS Introduction to World Geography DiagnosticWorld Geography SummativeRevisions must be PD-Approved*Items 1-3 listed above, neededEOY World Geography Project

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Measure #1: Standards Based Summative Assessment (mandatory)

All Social Studies Exams (5th grade – High School) should include:1. Standards-Aligned Open Response Questions2. Standards-Aligned Document Based Questions3. Standards-Aligned Essay4. Standards-Aligned Multiple Choice Questions

HS Elective Advanced World Geography Teacher-Compiled, PD ApprovedEOY World Geography Project*Consider CLEP Resource

HS Elective African-American Studies Teacher-Compiled, PD Approved

HS Elective Personal Leadership Teacher-Compiled, PD Approved

HS Elective Minority Studies Teacher-Compiled, PD Approved

HS Elective Local Resource Studies Teacher-Compiled, PD Approved

HS Elective Law Related Education Teacher-Compiled, PD Approved

HS Elective Humanities Teacher-Compiled, PD Approved*Consider CLEP Resource

HS Elective Community Service Learning Teacher-Compiled, PD Approved

HS Elective Problems in American Democracy Teacher-Compiled, PD Approved

HS Elective Psychology 2011 AP Free Response Questions*Consider CLEP Resource*Consider GRE Resource

HS Elective Sociology Teacher-Compiled, PD Approved*Consider CLEP Resource

HS Elective Survey of World Religions Teacher-Compiled, PD Approved

Student Assessment in Social Studies

Measure #2: Standards Based Performance Assessments/Authentic Assessments and/or EOY Portfolio Assessment (recommended)

Authentic Assessment Tasks for Secondary Social Studies Tool – Authentic Assessment of Social Studies Handy Authentic Assessment Toolbox

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Step Three: Backwards-plan from your standards and measure(s) to create your Long Term Plan

Components of strong Long Term Plan1. Draft list of content learning goals students will master this year 2. Learning goals grouped into logical units3. Units mapped onto a calendar (or sequenced with approximate timing for each unit)4. 1st unit learning goals clearly identified

*Long Term Plan DUE – July 25th to summer PD

Tool – Cornerstone Online Course about Creating Long Term Plans for Social Studies*Download the LTP Template from this site*Find additional resources at www.tfanet.org *Mississippi Social Studies Standards & Framework*Arkansas Department of Education

Tool – See example on page…

Unpack your State Standards to identify the “Big Ideas” or “Enduring Understandings” for each course of study.

Grade Level Course Sample Long Term Plan to adapt from5th Grade United States History from Pre-Columbian Era to

Colonization (MS)Teacher-Created, PD Approved

6th Grade World Geography and Citizenship (MS) Teacher-Created, PD Approved

7th Grade World History from Pre-Historic Era to the Age of Enlightenment (MS)

Social Studies LTP (CA)Grade 6-8 LTP (CA)

8th Grade United States History from Exploration through Reconstruction (MS)

US History LTP 8 th (NY)

HS Mississippi StudiesArkansas History

MS Studies LTP

HS Economics Econ LTP

HS World History from the Age of Enlightenment to the Present

Global History LTP (NY)

HS United States History from Post-Reconstruction to Present

US History LTP (AK)

HS United States Government Govt LTP (TX)

HS Introduction to World Geography Geography LTP (TX)

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HS Elective Advanced World Geography Geography LTP (TX)

HS Elective African-American Studies Teacher-Created, PD Approved

HS Elective Personal Leadership Teacher-Created, PD Approved

HS Elective Minority Studies Teacher-Created, PD Approved

HS Elective Local Resource Studies Teacher-Created, PD Approved

HS Elective Law Related Education Teacher-Created, PD Approved

HS Elective Humanities Teacher-Created, PD Approved

HS Elective Community Service Learning Teacher-Created, PD Approved

HS Elective Problems in American Democracy Teacher-Created, PD Approved

HS Elective Psychology Psych LTP

HS Elective Sociology Sociology LTPTeacher-Created, PD Approved

HS Elective Survey of World Religions Teacher-Created, PD Approved

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Step Four: Backwards-plan from your LTP and measure(s) to create your Unit One Vision & Assessment

