Grade 10 World History Curriculum Alignment Guide First Six Weeks Working Draft

Size: px
Start display at page:

Download "Grade 10 World History Curriculum Alignment Guide First Six Weeks Working Draft"

Transcription

1 Grade 10 World History Curriculum Alignment Guide First Six Weeks Working Draft History Geography Economics Government 1: Understand traditional historical points of reference in world history. 6: Understand the major developments of civilizations of sub-saharan Africa, Mesoamerica, Andean South America and Asia. 11: Use geographic skills and tools to collect, analyze, and interpret data. 12: Understand the impact of geographic factors on major historic 13: Understand the impact of the Neolithic agricultural revolution on humanity and the development of the first civilization. 15: Understand the historical antecedents of contemporary political systems. 16: Understand the process by which democratic-republic government evolved. 1(a): Identify the major eras in world history and describe their defining characteristics. 1(c): Apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods. 6(a): Summarize the major political and cultural developments of the civilizations of sub-saharan Africa. 11(a): Create thematic maps, graphs, charts, models, and databases representing various aspects of world history. 11(b): Pose and answer questions about geographic distributions and patterns in world history shown on maps, graphs, charts, models, and databases. 12(a): Locate place and regions of historical significance such as the Indus, Nile, Tigris, and Euphrates, and Yellow (Huang He) River valleys, and describe their physical and human characteristics. 13(a): Identify important changes in human life caused by the Neolithic agriculture revolution. 13(b): Explain economic, social, and geographic factors that led to the development of the first civilizations. 15(b): Define and give examples of different political systems, past and present. 16(a): Trace the process by which democratic-republic government evolved from its beginnings in classical Greece and Rome, through developments in England, and continuing with the Enlightenment. 16(b): Identify the impact of political and legal ideas contained in significant historic documents, including Hammurabi s Code, Justinian s Code of Laws, Magna Carta, John Locke s Two Treatises of Government, and the Declaration of Independence. TAKS Objective (SS10) OBJ 1: Issues and events in history. (SS10) OBJ 1: Issues and events in history. (SS10) OBJ 1: Issues and events in history. (SS10) OBJ 2: Geographic influences on (SS10) OBJ 2: Geographic influences on (SS10) OBJ 2: Geographic influences on (SS10) OBJ 3: Economic and social influences on (SS10) OBJ 3: Economic and social influences on (SS10) OBJ 4: Political influences on (SS10) OBJ 4: Political influences on (SS10) OBJ 4: Political influences on Weeks 1-2 Week 1 Weeks 1-2 Week 5-6 Citizenship 17: Understand the significance of political choices and decisions made by individuals, groups, and nations throughout history. 17(a): Evaluate political choices and decisions that individuals, groups, and nations have made in the past, taking into account historical context, and apply this knowledge to the analysis of choices and decisions faced by contemporary societies. (SS10) OBJ 1: Issues and events in history. 17(b): Describe the different roles of citizens and noncitizens in historical cultures, especially as the roles pertain to civic participation. (SS10) OBJ 1: Issues and events in history. 1

2 Grade 10 World History Curriculum Alignment Guide First Six Weeks Working Draft : Understand the historical development of significant legal and political concepts, including ideas about rights, republicanism, constitutionalism, and democracy. 18(a): Trace the historical development of the rule of law and rights and responsibilities, beginning in the ancient world and continuing to the beginning of the first modern constitutional republics. 18(b): Summarize the worldwide influence of ideas concerning rights and responsibilities that originated from Greco-Roman and Judeo-Christian ideals in Western civilization such as equality before the law. TAKS Objective (SS10) OBJ 1: Issues and events in history. (SS10) OBJ 1: Issues and events in history. Weeks 5-6 Culture Science, Technology, and Society 20: Understand the relationship between the arts and the times during which they were created. 21: Understand the roles of women, children, and families in different historical cultures. 22: Understand how the development of ideas has influenced institutions and societies. 23: Understand how major scientific and mathematical discoveries and technological innovations have affected societies throughout history. 20(a): Identify significant examples of art and architecture that demonstrate an artistic ideal or visual principle from selected cultures. 20(b): Analyze examples of how art, architecture, literature, music, and drama reflect the history of cultures in which they are produced. 20(c): Identify examples of art, music, and literature that transcend the cultures in which they were created and convey universal themes. 21(a): Analyze the specific roles of workmen, children, and families in different historical cultures. 21(b): Describe the political, economic, and cultural influence of women in different historical cultures. 22(a): Summarize the fundamental ideas and institutions of Eastern civilizations that originated in China and India. 22(b): Summarize the fundamental ideas and institutions of Western civilization that originated in Greece and Rome. 23(a): Give examples of major mathematical and scientific discoveries and technological innovations that occurred at different periods in history and describe the changes produced by these discoveries and innovations. 23(b): Identify new ideas in mathematics, science, and technology that occurred during the Greco-Roman, Indian, Islamic, and Chinese civilizations and trace the spread of these ideas to other civilizations. (SS10) OBJ 3: Economic and social influences on (SS10) OBJ 3: Economic and social influences on (SS10) OBJ 3: Economic and social influences on (SS10) OBJ 3: Economic and social influences on (SS10) OBJ 3: Economic and social influences on (SS10) OBJ 3: Economic and social influences on (SS10) OBJ 3: Economic and social influences on (SS10) OBJ 1: Issues and events in history. (SS10) OBJ 1: Issues and events in history. Week 4 Weeks (c): Summarize the ideas in astronomy, mathematics, and architectural engineering that developed in Mesoamerica and Andean South America. (SS10) OBJ 1: Issues and events in history. Week 2 Social Studies Skills 25: Apply critical-thinking skills to organize and use information acquired from a variety of sources 25(a): Identify ways archaeologists, anthropologists, historians, and geographers analyze limited evidence. skills to analyze 2

3 Grade 10 World History Curriculum Alignment Guide First Six Weeks Working Draft (b): Locate and use primary and secondary sources such as computer software, databases, media an news services, biographies, interviews, and artifacts to acquire TAKS Objective skills to analyze 25(c): Analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations, and predictions, and drawing inferences an conclusions. skills to analyze 25(d): Explain and apply different methods that historians use to interpret the past, including the use of primary and secondary sources, points of view, frames of reference, and historical context. skills to analyze 25(e): Use the process of historical inquiry to research, interpret, and use multiple sources of evidence. skills to analyze 25(f): Evaluate the validity of a source based on language, corroboration with other sources, and information about the author. skills to analyze 25(g): Identify bias in written, oral, and visual material. skills to analyze 25(h): Support a point of view on a issue or event. skills to analyze 26: Communicate in written, oral, and visual formats. 25(i) Use appropriate mathematical skills to interpret information such as maps and graphs. 26(a): Use terminology correctly. 26(b): Use standard grammar, spelling, sentence structure, and punctuation. 26(c): Interpret and create databases, research outlines, bibliographies, and visuals including graphs, charts, timelines, and maps. 26(d): Transfer information from one medium to another, including written to visual and statistical to written or visual, using computer software as appropriate. skills to analyze skills to analyze skills to analyze skills to analyze skills to analyze 3

4 Grade 10 World History Curriculum Alignment Guide First Six Weeks Working Draft : Use problem-solving and decision-making skills, working independently and with others, in a variety of settings. 27(a): Use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution. 27(b): Use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision. TAKS Objective skills to analyze skills to analyze 4

5 Grade 10 World History Curriculum Alignment Guide First Six Weeks Working Draft Instructional Resources Professional Resources Community Resources Web Sites * Adopted Textbook and Supplemental Guides * Texas Curriculum Institute. History Alive? - United States to * Economics America. Focus: High School Economics. ). New York: National Council on Economic Development, * Economics America. National Content Standards in Economics. New York: National Council on Economic Development, * George F. Cram. Exploring the History of our Country. Indianapolis, * National Geographic Society. The Complete National Geographic (CD-ROM). Washington, DC: Mindscape, * Nystrom. Hands on Geography: United States. Chicago: Herff-Jones, * Class set and/or current events program Austin American Statesman, Time for Kids, Time Education Program, Junior Scholastic, Newsweek, Wall Street Journal, etc. * Center for Civic Education: National Standards for Civics and Government. Calabasas, CA, * National Council for Social Studies (NCSS) * Geography Education Standards Project.Geography for Life. Washington, DC: National Geographic Research and Exploration, * National Council for Social Studies, Social Education. * Social Studies Center for Educational Development (SSCED)- * Parents and community leaderssurvey of family cultural backgrounds and traditions. * Community volunteers and organizations- Junior Achievement volunteers. * Local museums and cultural programs-texas Memorial Museum, Center for American History at the University of Texas, Bullock Memorial Library, Bush Library. Austin Collaborative of Cultural and Educational Sites and Schools (ACCESS) American Heritage Education Foundation, Inc. Holocaust Museum Houston Institute of Texan Cultures ProjectVote State Bar of Texas Texas Alliance for Geographic Education Texas Association of Museums Texas Council for the Social Studies Texas Historical Commission Texas State Historical Association Junior Achievement Texas Council on Economic Education Texas Parks and Wildlife American Bar Association Association of Science-Technology Centers American Historical Association Center for Civic Education The ERIC Clearinghouse for Social Studies/Social Science Education (ERIC/ChESS) Foundation for Teaching Economics National Center for History in the Schools National Council for History Education National Geographic Society Organization of American Historians National Council for Geographic Education Geographic Education National Implementation Project National Council of Economic Education National History Day Society for American Archaeology Social Science Education Consortium 5