Components of a Strong Unit Assessment1. Each content learning goal should be represented by at least one item aligned to highest level of learning goal2. Each item should be accurately aligned to one or more learning goals3. Each item reveals true mastery (for example, if the standard calls for students to explain, the test item should

require that students explain their answer)4. Include an Accurate Grading System5. Each skill taught in the unit represented by at least one item [ie: map, chart, graphic organizer, cartoon, etc.]6. Document Based Questions for highest priority learning goals [at least one primary source]7. At least one open response/critical thinking culminating focus question for the unit (based on the enduring

understandings for the unit) with rubric for scoring8. Majority of test, 70% of test items DOK2 level

*Unit One Assessment, Vision & Plan Drafts DUE – August 5th to summer PD

Tool – Cornerstone Online Course about Creating Unit Assessments for Social Studies*Download the Unit Goal & Plan Template from this site*Find excellent unit tests at www.tfanet.org or from a TFA Alum - It’s better to adapt a test than to make one from scratch…*Mississippi Social Studies Standards & Framework*Arkansas Department of Education

Step Five: Backwards-plan from your Unit One Assessment and LTP to create your Unit Plan

See example on Cornerstone Online Course

*Unit One Assessment, Vision & Plan Drafts DUE – August 5th to summer PD

Tool – Cornerstone Online Course about Creating Unit Plans for Social Studies*Download the Unit Goal & Plan Template from this site*Find excellent unit plans at www.tfanet.org or from a TFA Alum - It’s better to adapt a test than to make one from scratch…*Mississippi Social Studies Standards & Framework*Arkansas Department of Education

Step Six: Create your Investment Plan & Management Plan

See example on Cornerstone Online Course

*Unit One Assessment, Vision & Plan Drafts DUE – August 5th to summer PD

Tool – First Days, by Harry K. Wong*Use the Investment Plan Template (separate file)*Find additional resources and unit tests at www.tfanet.org – It’s better to adapt than to make one from scratch…

Step Seven: Create a Skills Diagnostic for your Social Studies Course(s)

See example on Cornerstone Online Course

*Unit Zero Skills Diagnostic DUE – August 5th to summer PD

*Use the resources in the file sent with this document*Ask SS Learning Team Leader, Ashley Getting, or Social Studies Content PD(s); Jamie Jenkins (or Shannon Wenck)*Find additional resources and unit tests at www.tfanet.org – It’s better to adapt than to make one from scratch…

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Miss Jenkins World History Class2011-2012 School Year

Class Mission & Vision (aka Big Goal)Mantra: Welcome to the Real World

Tool Strong Start Bar RequirementsRequired for Benchmark?

Draft Big Goal

*clear quantitative “measure” that represents nexus of ambition/feasibility*qualitative portion that clearly lays out habits, mindsets, and deeper academic understanding of content *Social Studies teachers should include:citizenship (habits), understanding perspectives (mindsets), prioritized SS skills (i.e. document analysis, writing, mapping, etc.)

Unit Ready

Revised Big Goal *Prioritized content learning goals identified (separate document or within LTP) EOYD

Draft LTP

*Draft list of content learning goals students will master this *Learning goals grouped into logical units*Units mapped onto a calendar (or sequenced with approximate timing for each unit)*1st unit learning goals clearly identified Unit Ready

Revised LTP

*Learning goals grouped into logical units*Units mapped onto a calendar (or sequenced with approximate timing for each unit) with logical grouping, sequence, and timing*Accounts for all prioritized learning goals*Enduring Understandings Build on Each Other

n/a

Diagnostics *Basic Skill Diagnostic on Map, Chart, Cartoon, Primary Doc, and Graph ReadingEOYD

Progress Known

Management Plan

*General Class Rules: Clear, observable, measurable expectations for student behavior throughout class time*Consequences: a list of meaningful, logical, scaffolded reinforcements for behavioral expectations*Procedures: Standard procedures for all daily routines*First Unit Plan includes plan for introducing most important rules and procedures at the beginning of the year

Unit Ready

Investment Plan

*Big Goal: Student-friendly wording of the Big Goal*At least 1 method for sharing progress to the goal with students and a plan for when/how it will be implemented (with what frequency)*Reinforcement: at least 1 method (intrinsic or extrinsic) for reinforcing progress to the goal *First Unit Plan includes plan for introducing Big Goal