6 Grade 10 World History Curriculum Alignment Guide Second Six Weeks Working Draft History Geography 1: Understand traditional historical points of reference in world history. 2: Understand how the present relates to the past. 6: Understand the major developments of civilizations of sub-saharan Africa, Mesoamerica, Andean South America and Asia. 11: Use geographic skills and tools to collect, analyze, and interpret data. 1(a): Identify the major eras in world history and describe their defining characteristics. 1(c): Apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods. 2(a): Identify elements in a contemporary situation that parallel a historical situation. 6(c): Summarize the major political, economic, and cultural developments of civilizations in China, India, and Japan. 11(a): Create thematic maps, graphs, charts, models, and databases representing various aspects of world history. 11(b): Pose and answer questions about geographic distributions and patterns in world history shown on maps, graphs, charts, models, and databases. TAKS Objective (SS) OBJ 2: Geographic issues and (SS) OBJ 2: Geographic issues and Weeks : Understand the impact of geographic factors on major historic 12(a): Locate place and regions of historical significance such as the Indus, Nile, Tigris, and Euphrates, and Yellow (Huang He) River valleys, and describe their physical and human characteristics. (SS) OBJ 2: Geographic issues and Government Citizenship 16: Understand the process by which democratic-republic government evolved. 17: Understand the significance of political choices and decisions made by individuals, groups, and nations throughout history. 16(a): Trace the process by which democratic-republic government evolved from its beginnings in classical Greece and Rome, through developments in England, and continuing with the Enlightenment. 16(b): Identify the impact of political and legal ideas contained in significant historic documents, including Hammmurabi s Code, Justinian s Code of Laws, Magna Carta, John Locke s Two Treatises of Government, and the Declaration of Independence. 17(a): Evaluate political choices and decisions that individuals, groups, and nations have made in the past, taking into account historical context, and apply this knowledge to the analysis of choices and decisions faced by contemporary societies. 17(b): Describe the different roles of citizens and noncitizens in historical cultures, especially as the roles pertain to civic participation. (SS) OBJ 4: Political issues and (SS) OBJ 4: Political issues and Weeks 1-3 Culture 18: Understand the historical development of significant legal and political concepts, including ideas about rights, republicanism, constitutionalism, and democracy. 19: Understand the history and relevance of major religious and philosophical traditions. 18(a): Trace the historical development of the rule of law and rights and responsibilities, beginning in the ancient world and continuing to the beginning of the first modern constitutional republics. 18(b): Summarize the worldwide influence of ideas concerning rights and responsibilities that originated from Greco-Roman and Judeo- Christian ideals in Western civilization such as equality before the law. 19(a): Compare the historical origins, central ideas, and the spread of major religious and philosophical traditions including Buddhism, Christianity, Confucianism, Hinduism, Islam, and Judaism. 19(b): Identify examples of religious influence in historic and contemporary world and and Weeks 1-3 6

7 Grade 10 World History Curriculum Alignment Guide Second Six Weeks Working Draft Science, Technology, and Society Social Studies Skills 20: Understand the relationship between the arts and the times during which they were created. 21: Understand the roles of women, children, and families in different historical cultures. 22: Understand how the development of ideas has influenced institutions and societies. 23: Understand how major scientific and mathematical discoveries and technological innovations have affected societies throughout history. 25: Apply critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology. 20(a): Identify significant examples of art and architecture that demonstrate an artistic ideal or visual principle from selected cultures. 20(b): Analyze examples of how art, architecture, literature, music, and drama reflect the history of cultures in which they are produced. 20(c): Identify examples of art, music, and literature that transcend the cultures in which they were created and convey universal themes. 21(a): Analyze the specific roles of workmen, children, and families in different historical cultures. 21(b): Describe the political, economic, and cultural influence of women in different historical cultures. 22(a): Summarize the fundamental ideas and institutions of Eastern civilizations that originated in China and India. 22(b): Summarize the fundamental ideas and institutions of Western civilization that originated in Greece and Rome. 23(a): Give examples of major mathematical and scientific discoveries and technological innovations that occurred at different periods in history and describe the changes produced by these discoveries and innovations. 23(b): Identify new ideas in mathematics, science, and technology that occurred during the Greco-Roman, Indian, Islamic, and Chinese civilizations and trace the spread of these ideas to other civilizations. 23(c): Summarize the ideas in astronomy, mathematics, and architectural engineering that developed in Mesoamerica and Andean South America. 25(a): Identify ways archaeologists, anthropologists, historians, and geographers analyze limited evidence. 25(b): Locate and use primary and secondary sources such as computer software, databases, media an news services, biographies, interviews, and artifacts to acquire TAKS Objective and and and and and and and Weeks 4-6 Week 1 7

8 Grade 10 World History Curriculum Alignment Guide Second Six Weeks Working Draft : Communicate in written, oral, and visual formats. 27: Use problem-solving and decisionmaking skills, working independently and with others, in a variety of settings. 25(c): Analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations, and predictions, and drawing inferences an conclusions. 25(d): Explain and apply different methods that historians use to interpret the past, including the use of primary and secondary sources, points of view, frames of reference, and historical context. 25(e): Use the process of historical inquiry to research, interpret, and use multiple sources of evidence. 25(f): Evaluate the validity of a source based on language, corroboration with other sources, and information about the author. 25(g): Identify bias in written, oral, and visual material. 25(h): Support a point of view on a issue or event. 25(i) Use appropriate mathematical skills to interpret information such as maps and graphs. 26(a): Use terminology correctly. 26(b): Use standard grammar, spelling, sentence structure, and punctuation. 26(c): Interpret and create databases, research outlines, bibliographies, and visuals including graphs, charts, timelines, and maps. 26(d): Transfer information from one medium to another, including written to visual and statistical to written or visual, using computer software as appropriate. 27(a): Use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution. TAKS Objective 8

9 Grade 10 World History Curriculum Alignment Guide Second Six Weeks Working Draft (b): Use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision. TAKS Objective Instructional Resources Professional Resources Community Resources Web Sites * Adopted Textbook and Supplemental Guides * Texas Curriculum Institute. History Alive? - United States to * Economics America. Focus: High School Economics. ). New York: National Council on Economic Development, * Economics America. National Content Standards in Economics. New York: National Council on Economic Development, * George F. Cram. Exploring the History of our Country. Indianapolis, * National Geographic Society. The Complete National Geographic (CD-ROM). Washington, DC:Mindscape, * Nystrom. Hands on Geography: United States. Chicago: Herff-Jones, * Class set and/or current events program Austin American Statesman, Time for Kids, Time Education Program, Junior Scholastic, Newsweek, Wall Street Journal, etc. * Center for Civic Education: National Standards for Civics and Government. Calabasas, CA, * National Council for Social Studies (NCSS) * Geography Education Standards Project.Geography for Life. Washington, DC: National Geographic Research and Exploration, * National Council for Social Studies, Social Education. * Social Studies Center for Educational Development (SSCED)- * Parents and community leaderssurvey of family cultural backgrounds and traditions. * Community volunteers and organizations- Junior Achievement volunteers. * Local museums and cultural programs-texas Memorial Museum, Center for American History at the University of Texas, Bullock Memorial Library, Bush Library. Austin Collaborative of Cultural and Educational Sites and Schools (ACCESS) American Heritage Education Foundation, Inc. Holocaust Museum Houston Institute of Texan Cultures ProjectVote State Bar of Texas Texas Alliance for Geographic Education Texas Association of Museums Texas Council for the Social Studies Texas Historical Commission Texas State Historical Association Junior Achievement Texas Council on Economic Education Texas Parks and Wildlife American Bar Association Association of Science-Technology Centers American Historical Association Center for Civic Education The ERIC Clearinghouse for Social Studies/Social Science Education (ERIC/ChESS) Foundation for Teaching Economics National Center for History in the Schools National Council forhistoryeducation National Geographic Society Organization of American Historians National Council for Geographic Education Geographic Education National Implementation Project National Council of Economic Education National History Day Society for American Archaeology Social Science Education Consortium 9