Unit Ready

Unit Vision

*Prioritized learning goals for unit identified*Unit purpose statement: description of unit outcomes related to year-long vision for student outcomes that connect unit to life learning/citizenship and big goal*must include unit level enduring understandings and essential questions and a brief statement of what students must know/understand to achieve these ideas

Unit Ready

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Unit Assessment

*Each content learning goal represented by at least one item aligned to highest level of learning goal*Each item accurately aligned to one or more learning goals*Each item reveals true mastery *Accurate Grading System*Social Studies Assessments Need:1. Each skill taught in the unit represented by at least one item [ie: map, chart, graphic organizer, cartoon, etc.]2. Document Based Questions for highest priority learning goals [at least one primary source]3. At least one open response/critical thinking culminating focus question for the unit (based on the enduring understandings for the unit) with rubric for scoring4. Majority of test, 70% of test items DOK2 level

Unit ReadyProgress Known

Unit Plan

*Clear, measurable objectives, calendared out*Objectives align to the unit vision and to the unit assessment *Objectives are logically sequenced (for both skills and content)*Feasible timing*Unit Enduring Understandings and Essential Questions that Align to Course-Long EQs and EU's*Needs to list out Key Vocab and Key Skills

Unit Ready

Sample Lesson Sequence

*Each lesson teaches a skill with the content*Each part of lesson aligns to the objective and key points*Lesson includes appropriate activities to engage students in new content and skill; and to provide students with multiple, scaffolded practice opportunities*Lesson includes plan for building connections between each lesson in the sequence and to one of the unit’s big questions (e.g. in opening and closing)*Formative assessment (e.g. independent practice or exit slip) assesses student mastery of the daily objective and student ability to make connections between lessons and to unit big questions n/a

Recommend Summative Measure *Recommended Sources: Regents, TAKS test, (see list under Step Two) EOYD

Any Other Recommended Tools Authentic Assessments, or Portfolio Assessments n/a

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EXAMPLE FOR STEP ONE

WHERE ARE WE GOING?

Vision for students in Miss Jenkins’ World History Class: What I dream and see in my mind’s eye; paint the picture with words…

Students know that they are inherently talented, gifted, intelligent and capable, beyond measure. They also know that they are the heirs of a rich story of progress over struggle and in that story, they share a heritage that illustrates their ancestors finding ways to overcome any and all obstacles they encountered. Students understand that ignorance is the lynchpin of oppression and stagnation; and know that education is the catalyst for freedom and change. So ultimately the power that they seek is not found in money, but in their minds. Students consistently think, speak and act critically and independently; confidently question the constructs of authority and power; actively seek challenges in class, school and society and problem-solve around those; and practice habitual justification of thought. They know and believe that an ignorant populace is thereafter an oppressed populace.

Mission for students in Miss Jenkins’ World History Class:What is the point of my class? What is our ultimate goal?

Students are developing themselves into critical global citizens and social justice activists actively working to actualize change.

WHY ARE WE GOING?

Justification for vision and mission for students in Miss Jenkins’ World History Class: Why are the vision and mission critical for my students?

My students enter society at a disadvantage due to the perpetuation of the culture of power in our nation. Students need to be validated in their identities, cultures and heritages, and must be justified in their questions of inequities in our society, so that they are empowered to charge forward toward leadership and activism to change those inequities. To that end, students who are not empowered with the skill to think critically and independently; the confidence to question the constructs of authority and power; the ability to seek challenges and problem-solve; and the conditioning of justification of thought, are doomed to potential and/or continued existence amidst ignorance and oppression. Students must see themselves as leaders of a movement in the midst of a battle to ensure that their own rights to the knowledge, skills and mindsets necessary to create the circumstances that they desire for themselves and future generations

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EXAMPLE FOR STEP ONE

HOW WILL WE GET TO WHERE WE ARE GOING?

Component Title/Detail RationaleQuantitative Measure #1 70% Mastery on

June 2011 Global History & Geography Regents

This is the floor of our vision and the justification of our class rigor in comparison to the nation. The REGENTS standardized assessment is recognized as one of the most reputable and rigorous summatives in the US and is a critical in proving the depths and capabilities of my students in our fight for educational equity housed in a nation of stereotypes and doubt.

Quantitative Measure #2 (optional)

80% Mastery on World History Portfolio – composed of performance/authentic assessments from each unit

Standardized tests, as the floor of our vision, are not the strongest measure of student mastery. Students need opportunities to utilize content and skills in the authentic ways that they would in the real world (as aligned with our class mantra): debates, service learning, critical analysis of contemporary culture in relation to historical circumstances via essay or presentation, etc.

Qualitative Measure #1 Social Justice Service Learning Project (World History Portfolio Component)

To actualize our mission, students must identify an area of passion and mobilize for change in that area. For example, students may organize to challenge NY State standards to increase multicultural perspectives and content in classrooms and on assessments. Students are required to initiate their own ideas and projects, organize their own groups and utilize the content, skills, and habits they honed in class to actualize their plans. This will be a component of their portfolio.

Qualitative Measure #2 (optional)

Attendance/tardies, behavior tracking, participation, etc.

The best measure of empowerment and activism is desire to participate and attend. Attendance should not fall below 90%. Tardies should not exceed 5%. Management should reflect few minor infractions (i.e. warnings.)

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EXAMPLE FOR STEP ONE

HOW WILL WE GET TO WHERE WE ARE GOING?

Component Title/Detail RationaleMindsets I am beautiful, talented,

intelligent and capable as myself.

I am the master of my fate and the captain of my soul.

There is no such thing as one right way.

Students must believe first that they are valid in being themselves and second that they are valid in education to excel in it. Student must also recognize the power they have over their potential destinies and respect the value and power of everyone else around them.

Skills Student Terms: I know how to read,

comprehend and draw my own conclusions from material in class (and beyond).

I know how to locate information from various resources, (i.e. maps, ancillary resources, books, internet, etc.) and how to use that information to draw conclusions and/or articulate my conclusions.

I know how to critically analyze content, documents, media, etc.

I know how to articulate my thoughts in writing or speeches that will compel readers/listeners.

Teacher Terms: Read/comprehend text,

maps, ancillaries, other SS resources

Draw conclusions Write short answers/ essays/

presentations Debate/Public speaking Critical Analysis

Students beliefs and desires can only be actualized with skills to execute analysis, articulate criticism and seek out information independently. I am not successful as an educator if students are reliant on me to understand, comprehend, seek and use information.

Habits Look it up (don’t say I don’t know or can’t; those are not acceptable answers)

I should share criticisms, questions, concerns and input because they are valid and valuable.

I am right if I can prove it.

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EXAMPLE FOR STEP THREEUS History Long-Term Plan: Mississippi SATP Aligned

Assessment Type (to measure goal): SATP Test SATP-aligned unit assessments; assessments comprised of released SATP

questions and NY Regents questions DBQ scaffold and essay questions

Quantitative Bar: Students are on track to reach their goal if 100% pass unit tests and 80% score higher than a 75%

End of year goal is 100% passing the SATP with 80% reaching a “proficient” rating.

Driving Themes for the Year: Role of citizens in driving government progress and change United States’ changing role in international affairs changing economic policies in America Internal movements of United States citizens Role of wars in provoking technological, economic, political and social change Changing role of government in the lives of the citizens

Essential Questions for the Year: How does conflict lead to political, social and economic change? How does the malleable nature of the Constitution affect Americans today? Who and what are the specific creators of social change in America? Why is it important to approach the study of history through a variety of

perspectives and how does this influence our outlook on historical events? How have economic factors influenced the growth of the US and its involvement

in world affairs? What protections does the government offer United States citizens and how were

these granted?

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EXAMPLE FOR STEP THREE

Unit # 1 Unit Title Industrialization Length 10 days Draft Assessment

SATP-aligned test, DBQ

Enduring Understandings:1. The entrepreneurs of the late 1800s were instrumental in establishing the business

models that would shape the rest of American history.2. Technology propelled this development.3. Growth of industry led to increased awareness for the rights of the “little People.”

Suggested Social Studies & Literacy Skills

Content Standards/Learning Goals:

Analyzing mapsComparing primary sources

Interpreting graphs and chartsInterpreting diagramsAnalyzing visual aids

DBQ:Finding main ideas in a document

Explain the various causes of the Industrial Revolution (important technological and scientific advances; the role of business leaders, entrepreneurs, and inventors such as Alexander Graham Bell, Andrew Carnegie, Thomas Edison, J.P. Morgan, John D. Rockefeller, and Cornelius Vanderbilt).