10 Grade 10 World History Curriculum Alignment Guide Third Six Weeks Working Draft History Geography Government 1: Understand traditional historical points of reference in world history. 2: Understand how the present relates to the past. 3: Understand how, as a result of the collapse of the Western Roman Empire, new political, economic, and social systems evolved, creating a new civilization in Western Europe. 1(a): Identify the major eras in world history and describe their defining characteristics. 1(b): Identify changes that resulted from important turning points in world history such as the development of farming; the Mongol invasions; the development of cities; the European age of exploration and colonization the scientific and industrial revolutions the political revolutions of the 18 th, 19 th, and 20 th centuries; and the world wars of the 20 th century. 1(c): Apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods. 1(d): Explain the significance of the following dates: 1066, 1215, 1492, 1789, , and 1939, (a): Identify elements in a contemporary situation that parallel a historical situation. 3(a): Compare medieval Europe with previous civilizations. 3(b): Describe the major characteristics of the political system of feudalism, the economic system of manorialism, and the authority exerted by the Roman Catholic Church. 3(c): Identify the political, economic, and social impact of the Crusades. 5: Understand causes and effects of 5(a): Identify causes of European expansion beginning in the 16 th European expansion beginning in the century. 16 th century. 5(b): Explain the political, economic, cultural, and technological influences of European expansion on both Europeans and non- Europeans, beginning in the 16 th century. 7: Understand the impact of political and economic imperialism throughout history. 11: Use geographic skills and tools to collect, analyze, and interpret data. 15: Understand the historical antecedents of contemporary political systems. 16: Understand the process by which democratic-republic government evolved. 7(a): Analyze examples of major empires of the world such as the Aztec, British, Chinese, French, Japanese, Mongol, and Ottoman empires. 11(a): Create thematic maps, graphs, charts, models, and databases representing various aspects of world history. 11(b): Pose and answer questions about geographic distributions and patterns in world history shown on maps, graphs, charts, models, and databases. 15(b): Define and give examples of different political systems, past and present. 16(a): Trace the process by which democratic-republic government evolved from its beginnings in classical Greece and Rome, through developments in England, and continuing with the Enlightenment. 16(b): Identify the impact of political and legal ideas contained in significant historic documents, including Hammmurabi s Code, Justinian s Code of Laws, Magna Carta, John Locke s Two Treatises of Government, and the Declaration of Independence. (SS) OBJ 2: Geographic issues and (SS) OBJ 2: Geographic issues and (SS) OBJ 4: Political issues and (SS) OBJ 4: Political issues and (SS) OBJ 4: Political issues and Weeks 2, 5, 6 Week 2 Week 3, 6 Week 3 Week 3, 5 Week

11 Grade 10 World History Curriculum Alignment Guide Third Six Weeks Working Draft Citizenship 17: Understand the significance of political choices and decisions made by individuals, groups, and nations throughout history. 18: Understand the historical development of significant legal and political concepts, including ideas about rights, republicanism, constitutionalism, and democracy. 17(a): Evaluate political choices and decisions that individuals, groups, and nations have made in the past, taking into account historical context, and apply this knowledge to the analysis of choices and decisions faced by contemporary societies. 17(b): Describe the different roles of citizens and noncitizens in historical cultures, especially as the roles pertain to civic participation. 18(a): Trace the historical development of the rule of law and rights and responsibilities, beginning in the ancient world and continuing to the beginning of the first modern constitutional republics. 18(b): Summarize the worldwide influence of ideas concerning rights and responsibilities that originated from Greco-Roman and Judeo- Christian ideals in Western civilization such as equality before the law. Culture Science, Technology, and Society 19: Understand the history and relevance of major religious and philosophical traditions. 20: Understand the relationship between the arts and the times during which they were created. 21: Understand the roles of women, children, and families in different historical cultures. 23: Understand how major scientific and mathematical discoveries and technological innovations have affected societies throughout history. 19(a): Compare the historical origins, central ideas, and the spread of major religious and philosophical traditions including Buddhism, Christianity, Confucianism, Hinduism, Islam, and Judaism. 19(b): Identify examples of religious influence in historic and contemporary world 20(a): Identify significant examples of art and architecture that demonstrate an artistic ideal or visual principle from selected cultures. 20(b): Analyze examples of how art, architecture, literature, music, and drama reflect the history of cultures in which they are produced. 20(c): Identify examples of art, music, and literature that transcend the cultures in which they were created and convey universal themes. 21(a): Analyze the specific roles of workmen, children, and families in different historical cultures. 21(b): Describe the political, economic, and cultural influence of women in different historical cultures. 23(a): Give examples of major mathematical and scientific discoveries and technological innovations that occurred at different periods in history and describe the changes produced by these discoveries and innovations. 23(b): Identify new ideas in mathematics, science, and technology that occurred during the Greco-Roman, Indian, Islamic, and Chinese civilizations and trace the spread of these ideas to other civilizations. and and and and and and and Week

12 Grade 10 World History Curriculum Alignment Guide Third Six Weeks Working Draft Social Studies Skills 25: Apply critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology. 26: Communicate in written, oral, and visual formats. 25(a): Identify ways archaeologists, anthropologists, historians, and geographers analyze limited evidence. 25(b): Locate and use primary and secondary sources such as computer software, databases, media an news services, biographies, interviews, and artifacts to acquire 25(c): Analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations, and predictions, and drawing inferences an conclusions. 25(d): Explain and apply different methods that historians use to interpret the past, including the use of primary and secondary sources, points of view, frames of reference, and historical context. 25(e): Use the process of historical inquiry to research, interpret, and use multiple sources of evidence. 25(f): Evaluate the validity of a source based on language, corroboration with other sources, and information about the author. 25(g): Identify bias in written, oral, and visual material. 25(h): Support a point of view on a issue or event. 25(i) Use appropriate mathematical skills to interpret information such as maps and graphs. 26(a): Use terminology correctly. 26(b): Use standard grammar, spelling, sentence structure, and punctuation. 26(c): Interpret and create databases, research outlines, bibliographies, and visuals including graphs, charts, timelines, and maps. (SS10) OBJ 5: Use critical thinking skills to analyze (SS10) OBJ 5: Use critical thinking skills to analyze (SS10) OBJ 5: Use critical thinking skills to analyze (SS10) OBJ 5: Use critical thinking skills to analyze (SS10) OBJ 5: Use critical thinking skills to analyze (SS10) OBJ 5: Use critical thinking skills to analyze (SS10) OBJ 5: Use critical thinking skills to analyze (SS10) OBJ 5: Use critical thinking skills to analyze (SS10) OBJ 5: Use critical thinking skills to analyze (SS10) OBJ 5: Use critical thinking skills to analyze 12

13 Grade 10 World History Curriculum Alignment Guide Third Six Weeks Working Draft : Use problem-solving and decisionmaking skills, working independently and with others, in a variety of settings. 26(d): Transfer information from one medium to another, including written to visual and statistical to written or visual, using computer software as appropriate. 27(a): Use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution. 27(b): Use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision. 13

14 Grade 10 World History Curriculum Alignment Guide Third Six Weeks Working Draft Instructional Resources Professional Resources Community Resources Web Sites * Adopted Textbook and Supplemental Guides * Texas Curriculum Institute. History Alive? - United States to * Economics America. Focus: High School Economics. ). New York: National Council on Economic Development, * Economics America. National Content Standards in Economics. New York: National Council on Economic Development, * George F. Cram. Exploring the History of our Country. Indianapolis, * National Geographic Society. The Complete National Geographic (CD-ROM). Washington, DC:Mindscape, * Nystrom. Hands on Geography: United States. Chicago: Herff-Jones, * Class set and/or current events program Austin American Statesman, Time for Kids, Time Education Program, Junior Scholastic, Newsweek, Wall Street Journal, etc. * Center for Civic Education: National Standards for Civics and Government. Calabasas, CA, * National Council for Social Studies (NCSS) * Geography Education Standards Project.Geography for Life. Washington, DC: National Geographic Research and Exploration, * National Council for Social Studies, Social Education. * Social Studies Center for Educational Development (SSCED)- * Parents and community leaderssurvey of family cultural backgrounds and traditions. * Community volunteers and organizations- Junior Achievement volunteers. * Local museums and cultural programs-texas Memorial Museum, Center for American History at the University of Texas, Bullock Memorial Library, Bush Library. Austin Collaborative of Cultural and Educational Sites and Schools (ACCESS) American Heritage Education Foundation, Inc. Holocaust Museum Houston Institute of Texan Cultures ProjectVote State Bar of Texas Texas Alliance for Geographic Education Texas Association of Museums Texas Council for the Social Studies Texas Historical Commission Texas State Historical Association Junior Achievement Texas Council on Economic Education Texas Parks and Wildlife American Bar Association Association of Science-Technology Centers American Historical Association Center for Civic Education The ERIC Clearinghouse for Social Studies/Social Science Education (ERIC/ChESS) Foundation for Teaching Economics National Center for History in the Schools National Council forhistoryeducation National Geographic Society Organization of American Historians National Council for Geographic Education Geographic Education National Implementation Project National Council of Economic Education National History Day Society for American Archaeology Social Science Education Consortium 14