Analyze the effects of railroad development on the economy and industry of the United States.

Explain the important consequences of the Industrial Revolution.

Discuss the rise of big business and its role in shaping US economic policies.

Explain the formation and goals of unions as well as the rise of radical political parties during the Industrial era.

Unit # 2 Unit Title Immigration and Urbanization Length 7 days Draft

AssessmentSATP-aligned

test, DBQEnduring Understandings:

1. The influx of immigrants from other countries into the United States changed the social and economic landscape of our nation permanently.

2. The development of technology and industry influenced the migration patterns of United States citizens.

Suggested Social Studies & Literacy Skills

Content Standards/Learning Goals:Analyzing maps

Comparing primary sourcesInterpreting graphs and charts

Interpreting diagramsAnalyzing visual aids

DBQ:Finding the answer to a question

in a document

Explain the “push/pull” factors that influenced immigrant movement into the United States.

Analyze the changes in workforce and how this changed human migration patterns.

Explain how industrialization and immigration led to urbanization.

Describe the immigrant experience entering and establishing a community in the United States.

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EXAMPLE FOR STEP THREE

Unit # 3 Unit Title Westward Expansion Length 7 days Draft

AssessmentSATP-aligned

test, DBQEnduring Understandings:

1. The government played a large role in the movement of the United States population from the industrial East Coast to the agricultural Midwest.

2. The movement of people into the Midwest and west displaced Native Americans and created tensions between these groups of people.

Suggested Social Studies & Literacy Skills

Content Standards/Learning Goals:Analyzing mapsComparing primary sourcesInterpreting graphs and chartsInterpreting diagramsAnalyzing visual aids

DBQ:Rephrasing questions as a part of the answer.

Explain the “push/pull” factors of westward expansion.

Discuss the role of railroads in transforming the west.

Analyze the impact of westward expansion on the Native American population of the United States.Explain the new industries that arose as a result/are considered a cause of western settlement (mining, ranching, farming)

Unit # 4 Unit Title The Gilded Age Length 12 days Draft Assessment

SATP-aligned test, DBQ

Enduring Understandings:1. The Gilded Age shows the clash between the rich business owners of industrialization

and the poor immigrants of the inner city.2. It is during this age that political parties began to depend on the input and support of

American citizens in elections.

Suggested Social Studies & Literacy Skills

Content Standards/Learning Goals:

Analyzing mapsComparing primary sourcesInterpreting graphs and chartsInterpreting diagramsAnalyzing visual aids

DBQ:Writing an answer as a complete sentence.

Explain the continuing struggle for African Americans in the south to achieve equal rights.

Describe newly-minted immigration policies and explain their effects on the population.

Analyze the corruption in national politics and explain the influence of money in the political arena.Assess the importance of economic issues in the politics of the Gilded Age, emphasizing the battles over monetary policy.Analyze the problems faced by farmers and their attempt at finding solutions through political

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organization—populism.

EXAMPLE FOR STEP THREE

Unit # 5 Unit Title Progressive Era Length 12 Days Draft Assessment

SATP-aligned test, DBQ

Enduring Understandings:1. At the turn of the century, there was a massive shift in government policies leading to

more rights and protections for citizens.2. It is the people of the United States that drive changes in the government.

Suggested Social Studies & Literacy Skills

Content Standards/Learning Goals:

Analyzing mapsComparing primary sourcesInterpreting graphs and chartsInterpreting diagramsAnalyzing visual aids

DBQ:Writing the answer in your own words.

Analyze the origins of Progressivism and important Progressive leaders and compare these to Populism.Summarize the major accomplishments of Progressivism.

Analyze the role that journalists, women and minorities played in the Progressive movement.

Assess Theodore Roosevelt’s and Woodrow Wilson’s domestic policies and their connections with Progressivism.

Unit # 6 Unit Title Imperialism Length 10 days Draft Assessment

SATP-aligned test, DBQ

Enduring Understandings:1. Like many European nations, the United States participated in the quest for more land

outside its borders.2. Imperialism in the Pacific Ocean led to the Spanish-American War.3. Imperialism began the United States’ rise into global dominance.

Suggested Social Studies & Literacy Skills

Content Standards/Learning Goals:Analyzing mapsComparing primary sourcesInterpreting graphs and chartsInterpreting diagramsAnalyzing visual aids

DBQ:Writing answer in your own words;

Discuss the reasons for United States imperialism.

Explain how the United States took its steps along the road to increasing global power.

Analyze the effects of Theodore Roosevelt’s foreign policy on the economy of the United States.Chronicle the events leading up to, during and after the Spanish-American War.

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begin to add supporting details Describe the economic and political consequences of United States imperialism.

EXAMPLE FOR STEP THREE

Unit # 7 Unit Title The Great War Length 7 days Draft Assessment

SATP-aligned test, DBQ

Enduring Understandings:1. Involvement in the Great War changed the political, social and economic landscapes of

both Europe and the world.2. The evolution of technology during the Great War began the technological revolution of

the mid to late 1900s.3. The results of World War I contributed directly to the other great conflicts of the

twentieth century (Cold War, WWII).

Suggested Social Studies & Literacy Skills

Content Standards/Learning Goals:Analyzing mapsComparing primary sourcesInterpreting graphs and chartsInterpreting diagramsAnalyzing visual aids

DBQ:Writing answer in your own words; use supporting details from text; begin using details from class/notes.

Identify and explain the causes of World War I.

Explain how increased technological capabilities lead to the trench warfare and stalemate of the war.Explain the course and significance of President Wilson’s wartime diplomacy, including his Fourteen Points, the League of Nations, and the failure of the Versailles treaty.Compare and contrast the United States’ foreign policy before and after the war.

Explain how the post-war fear of communism consumed the nation..

Unit # 8 Unit Title Roaring Twenties Length 8 days Draft Assessment

SATP-aligned test, DBQ

Enduring Understandings:1. The Roaring 20s were a time of great social prosperity and social change.2. Buying stocks on credit and excessive speculation led to the Great Depression.

Suggested Social Studies & Literacy Skills

Content Standards/Learning Goals:Analyzing mapsComparing primary sourcesInterpreting graphs and chartsInterpreting diagramsAnalyzing visual aids

DBQ—Essay Writing

Explain the impact of Henry Ford, the automobile and the assembly line on America.

Discuss the reasons for buying on credit/on the margins and understand the perils it puts our economy in.Evaluate the changing culture of the 20s including the literary and social movements of various majority and minority groups.

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Determine what the essay question is asking.

Compare the effects of the economic boom in rural and urban areas.

Analyze the development of popular culture and explain some lasting effects it has had in the United States.

EXAMPLE FOR STEP THREE

Unit # 9 Unit Title Great Depression and New Deal Length 14 days Draft

AssessmentSATP-aligned

test, DBQEnduring Understandings:

1. The prosperity and over-spending of the 1920s lead directly to the Great Depression.2. The Great Depression permanently altered our nation’s expectations of the role of our

government.3. Franklin Roosevelt’s New Deal policies were the beginning of the government’s more

hands-on role in the lives of its citizens.

Suggested Social Studies & Literacy Skills

Content Standards/Learning Goals:

Analyzing mapsComparing primary sourcesInterpreting graphs and chartsInterpreting diagramsAnalyzing visual aids

DBQ—Essay WritingBrainstorm ideas/known information that will help answer the question

Discuss the weaknesses in the economy of the 1920s and how these led to the Depression.

Explain how the Great Depression and the New Deal affected American society.

Assess the impact of the depression on rural and urban communities.

Compare and contrast Hoover and FDR’s policies to solve the crisis.

Analyze the important polices, institutions, and personalities of the New Deal era.

Analyze how Americans responded to the Great Depression.

Describe the various causes and consequences of the global depression of the 1930s.

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EXAMPLE FOR STEP THREE

Unit # 10 Unit Title World War II Length 7 days Draft Assessment

SATP-aligned test, DBQ

Enduring Understandings:1. World War II resulted, in large part, from differences in political philosophy.2. The unsatisfactory ending of World War I was a hidden spark in the start of World War

II.3. It was through the increased manufacturing needs of World War II that our country was

able to both emerge from the Great Depression and take a role as a world power.

Suggested Social Studies & Literacy Skills

Content Standards/Learning Goals:

Analyzing mapsComparing primary sourcesInterpreting graphs and chartsInterpreting diagramsAnalyzing visual aids

DBQ—Essay WritingRead documents and highlight info useful in an essay

Analyze how German aggression in Europe and Japanese aggression in Asia contributed to the start of World War II. Summarize the major battles and events of the war.