15 Grade 10 World History Curriculum Alignment Guide Fourth Six Weeks Working Draft History 1: Understand traditional historical points of reference in world history. 1(a): Identify the major eras in world history and describe their defining characteristics. 1(c): Apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods. Geography Government 2: Understand how the present relates to the past. 4: Understand the influence of the European Renaissance and the Reformation eras. 5: Understand causes and effects of major political revolutions since the 17 th century. 11: Use geographic skills and tools to collect, analyze, and interpret data. 15: Understand the historical antecedents of contemporary political systems. 16: Understand the process by which democratic-republic government evolved. 2(a): Identify elements in a contemporary situation that parallel a historical situation. 4(a): Identify the causes and characteristics of the European Renaissance and the Reformation eras. 4(b): Identify the effects of the European Renaissance and the Reformation eras. 5(c): Evaluate how the American Revolution differed from the French and Russian revolutions concerning separation of powers, liberty, equality, democracy, popular sovereignty, human rights, constitutionalism, and nationalism. 11(a): Create thematic maps, graphs, charts, models, and databases representing various aspects of world history. 11(b): Pose and answer questions about geographic distributions and patterns in world history shown on maps, graphs, charts, models, and databases. 15(b): Define and give examples of different political systems, past and present. 16(a): Trace the process by which democratic-republic government evolved from its beginnings in classical Greece and Rome, through developments in England, and continuing with the Enlightenment. (SS) OBJ 2: Geographic issues and (SS) OBJ 2: Geographic issues and (SS) OBJ 4: Political issues and (SS) OBJ 4: Political issues and Week 1 Week 1 Week 1 Week 1-5 Citizenship 17: Understand the significance of political choices and decisions made by individuals, groups, and nations throughout history. 17(a): Evaluate political choices and decisions that individuals, groups, and nations have made in the past, taking into account historical context, and apply this knowledge to the analysis of choices and decisions faced by contemporary societies. Culture 18: Understand the historical development of significant legal and political concepts, including ideas about rights, republicanism, constitutionalism, and democracy. 19: Understand the history and relevance of major religious and philosophical traditions. 17(b): Describe the different roles of citizens and noncitizens in historical cultures, especially as the roles pertain to civic participation. 18(a): Trace the historical development of the rule of law and rights and responsibilities, beginning in the ancient world and continuing to the beginning of the first modern constitutional republics. 19(b): Identify examples of religious influence in historic and contemporary world and 15

16 Grade 10 World History Curriculum Alignment Guide Fourth Six Weeks Working Draft Science, Technology, and Society Social Studies Skills 20: Understand the relationship between the arts and the times during which they were created. 21: Understand the roles of women, children, and families in different historical cultures. 23: Understand how major scientific and mathematical discoveries and technological innovations have affected societies throughout history. 25: Apply critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology. 20(a): Identify significant examples of art and architecture that demonstrate an artistic ideal or visual principle from selected cultures. 20(c): Identify examples of art, music, and literature that transcend the cultures in which they were created and convey universal themes. 21(a): Analyze the specific roles of workmen, children, and families in different historical cultures. 21(b): Describe the political, economic, and cultural influence of women in different historical cultures. 23(a): Give examples of major mathematical and scientific discoveries and technological innovations that occurred at different periods in history and describe the changes produced by these discoveries and innovations. 23(d): Describe the origins of the scientific revolution in 16 th Century Europe and explain its impact on scientific thinking worldwide. 23(e): Identify the contributions of significant scientists such as Archimedes, Copernicus, Erastosthenes, Galileo, and Pythagorus. 25(a): Identify ways archaeologists, anthropologists, historians, and geographers analyze limited evidence. 25(b): Locate and use primary and secondary sources such as computer software, databases, media an news services, biographies, interviews, and artifacts to acquire 25(c): Analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations, and predictions, and drawing inferences an conclusions. 25(d): Explain and apply different methods that historians use to interpret the past, including the use of primary and secondary sources, points of view, frames of reference, and historical context. 25(e): Use the process of historical inquiry to research, interpret, and use multiple sources of evidence. 25(f): Evaluate the validity of a source based on language, corroboration with other sources, and information about the author. 25(g): Identify bias in written, oral, and visual material. 16

17 Grade 10 World History Curriculum Alignment Guide Fourth Six Weeks Working Draft : Understand the relationship between the arts and the times during which they were created. 21: Understand the roles of women, children, and families in different historical cultures. 26: Communicate in written, oral, and visual formats. 27: Use problem-solving and decisionmaking skills, working independently and with others, in a variety of settings. 20(a): Identify significant examples of art and architecture that demonstrate an artistic ideal or visual principle from selected cultures. 20(c): Identify examples of art, music, and literature that transcend the cultures in which they were created and convey universal themes. 21(a): Analyze the specific roles of workmen, children, and families in different historical cultures. 21(b): Describe the political, economic, and cultural influence of women in different historical cultures. 25(h): Support a point of view on a issue or event. 25(i) Use appropriate mathematical skills to interpret information such as maps and graphs. 26(a): Use terminology correctly. 26(b): Use standard grammar, spelling, sentence structure, and punctuation. 26(c): Interpret and create databases, research outlines, bibliographies, and visuals including graphs, charts, timelines, and maps. 26(d): Transfer information from one medium to another, including written to visual and statistical to written or visual, using computer software as appropriate. 27(a): Use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution. 27(b): Use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision. 17

18 Grade 10 World History Curriculum Alignment Guide Fourth Six Weeks Working Draft Instructional Resources Professional Resources Community Resources Web Sites * Adopted Textbook and Supplemental Guides * Texas Curriculum Institute. History Alive? - United States to * Economics America. Focus: High School Economics. ). New York: National Council on Economic Development, * Economics America. National Content Standards in Economics. New York: National Council on Economic Development, * George F. Cram. Exploring the History of our Country. Indianapolis, * National Geographic Society. The Complete National Geographic (CD-ROM). Washington, DC:Mindscape, * Nystrom. Hands on Geography: United States. Chicago: Herff-Jones, * Class set and/or current events program Austin American Statesman, Time for Kids, Time Education Program, Junior Scholastic, Newsweek, Wall Street Journal, etc. * Center for Civic Education: National Standards for Civics and Government. Calabasas, CA, * National Council for Social Studies (NCSS) * Geography Education Standards Project.Geography for Life. Washington, DC: National Geographic Research and Exploration, * National Council for Social Studies, Social Education. * Social Studies Center for Educational Development (SSCED)- * Parents and community leaderssurvey of family cultural backgrounds and traditions. * Community volunteers and organizations- Junior Achievement volunteers. * Local museums and cultural programs-texas Memorial Museum, Center for American History at the University of Texas, Bullock Memorial Library, Bush Library. Austin Collaborative of Cultural and Educational Sites and Schools (ACCESS) American Heritage Education Foundation, Inc. Holocaust Museum Houston Institute of Texan Cultures ProjectVote State Bar of Texas Texas Alliance for Geographic Education Texas Association of Museums Texas Council for the Social Studies Texas Historical Commission Texas State Historical Association Junior Achievement Texas Council on Economic Education Texas Parks and Wildlife American Bar Association Association of Science-Technology Centers American Historical Association Center for Civic Education The ERIC Clearinghouse for Social Studies/Social Science Education (ERIC/ChESS) Foundation for Teaching Economics National Center for History in the Schools National Council forhistoryeducation National Geographic Society Organization of American Historians National Council for Geographic Education Geographic Education National Implementation Project National Council of Economic Education National History Day Society for American Archaeology Social Science Education Consortium 18

19 Grade 10 World History Curriculum Alignment Guide Fifth Six Weeks Working Draft History Geography Economics Government Citizenship 1: Understand traditional historical points of reference in world history. 2: Understand how the present relates to the past. 7: Understand the impact of political and economic imperialism throughout history. 8: Understand causes and effects of major political revolutions since the 17 th Century. 11: Use geographic skills and tools to collect, analyze, and interpret data. 14: Understand the historic origins of contemporary economic systems. 15: Understand the historical antecedents of contemporary political systems. 17: Understand the significance of political choices and decisions made by individuals, groups, and nations throughout history. 18: Understand the historical development of significant legal and political concepts, including ideas about rights, republicanism, constitutionalism, and democracy. 1(a): Identify the major eras in world history and describe their defining characteristics. 1(c): Apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods. 2(a): Identify elements in a contemporary situation that parallel a historical situation. 7(b): Summarize effects of imperialism on selected societies. 8(a): Identify causes and evaluate effects of major political revolutions since the 17 th Century, including the English, American, French, and Russian revolutions. 8(b): Summarize the ideas from the English, American, French, and Russian revolutions concerning separation of powers, liberty, equality, democracy, popular sovereignty, human rights, constitutionalism, and nationalism. 5(c): Evaluate how the American Revolution differed from the French and Russian revolutions, including its long-term impact on political developments around the world. 11(a): Create thematic maps, graphs, charts, models, and databases representing various aspects of world history. 11(b): Pose and answer questions about geographic distributions and patterns in world history shown on maps, graphs, charts, models, and databases. 14(a): Identify the historic origins of the economic systems of capitalism and socialism. 15(a): Explain the impact of parliamentary and constitutional systems of government on significant world political developments. 15(b): Define and give examples of different political systems, past and present. 17(a): Evaluate political choices and decisions that individuals, groups, and nations have made in the past, taking into account historical context, and apply this knowledge to the analysis of choices and decisions faced by contemporary societies. 17(b): Describe the different roles of citizens and noncitizens in historical cultures, especially as the roles pertain to civic participation. 18(a): Trace the historical development of the rule of law and rights and responsibilities, beginning in the ancient world and continuing to the beginning of the first modern constitutional republics. 18(c): Identify examples of political, economic, and social oppression and violations of human rights throughout history, including slavery, the Holocaust, other examples of genocide, and politically-motivated mass murders in Cambodia, China, and the Soviet Union. (SS) OBJ 2: Geographic issues and (SS) OBJ 2: Geographic issues and (SS) OBJ 4: Political issues and (SS) OBJ 4: Political issues and Week 4 Week 2 19

World History Unit Curriculum Document

World History Unit Curriculum Document Unit Number and Title: Unit 1: Development of River Valley Civilizations (8000 BC 500 BC) Curriculum Concepts: Civilization Human-Environment Interaction Diffusion Innovation Belief Systems Enduring Understandings

More information

Unit of Study: Physical Geography & Settlement Patterns; Culture & Civilizations; and The Spread of Ideas

Unit of Study: Physical Geography & Settlement Patterns; Culture & Civilizations; and The Spread of Ideas 6 th Grade Social Studies 1 st Nine Weeks TEKS Unit of Study: Physical Geography & Settlement Patterns; Culture & Civilizations; and The Spread of Ideas 6.1) History. The student understands that historical

More information

Peoples, Places and Cultures in Africa, Asia and the Southwest Pacific

Peoples, Places and Cultures in Africa, Asia and the Southwest Pacific GRADE 7 Peoples, Places and Cultures in Africa, Asia and the Southwest Pacific Course 0470-07 Students in seventh grade explore the history, geography, government, economic systems, current issues, and

More information

Side-by-Side Comparison of the Texas Educational Knowledge and Skills (TEKS) and Louisiana Grade Level Expectations (GLEs) SOCIAL STUDIES: Grade 6

Side-by-Side Comparison of the Texas Educational Knowledge and Skills (TEKS) and Louisiana Grade Level Expectations (GLEs) SOCIAL STUDIES: Grade 6 Side-by-Side Comparison of the Texas Educational Knowledge and Skills (TEKS) and Louisiana Grade Level Expectations (GLEs) SOCIAL STUDIES: Grade 6 TEKS Comments Louisiana GLE (6.1) History. The student

More information

Social Studies Curriculum Sixth Grade

Social Studies Curriculum Sixth Grade Social Studies Curriculum Sixth Grade A. History Students will examine the key historic movements, events, and figures that contributed to the development of modern Europe and American nations from early

More information

1 st Six Weeks # of Days. Unit # and Title Unit 1 Geography Overview

1 st Six Weeks # of Days. Unit # and Title Unit 1 Geography Overview 1 st Six Weeks # of Days Unit # and Title Unit 1 Geography Overview Orange Grove ISD Instructional Planning Information and Process Standards The Process Standards Must Be Included in Each Unit # of Class

More information

Grade 7 Social Studies

Grade 7 Social Studies Standard 1: History Students will examine the major movements, events, and figures that contributed to the development of nations in modern Africa, Asia, and the Southwest Pacific from acient civilizations

More information

Norwich City Schools Social Studies 6

Norwich City Schools Social Studies 6 Social Studies 6 Topic: Maps and Globes and Graphs and Time Transferable Concepts: change 3: Geography Geography Geographers use maps, globes, and graphs to study the Earth and everything on it. Types

More information

Revised February 15, 2017

Revised February 15, 2017 Revised February 15, 2017 I-C-1 I-A-1* I-D-1* II-E-2* Describe and compare the characteristics of Describe the relationships among ancient Organize information by sequencing, Describe, locate, and compare

More information

Essential Questions Content Skills Assessments Standards/PIs

Essential Questions Content Skills Assessments Standards/PIs Map: GLOBAL 10 Type: Consensus Grade Level: 10 School Year: 2007-2008 Author: Jeff Fogler District/Building: Minisink Valley CSD/High School Created: 11/06/2007 Last Updated: 11/06/2007

More information

Amarillo ISD Grade 6 Standards

Amarillo ISD Grade 6 Standards Amarillo Independent School District follows the Texas Essential Knowledge and Skills (TEKS). All of AISD curriculum and documents and resources are aligned to the TEKS. The State of Texas State Board

More information

SOCIAL STUDIES Grade 6 Standard: History

SOCIAL STUDIES Grade 6 Standard: History Standard: History Chronology A. Interpret relationships between events shown on multipletier 1. Construct a multiple-tier time line from a list of events time lines. and interpret the relationships between

More information

correlated to the NEW MEXICO Content Standards and Benchmarks for Ancient History (ANHI) grade 6

correlated to the NEW MEXICO Content Standards and Benchmarks for Ancient History (ANHI) grade 6 correlated to the NEW MEXICO Content Standards and Benchmarks for Ancient History (ANHI) grade 6 Introduction to McDougal Littell World Cultures and Geography: Eastern Hemisphere World Cultures and Geography:

More information

GRADE LEVEL EXPECTATIONS CORRELATION NOTATIONS

GRADE LEVEL EXPECTATIONS CORRELATION NOTATIONS Book Title: World Studies: The Eastern Hemisphere 2005 Grade Level: 6 Publisher: Pearson Prentice Hall Subject/Course: Social Studies, Grade 6 Geography The World in Spatial Terms Grade 6 1. Use latitude

More information

Stillwater Area Schools Curriculum Guide for Elementary Social Studies

Stillwater Area Schools Curriculum Guide for Elementary Social Studies Stillwater Area Schools Curriculum Guide for Elementary Social Studies Grade Four Draft March 21, 2006 Minnesota and the St. Croix Valley I. Historical Skills A. The student will acquire skills of chronological

More information

Book Title: World Studies, Medieval Times to Today 2005 Grade Level: 6 Publisher: Pearson Prentice Hall Subject/Course: Social Studies, Grade 6

Book Title: World Studies, Medieval Times to Today 2005 Grade Level: 6 Publisher: Pearson Prentice Hall Subject/Course: Social Studies, Grade 6 Book Title: World Studies, 2005 Grade Level: 6 Publisher: Pearson Prentice Hall Subject/Course: Social Studies, Grade 6 Geography The World in Spatial Terms Grade 6 1. Use latitude and longitude to determine

More information

Book Title: History of Our World, The Early Ages Edition 2005 Grade Level: 6 Publisher: Pearson Prentice Hall Subject/Course: World History, Grade 6

Book Title: History of Our World, The Early Ages Edition 2005 Grade Level: 6 Publisher: Pearson Prentice Hall Subject/Course: World History, Grade 6 Book Title: History of Our World, The Early Ages Edition 2005 Grade Level: 6 Publisher: Pearson Prentice Hall Subject/Course: World History, Grade 6 Geography The World in Spatial Terms Grade 6 1. Use

More information

Groveport Madison Local School District Sixth Grade Social Studies Content Standards Planning Sheets

Groveport Madison Local School District Sixth Grade Social Studies Content Standards Planning Sheets Standard: Citizenship Rights and Responsibilities A. Show the relationship between civic participation and attainment of civic and public goals. 1. Explain how opportunities for citizens to participate

More information

Dear Administrators and Educators,

Dear Administrators and Educators, Dear Administrators and Educators, From October 4 to December 31, 2014, Irving Arts Center, in partnership with National Geographic, will present an exciting exhibition. Peruvian Gold: Ancient Treasures

More information

North Carolina Standard Course of Study Science Grade: 6 - Adopted: Earth: Systems, Structures and Processes

North Carolina Standard Course of Study Science Grade: 6 - Adopted: Earth: Systems, Structures and Processes Main Criteria: North Carolina Standard Course of Study Secondary Criteria: Subjects: Science, Social Studies Grade: 6 Correlation Options: Show Correlated North Carolina Standard Course of Study Science

More information

6 th Grade: Regions and People of the World ESC Suggested Pacing Guide

6 th Grade: Regions and People of the World ESC Suggested Pacing Guide Norton City Schools Standards-Based Social Studies Course of Study 2005 6 th Grade: Regions and People of the World ESC Suggested Pacing Guide 2005-06 The sixth grade year focuses on the study of world

More information

Centerville Jr. High School Curriculum Mapping (7 th Grade Geography) (Mike Day)

Centerville Jr. High School Curriculum Mapping (7 th Grade Geography) (Mike Day) Centerville Jr. High School Curriculum Mapping (7 th Grade Geography) (Mike Day) Standard 1 History Students examine the major movements, events and figures that contributed to the development of Africa,

More information

GRADE 6 SOCIAL STUDIES SOCIAL STUDIES APPLICATION. SOCIAL STUDIES STANDARDS for Grade 6

GRADE 6 SOCIAL STUDIES SOCIAL STUDIES APPLICATION. SOCIAL STUDIES STANDARDS for Grade 6 GRADE 6 SOCIAL STUDIES The Archdiocese of Cincinnati has established the following Social Studies standards based on the most current teachings which are aligned to Ohio New Learning Social Studies Standards.