Explain important domestic events that took place during the war.

Evaluate the treatment and experiences of minority groups during the war.

Discuss how World War II finally helped the United States out of the Great Depression.

Explain the reasons for the dropping of atomic bombs on Japan and their short and long-term effects.Assess the effect of WWII in turning the United States into a superpower.

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EXAMPLE FOR STEP THREE

Unit # 11 Unit Title Cold War Begins Length 14 days Draft Assessment

SATP-aligned test, DBQ

Enduring Understandings:1. The power struggle between the Soviet Union and the United States emerged from our

alliance in World War II as well as our differences in political theory. 2. For fifty years, the entire world was poised on the edge of destruction because of

technological innovations.3. The competition between the United States and the USSR sparked the invention of

many technologies used on a daily basis today.4. The Cold War was both shaped and caused by the foreign policies of the United States

and USSR.

Suggested Social Studies & Literacy Skills

Content Standards/Learning Goals:Analyzing mapsComparing primary sourcesInterpreting graphs and chartsInterpreting diagramsAnalyzing visual aids

**Berlin Crisis**Bay of Pigs**Cuban Missile Crisis

DBQ—Essay WritingFormulate answer to question based on what you know and read

Analyze the factors that contributed to the advent of the Cold War.

Describe the policy of containment as America’s response to Soviet expansionist policies.

Analyze the following domestic policies of Presidents Truman and Eisenhower (Truman’s Fair Deal; the Taft-Hartley Act (1947); Eisenhower’s response to the Soviet’s launching of Sputnik; Eisenhower’s civil rights record).Analyze the roots of domestic anticommunism as well as the origins and consequences of McCarthyism.Summarize how civil liberties were curtailed during and because of the Cold War.

Understand that war is a major cause of technological improvement.

Explain the Cold War as a war of foreign policies.

Unit # 12 Unit Title 1950s and 1960s Length 7 days Draft Assessment

SATP-aligned test, DBQ

Enduring Understandings:1. The industries of World War II sparked an increase in the middle class which led to the

development of suburban communities.2. Tensions of the Cold War developed into a smaller conflict between North and South

Korea.

Suggested Social Studies & Literacy Skills

Content Standards/Learning Goals: Analyzing mapsComparing primary sourcesInterpreting graphs and charts

Analyze the causes and consequences of important domestic Cold War trends such as economic growth and declining poverty, the baby boom, the growth of suburbs and home-

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ownership, the increase in education levels, the development of mass media and consumerism.

Interpreting diagramsAnalyzing visual aids

DBQ—Essay Writing

Place Truman’s Fair Deal into its economic context and compare with the New Deal.

Explain the causes of the Korean war.

Analyze the connections between the Korean war and the Cold War.

Unit # 13 Unit Title Civil Rights Movement Length 7 days Draft

AssessmentSATP-aligned

test, DBQEnduring Understandings:

1. Over 100 years after the Civil War ended, minorities were still struggling to attain equal rights.

2. Attaining equal rights for African-Americans was a long process, filled with struggles and set-backs, though eventually successful.

Suggested Social Studies & Literacy Skills

Content Standards/Learning Goals:

Analyzing mapsComparing primary sourcesInterpreting graphs and chartsInterpreting diagramsAnalyzing visual aids

DBQ—Essay WritingWrite answer in paragraph form from an outline.

Analyze the origins, goals, and key events of the Civil Rights movement.

Describe the accomplishments of the Civil Rights movement.

Analyze the post-Civil War struggles of African Americans and women to gain basic civil rights.

Evaluate the success of the movement’s non-violent methods of protest.

Summarize the legislation that arose from the Civil Rights Movement.

Unit # 14 Unit Title Kennedy-Johnson Years Length 3 days Draft

AssessmentSATP-aligned

test, DBQEnduring Understandings:

1. Presidents Kennedy and Johnson had a great impact on the United States and its foreign and domestic policies during the Cold War.

Suggested Social Studies & Literacy Skills

Content Standards/Learning Goals: Analyzing maps

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Comparing primary sourcesInterpreting graphs and chartsInterpreting diagramsAnalyzing visual aids

DBQ—Essay WritingIncorporate quotations and references from documents into already-written paragraphs.