More information

a. Hunting and gathering SE/TE: 17, 19, 21, 22, 23, 25, 30 b. Tool making SE/TE: 17, 18, 19, 22, 23 c. Use of fire SE/TE: 17, 23, 30

a. Hunting and gathering SE/TE: 17, 19, 21, 22, 23, 25, 30 b. Tool making SE/TE: 17, 18, 19, 22, 23 c. Use of fire SE/TE: 17, 23, 30 Ohio Academic Content Standards, Social Studies, Benchmarks and Indicators (Grade 6) Grade Six History Students use materials drawn from the diversity of human experience to analyze and interpret significant

More information

Strand 1: Principles of Constitutional Democracy. Strand 2: Principles and Processes of Governance Systems

Strand 1: Principles of Constitutional Democracy. Strand 2: Principles and Processes of Governance Systems Social Studies GLE S - Grade 4 Strand 1: Principles of Constitutional Democracy 1. Knowledge of the principles expressed in documents shaping constitutional democracy in the United States A. Knowledge

More information

Delta School District 1

Delta School District 1 Delta School District Social Studies Curriculum Scope and Sequence K-12 GLE Principles of Constitutional Democracy K 1 2 3 4 5 6 7 8 9-12 1. Knowledge of the principles expressed in documents shaping constitutional

More information

Social Studies Continuum

Social Studies Continuum Historical Skills chronological thinking understand that we can learn about the past from different sorts of evidence begin to use historical resources apply research skills by investigating a topic in

More information

GRADE 5 SOCIAL STUDIES SOCIAL STUDIES APPLICATION. SOCIAL STUDIES STANDARDS for Grade 5

GRADE 5 SOCIAL STUDIES SOCIAL STUDIES APPLICATION. SOCIAL STUDIES STANDARDS for Grade 5 GRADE 5 SOCIAL STUDIES The Archdiocese of Cincinnati has established the following Social Studies standards based on the most current teachings which are aligned to Ohio New Learning Social Studies Standards.

More information

Semester 1-6 th Grade Concept Performance Objectives Resources PO 1. Construct charts, graphs, and narratives using historical data.

Semester 1-6 th Grade Concept Performance Objectives Resources PO 1. Construct charts, graphs, and narratives using historical data. Semester 1-6 th Grade Concept Performance Objectives PO 1. Construct charts, graphs, and narratives using historical data. Strand 1: American History Concept 1: Research Skills for History PO 2. Interpret

More information

LEARNING OUTCOMES SST (G1-G12)

LEARNING OUTCOMES SST (G1-G12) LEARNING OUTCOMES SST (G1-G12) Grade 1 Learning Outcomes Students will be expected to: - demonstrate an understanding of the importance of interactions between people - demonstrate an understanding of

More information

Central Valley School District Social Studies Curriculum Map Grade 7. August - September

Central Valley School District Social Studies Curriculum Map Grade 7. August - September August - September Geographical/Historical Skills Identify and analyze timelines. Construct and use cause and effect charts. Differentiate between fact and opinion. Use of word webs, flip charts, outlines

More information

Amarillo ISD Social Studies Curriculum

Amarillo ISD Social Studies Curriculum Amarillo Independent School District follows the Texas Essential Knowledge and Skills (TEKS). All of AISD curriculum and documents and resources are aligned to the TEKS. The State of Texas State Board

More information

Global Perspectives Goals & Objectives: (include numbers) Learning Essentials Materials/ Resources

Global Perspectives Goals & Objectives: (include numbers) Learning Essentials Materials/ Resources August/ September Early Civilizations Goal 1.6: Explain the rise of human civilization. 6-9.WHC.1.6.1 Describe types of evidence used by anthropologists, archaeologists, and other scholars to reconstruct

More information

Texas Essential Knowledge and Skills (TEKS) Science Grade: 6 - Adopted: 2010

Texas Essential Knowledge and Skills (TEKS) Science Grade: 6 - Adopted: 2010 Main Criteria: Texas Essential Knowledge and Skills (TEKS) Secondary Criteria: Subjects: Science, Social Studies Grade: 6 Correlation Options: Show Correlated Texas Essential Knowledge and Skills (TEKS)

More information

GRADE 8 LEAP SOCIAL STUDIES ASSESSMENT STRUCTURE. Grade 8 Social Studies Assessment Structure

GRADE 8 LEAP SOCIAL STUDIES ASSESSMENT STRUCTURE. Grade 8 Social Studies Assessment Structure Grade 8 Social Studies Assessment Structure 1 In 2013-2014, the grade 8 LEAP test continues to assess Louisiana s social studies benchmarks. The design of the multiple-choice sessions of the test remains

More information

SOCIAL STUDIES GRADE 6. I Can Checklist REGIONS AND PEOPLE OF THE EASTERN HEMISPHERE. Office of Teaching and Learning Curriculum Division

SOCIAL STUDIES GRADE 6. I Can Checklist REGIONS AND PEOPLE OF THE EASTERN HEMISPHERE. Office of Teaching and Learning Curriculum Division SOCIAL STUDIES REGIONS AND PEOPLE OF THE EASTERN HEMISPHERE GRADE 6 I Can Checklist 2018-2019 Aligned with Ohio s Learning Standards for Social Studies Office of Teaching and Learning Curriculum Division

More information

A Correlation of. Ohio s Learning Standards in Social Studies. Grade 5

A Correlation of. Ohio s Learning Standards in Social Studies. Grade 5 A Correlation of 2019 To in Social Studies Grade 5 Introduction The all new myworld Interactive Social Studies encourages students to explore their world, expand their thinking, and engage their college,

More information

Archdiocese of Washington Catholic Schools Academic Standards Social Studies

Archdiocese of Washington Catholic Schools Academic Standards Social Studies 6th GRADE Peoples, Places, and Cultures in Europe and the Americas Students in Grade 6 study the regions and countries of Europe and the Americas, including geographical, historical, economic, political,

More information

HPISD CURRICULUM (SOCIAL STUDIES, WORLD GEOGRAPHY)

HPISD CURRICULUM (SOCIAL STUDIES, WORLD GEOGRAPHY) HPISD CURRICULUM (SOCIAL STUDIES, WORLD GEOGRAPHY) EST. NUMBER OF DAYS: 14 UNIT NAME Unit Overview UNIT 7 SOUTH WEST ASIA/NORTH AFRICA SWANA s geography has led to economic and cultural differences. Students

More information

Oregon Academic Content Standards Science Grade: 7 - Adopted: Ecosystems: Interactions, Energy, and Dynamics

Oregon Academic Content Standards Science Grade: 7 - Adopted: Ecosystems: Interactions, Energy, and Dynamics Main Criteria: Oregon Academic Content Standards Secondary Criteria: Subjects: Science, Social Studies Grade: 7 Correlation Options: Show Correlated OR.MS-LS2. Oregon Academic Content Standards Science

More information

LOUISIANA STUDENT STANDARDS FOR SOCIAL STUDIES THAT CORRELATE WITH A FIELD TRIP TO DESTREHAN PLANTATION KINDERGARTEN

LOUISIANA STUDENT STANDARDS FOR SOCIAL STUDIES THAT CORRELATE WITH A FIELD TRIP TO DESTREHAN PLANTATION KINDERGARTEN LOUISIANA STUDENT STANDARDS FOR SOCIAL STUDIES THAT CORRELATE WITH A FIELD TRIP TO DESTREHAN PLANTATION KINDERGARTEN Standard 2 Historical Thinking Skills Students distinguish between events, people, and

More information

The following objectives were taken from the K-12 Skills Competency Goals

The following objectives were taken from the K-12 Skills Competency Goals Seventh Grade Social Studies Crosswalk World Geography, History and Culture: Patterns of Continuity and Change The Great Global Convergence (1400-1800) to the Present - Represents the last five Eras of

More information

Delta RV Sixth Grade Social Studies Curriculum Revised 2010

Delta RV Sixth Grade Social Studies Curriculum Revised 2010 Delta RV Sixth Grade Social Studies Curriculum Revised 2010 Social Studies: 6 th Grade Principles of Constitutional Democracy Content Standard 1: Knowledge of the principles expressed in documents shaping

More information

Grade Level Expectations for the Sunshine State Standards

Grade Level Expectations for the Sunshine State Standards for the Sunshine State Standards FLORIDA DEPARTMENT OF EDUCATION http://www.myfloridaeducation.com/ The sixth grade student: Time, Continuity, and Change [History] understands that historical events are

More information

Prentice Hall World Cultures: A Global Mosaic 2004 Correlated to: Wisconsin Model Academic Standards for Social Studies (By the end of Grade 12)

Prentice Hall World Cultures: A Global Mosaic 2004 Correlated to: Wisconsin Model Academic Standards for Social Studies (By the end of Grade 12) Wisconsin Model Academic Standards for Social Studies (By the end of Grade 12) A. Geography: People, Places, and Environments A.12.1 Use various types of atlases and appropriate vocabulary to describe

More information

California Content Standards Science Grade: 7 - Adopted: Matter and Its Interactions

California Content Standards Science Grade: 7 - Adopted: Matter and Its Interactions Main Criteria: California Content Standards Secondary Criteria: Subjects: Science, Social Studies Grade: 7 Correlation Options: Show Correlated CA.MS-PS. MS-PS1. MS-PS1-3. CA.MS-LS. MS-LS2. MS-LS2-2. MS-LS2-3.

More information

6 th Grade: Regions and People of the World ESC Suggested Pacing Guide

6 th Grade: Regions and People of the World ESC Suggested Pacing Guide 6 th Grade: Regions and People of the World ESC Suggested Pacing Guide 2008-09 The sixth grade year focuses on the study of world regions. The concentration is geographic rather than historic. Students

More information

A Correlation of Prentice Hall World History The Modern Era 2014

A Correlation of Prentice Hall World History The Modern Era 2014 A Correlation of Prentice Hall World History The Modern Era 2014 To the College, Career, & Civic Life (C3) Framework for Social Studies State Standards Dimension 2 Disciplinary Indicators Introduction

More information

World Geography Unit Curriculum Document

World Geography Unit Curriculum Document Unit Number and Title: Unit 9-Review (including a comparison to North America) Curriculum Concepts: Globalization Culture Democracy Diversity Migration Enduring Understandings (Big Ideas): Time Frame:

More information

A Correlation of. Eastern Hemisphere. Ohio s Learning Standards Social Studies: K-12 Grade 6

A Correlation of. Eastern Hemisphere. Ohio s Learning Standards Social Studies: K-12 Grade 6 A Correlation of Eastern Hemisphere To Grade 6 to,, Grade 6 Introduction This document demonstrates how, Eastern Hemisphere, Ohio Edition, meets : K-12 Social Studies for Grade 6. Correlation page references

More information

Fifth Grade Social Studies Major Instructional Goals

Fifth Grade Social Studies Major Instructional Goals Fifth Grade Social Studies Major Instructional Goals We exist for the academic excellence of all students. December 2007 1 Rationale The purpose of the social studies program is to prepare young people

More information

POLITICAL SYSTEMS. (ps ) Evaluate positions taken regarding the necessity of government and the purposes of government.

POLITICAL SYSTEMS. (ps ) Evaluate positions taken regarding the necessity of government and the purposes of government. Baltimore City Public School System Social Studies Content Standards (Grade 8) POLITICAL SYSTEMS In the context of U.S. History through 1877, at the end of grade 8, students know and are able to do everything

More information

I CAN STATEMENTS 6TH GRADE SOCIAL STUDIES

I CAN STATEMENTS 6TH GRADE SOCIAL STUDIES 6TH GRADE SOCIAL STUDIES I can compare historical issues involving rights, roles and statues of individuals. I can describe the relationships among specialization, division of labor, productivity of workers

More information

Strands The four disciplines within the social studies: History, Geography, Government and Economics

Strands The four disciplines within the social studies: History, Geography, Government and Economics K-8 Social Studies Note: In 2012, the Office of Early Learning and School Readiness developed the Early Learning Content Standards, which includes Pre-Kindergarten. The Pre-Kindergarten standards for social

More information

Prentice Hall History of Our World 2005, Early Ages Edition Correlated to: New York Social Studies Core Curriculum: The Eastern Hemisphere (Grade 6)

Prentice Hall History of Our World 2005, Early Ages Edition Correlated to: New York Social Studies Core Curriculum: The Eastern Hemisphere (Grade 6) New York Social Studies Core Curriculum: The Eastern Hemisphere (Grade 6) Grade 6: The Eastern Hemisphere The grade 6 social studies program emphasizes the interdependence of all people, keying on the

More information

Elementary School Social Studies

Elementary School Social Studies Elementary School Social Studies Level/Course Trimester 1 Trimester 2 Trimester 3 SK Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Content: Individuals, Family, Friends Skills: comparing and contrasting physical

More information

Campus: VALLEY VIEW HIGH SCHOOL Content Area: Social Studies

Campus: VALLEY VIEW HIGH SCHOOL Content Area: Social Studies Campus: VALLEY VEW HGH SCHOOL : Map Name: Grading Period: 1 1A 21A 21B 21D 21E 22A 22B 22C 22D 3A 3B Description, TEKS Concept and Description analyze the effects of physical and human ggraphic patterns

More information

Fourth Grade Social Studies Crosswalk

Fourth Grade Social Studies Crosswalk Fourth Grade Social Studies Crosswalk This crosswalk document compares the 2010 K-12 Social Studies Essential Standards and the 2006 North Carolina Social Studies Standard Course of Study (SCOS) and provides

More information

Grade 5: Social Studies Practices

Grade 5: Social Studies Practices Grade 5: Social Studies Practices A. Gathering and Using Evidence 1. Develop questions to help identify evidence about topics related to the historical events occurring in the Western Hemisphere that can

More information

Global Studies A and B Mr. Lord

Global Studies A and B Mr. Lord 1. ARRIVE ON TIME. Global Studies A and B Mr. Lord michael.lord@orecity.k12.or.us Global Studies A and B Classroom Rules and Grading Expectations 2. BE PREPARED BOTH MENTALLY AND PHYSICALLY FOR CLASS.

More information

Social Studies Framework K-12 ( ) 1

Social Studies Framework K-12 ( ) 1 RIVERVIEW SCHOOL DISTRICT NO. 407 STRAND CIVICS (GOVERNMENT) ECONOMICS HISTORY GEOGRAPHY Grade K Me & My Community Working together Purpose of rules Being a community contributor Compare/contrast needs

More information

Delta RV Eighth Grade Social Studies Revised-2010

Delta RV Eighth Grade Social Studies Revised-2010 Delta RV Eighth Grade Social Studies Revised-2010 Principles of Constitutional Democracy Content Standard 1: Knowledge of the principles expressed in documents shaping constitutional democracy in the United

More information

HPISD CURRICULUM (SOCIAL STUDIES, GRADE 6)

HPISD CURRICULUM (SOCIAL STUDIES, GRADE 6) HPISD CURRICULUM (SOCIAL STUDIES, GRADE 6) EST. NUMBER OF DAYS: 6A 10 DAYS, 6B 15 DAYS UNIT NAME Unit Overview Generalizations/Enduring Understandings TOPIC 6A: NORTH AFRICA TOPIC 6B: SOUTHWEST ASIA A-B:

More information

Grade Four Content Overview

Grade Four Content Overview Grade Four Content Overview Physical features Regions Contributions of the states Our Country: Geography and Regions Coastal and inland communities Famous landmarks Physical and human characteristics Local,

More information

World Geography TEKS 2nd Nine Weeks. Unit of Study Regional Studies; U.S. and Canada Regional Studies; Latin America; and Europe

World Geography TEKS 2nd Nine Weeks. Unit of Study Regional Studies; U.S. and Canada Regional Studies; Latin America; and Europe World Geography TEKS 2nd Nine Weeks Unit of Study Regional Studies; U.S. and Canada Regional Studies; Latin America; and Europe 1) History. The student understands how geography and processes of spatial

More information

Avon Community School Corporation

Avon Community School Corporation Peoples, Places and Cultures in Europe and the Americas Introduction Students in sixth grade compare the history, geography, government, economic systems, current issues, and cultures of the Western World

More information

GACE Middle Grades Social Science Assessment Test at a Glance

GACE Middle Grades Social Science Assessment Test at a Glance GACE Middle Grades Social Science Assessment Test at a Glance Updated June 2017 See the GACE Middle Grades Social Science Assessment Study Companion for practice questions and preparation resources. Assessment

More information

Maryland College and Career-Ready Standards Science Grade: 6 - Adopted: 2008

Maryland College and Career-Ready Standards Science Grade: 6 - Adopted: 2008 Main Criteria: Maryland College and Career-Ready Standards Secondary Criteria: Subjects: Science, Social Studies Grade: 6 Correlation Options: Show Correlated Maryland College and Career-Ready Standards

More information

Dublin City Schools Social Studies Graded Course of Study Grade 5 K-12 Social Studies Vision

Dublin City Schools Social Studies Graded Course of Study Grade 5 K-12 Social Studies Vision K-12 Social Studies Vision The Dublin City Schools K-12 Social Studies Education will provide many learning opportunities that will help students to: develop thinking as educated citizens who seek to understand

More information

MIDDLE TENNESSEE STATE UNIVERSITY Global Studies / Cultural Geography Major Matrix Page 1 of 7

MIDDLE TENNESSEE STATE UNIVERSITY Global Studies / Cultural Geography Major Matrix Page 1 of 7 Page 1 of 7 I. Social Studies Core GS 4990 (3) Senior Seminar in Global Studies SSC 1. Demonstrate critical thinking in the social sciences by GEOG 2000 (1/3) Introduction to Regional Geography posing

More information

Prentice Hall World Studies 2005, 8 Book Series Correlated to: New York Social Studies Core Curriculum: The Eastern Hemisphere (Grade 6)

Prentice Hall World Studies 2005, 8 Book Series Correlated to: New York Social Studies Core Curriculum: The Eastern Hemisphere (Grade 6) New York Social Studies Core Curriculum: The Eastern Hemisphere (Grade 6) Grade 6: The Eastern Hemisphere The grade 6 social studies program emphasizes the interdependence of all people, keying on the