Analyze the important domestic policies and events that took place during the presidencies of Presidents Kennedy and Johnson.Assess the impact of the Kennedy assassination.

Describe the long-term effects the Great Society had on the United States.

Unit # 15 Unit Title Vietnam War Length 4 days Draft Assessment

SATP-aligned test, DBQ

Enduring Understandings:1. While support for the Vietnam War was strong in the beginning, by the end, it was

generally perceived as a needless waste of American lives.2. The fighting style of the NVA and Viet Cong proved to be so different from anything the

US soldiers had ever seen that it changed the lives of a generation of men.3. United States opinion of the war drove many great cultural changes.

Suggested Social Studies & Literacy Skills

Content Standards/Learning Goals:Analyzing mapsComparing primary sourcesInterpreting graphs and chartsInterpreting diagramsAnalyzing visual aids

DBQ—Essay WritingWrite an effective introduction and conclusion paragraph.

Explain the causes, course, and consequences of the Vietnam War.

Summarize the diplomatic and military policies of Presidents Eisenhower, Kennedy, Johnson, and Nixon.Assess the United States’ opinion of the conflict and explain how this influenced US foreign policy and the end of the war.

Unit # 16 Unit Title Nixon, Ford, Carter Length 2 days Draft

AssessmentSATP-aligned

test, DBQEnduring Understandings:

1. The presidents who contributed to the end of the Cold War also had important and far-reaching impacts on domestic policy in the United States.

Suggested Social Studies & Literacy Skills

Content Standards/Learning Goals:Analyzing mapsComparing primary sourcesInterpreting graphs and chartsInterpreting diagrams

Assess the impact of the Watergate Scandal on our nation’s reputation and support for our presidents.Explain the policy of deficit spending and evaluate its success in supporting the nation’s economy.

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Analyzing visual aids

DBQ—Essay Writing

Evaluate the effect of America’s dependence on foreign oil and how it and our foreign policies led to the OPEC oil embargo.

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Unit # 17 Unit Title 1986- Present

Day Length 7-9 days Draft AssessmentSATP-aligned

test; DBQ

Enduring Understandings:1. The terms of Presidents Nixon and Carter signified the United States moving towards

Conservative politics.2. The United States’ role as a world power has continued to influence both domestic

and foreign policies.

Suggested Social Studies & Literacy Skills:

Content Standards/Learning Goals:

DBQ—Essay WritingFor tracking: write Sept 11 DBQ full essay (scaffolding questions done as diagnostic @ beginning

of year)

Analyze the important domestic policies and events of the Clinton presidency.

Explain the importance of the 2000 presidential election.

Assess the effects of the 9/11 attack on United States domestic and foreign affairs.

Analyze the course and consequences of America’s recent diplomatic initiatives.

Metacognitive Narrative (for LTP):

1. How did you decide on the scope and sequence for the standards/skills?Because history is a chronological story of the past, it only makes sense to teach it in chronological order. The importance of studying history is to evaluate the patterns of social, political and economic change occurring in a nation or the world. In order for the students to make these types of large-scale connections, history must be taught chronologically.

2. How did you decide on the grouping order for the standards/skills?Each of the history standards is taught in each unit; for example, the economic impact of wars is taught with the Spanish-American War, World War II and the Cold War. As for skills, each unit tends to include unit-specific maps, graphs, political cartoons and other visual aids. Going through units, it is important to supplement straight history with maps and other visual aids to increase student participation, history-based skills and catch the many different learning styles of the students.

For the DBQ skills and standards, it is important to scaffold the teaching of the steps throughout the year, from finding key points in reading to writing a full essay. Since each unit comes with its own DBQ, each unit is the perfect time to teach a new skill to build toward the final goal of an essay.

3. Why did you choose to spiral some standards/skills? Any theme in history needs to be spiraled throughout the course. The changing role of the Supreme Court, the quest for civil rights and the changing demographics of the workplace and workforce are ever present. Because history is the study of change over time, each theme is taught all the time, in order to show the progress made by the United States and its people. It is necessary to know where the nation has been in order to know where it is going in the future.

Skills such as maps, graphs and political cartoons must be spiraled so knowledge of the skills does not become specified to certain units or content. Trying to build lasting skills and enduring understandings requires constant application to changing situations in order to build skill fluency.

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