More information

SOCIAL SCIENCES. WORLD GEOGRAPHY LH Grade(s): 9 Pre-Req: N/A

SOCIAL SCIENCES. WORLD GEOGRAPHY LH Grade(s): 9 Pre-Req: N/A SOCIAL SCIENCES WORLD GEOGRAPHY 21033000 Grade(s): 9 The World Cultural Geography course consists of the following content area strands: American History, World History, Geography, Humanities, Civics and

More information

Florida Standards Science Grade: 6 - Adopted: 2008

Florida Standards Science Grade: 6 - Adopted: 2008 Main Criteria: Florida Standards Secondary Criteria: Subjects: Science, Social Studies Grade: 6 Correlation Options: Show Correlated Florida Standards Science Grade: 6 - Adopted: 2008 BODY OF KNOWLEDGE

More information

Minnesota Transportation Museum

Minnesota Transportation Museum Minnesota Transportation Museum Minnesota Social Studies s Alignment Second Grade 1 Code Benchmark 1. Citizenship and Government 1. Civic Skills. Civic Values and Principles of Democracy 4. Governmental

More information

Content Area: Social Studies Course: Grade 7 Social Studies Grade Level: Seventh R14 The Seven Cs of Learning

Content Area: Social Studies Course: Grade 7 Social Studies Grade Level: Seventh R14 The Seven Cs of Learning Content Area: Social Studies Course: Grade 7 Social Studies Grade Level: Seventh R14 The Seven Cs of Learning Collaboration Character Communication Citizenship Critical Thinking Creativity Curiosity Unit

More information

Proposed AKS for 6 th Grade Social Studies

Proposed AKS for 6 th Grade Social Studies Proposed AKS for 6 th Grade Social Studies A. Map and Globe Skills 1. use cardinal directions 2. use intermediate directions 3. use a letter/number grid system to determine location 4. compare and contrast

More information

Course Outcomes Social Studies Component

Course Outcomes Social Studies Component Course Social Studies Component Course Applicable Standards Description 1 SWBAT analyze the construction of society through the development of language, religion, tradition, governmental structures and

More information

ILLINOIS CERTIFICATION TESTING SYSTEM

ILLINOIS CERTIFICATION TESTING SYSTEM ILLINOIS CERTIFICATION TESTING SYSTEM FIELD 113 SOCIAL SCIENCE: GEOGRAPHY November 2003 Illinois Certification Testing System FIELD 113 SOCIAL SCIENCE: GEOGRAPHY November 2003 Subarea Range of Objectives

More information

Grade Level, Course Sixth Grade Social Studies PLSD Balanced Assessment Practices. Type* DOK

Grade Level, Course Sixth Grade Social Studies PLSD Balanced Assessment Practices. Type* DOK Unit Guides Assessment Items Indic ator s Concept Standard Curricular Indicator DOK Type* SR CR PB Assessment Questions # DOK Level 1E 1M 1H 2E 2M 2H 3E 3M 3H Civics Students will develop and apply the

More information

Seventh Grade Social Studies Curriculum Map

Seventh Grade Social Studies Curriculum Map Semester Unit Unit Focus NC Essential Standards Social Studies Literacy in History/ Social Studies 1 1st Unit 1 Intro to Geography Culture Explorers Constitution Day Terrorism (9-11) 1st Unit 2 Renaissance

More information

Grade 3. Introduction to History and Social Science: Focus on Ancient World Cultures

Grade 3. Introduction to History and Social Science: Focus on Ancient World Cultures Grade 3 Introduction to History and Social Science: Focus on Ancient World Cultures The standards for third-grade students include an introduction to the heritage and contributions of the peoples of ancient

More information

Northwestern Consolidated Schools of Shelby County. Curriculum. World Studies (Eastern Hemisphere) Prepared by. Rich Ballard

Northwestern Consolidated Schools of Shelby County. Curriculum. World Studies (Eastern Hemisphere) Prepared by. Rich Ballard Northwestern Consolidated Schools of Shelby County Curriculum World Studies (Eastern Hemisphere) 7th Grade Prepared by Rich Ballard 2012-2013 1 Triton Central Middle School Vision Statement We are committed

More information

SOCIAL STUDIES GRADE 5. I Can Checklist Office of Teaching and Learning Curriculum Division REGIONS AND PEOPLE OF THE WESTERN HEMISPHERE

SOCIAL STUDIES GRADE 5. I Can Checklist Office of Teaching and Learning Curriculum Division REGIONS AND PEOPLE OF THE WESTERN HEMISPHERE SOCIAL STUDIES REGIONS AND PEOPLE OF THE WESTERN HEMISPHERE GRADE 5 I Can Checklist 2015-2016 Aligned with Ohio s Learning Standards for Social Studies Office of Teaching and Learning Curriculum Division

More information

Nevada Academic Content Standards Science Grade: 6 - Adopted: 2014

Nevada Academic Content Standards Science Grade: 6 - Adopted: 2014 Main Criteria: Nevada Academic Content Standards Secondary Criteria: Subjects: Science, Social Studies Grade: 6 Correlation Options: Show Correlated Nevada Academic Content Standards Science Grade: 6 -

More information

Wisconsin Academic Standards Science Grade: 8 - Adopted: 1998

Wisconsin Academic Standards Science Grade: 8 - Adopted: 1998 Main Criteria: Wisconsin Academic Standards Secondary Criteria: Subjects: Science, Social Studies Grade: 8 Correlation Options: Show Correlated Wisconsin Academic Standards Science Grade: 8 - Adopted:

More information

Prentice Hall World Studies: Latin America 2005 Correlated to: Missouri Social Studies Grade Level Expectations (Grade 7)

Prentice Hall World Studies: Latin America 2005 Correlated to: Missouri Social Studies Grade Level Expectations (Grade 7) Principles of Constitutional Democracy 1. Knowledge of the principles expressed in documents shaping constitutional democracy in the United States A. (1) Principles expressed in documents shaping constitutional

More information

Grade 4-Social Studies Sparta Area School District

Grade 4-Social Studies Sparta Area School District 1 Grade 4-Social Studies Sparta Area School District A.4.1 Use reference points, latitude and longitude, direction, size, shape, and scale to locate positions on various representations of the Earth s

More information

Smyth County Schools Curriculum Map. 1st 6 Weeks 2nd 6 Weeks 3rd 6 Weeks 3.5 a, b, & e, , 3.10 a,b, &c, 3.11, , 3.2, 3.4, 3.

Smyth County Schools Curriculum Map. 1st 6 Weeks 2nd 6 Weeks 3rd 6 Weeks 3.5 a, b, & e, , 3.10 a,b, &c, 3.11, , 3.2, 3.4, 3. Standards Grade: 3rd Subject: 1st 6 Weeks 2nd 6 Weeks 3rd 6 Weeks 3.5 a, b, & e, 3.6 3.6, 3.10 a,b, &c, 3.11, 312 3.1, 3.2, 3.4, 3.6 all Content STANDARD 3.5 The student will develop map skills by a) positioning

More information

K- 5 Academic Standards in. Social Studies. June 2013

K- 5 Academic Standards in. Social Studies. June 2013 K- 5 Academic s in Social Studies June 203 Word Tables of s ONLY This Word version of the 2.7.2 social studies standards (DRAFT for Rulemaking 2.7.2) document contains the standards ONLY; no explanatory

More information

World Geography Unit Curriculum Document

World Geography Unit Curriculum Document Unit Number and Title: Unit 5-Southwest Asia/North Africa (Egypt, Libya, Iraq, Afghanistan, Israel, Saudi Arabia, Iran) Curriculum Concepts: Religious conflict Oil Water Enduring Understandings (Big Ideas):

More information

Third Grade Social Studies Indicators Class Summary

Third Grade Social Studies Indicators Class Summary History Standard Construct time lines to demonstrate an understanding of units of time and chronological order. 1. Define and measure time by years, decades and centuries. 2. Place local historical events

More information

World Studies

World Studies World Studies 200 2013 2014 Instructor: Rick Rogers Prep Hour: 4th e mail:rogerric@crandon.k12.wi.us Phone: (715) 478 3339 Room: 65 Text/Materials: World History, by Jackson J. Spielvogel, Ph.D., McGraw

More information

Kansas Social Studies Standards Correlated with Reading Essentials in Social Studies From Perfection Learning Corporation. Grade 6

Kansas Social Studies Standards Correlated with Reading Essentials in Social Studies From Perfection Learning Corporation. Grade 6 Correlated with Reading Essentials in Social Studies From Perfection Learning Corporation Grade 6 Kansas Social Studies Standards Civics-Government Civics-Government Standard: The student uses a working

More information

MAJOR IN INTERNATIONAL STUDIES, EUROPEAN STUDIES CONCENTRATION

MAJOR IN INTERNATIONAL STUDIES, EUROPEAN STUDIES CONCENTRATION Major in International Studies, European Studies Concentration 1 MAJOR IN INTERNATIONAL STUDIES, EUROPEAN STUDIES CONCENTRATION Requirements Effective Fall 2018 Freshman ANTH 200 Cultures and the Global

More information

Houghton Mifflin Harcourt People We Know Minnesota Academic Standards in Social Studies, Grade 2

Houghton Mifflin Harcourt People We Know Minnesota Academic Standards in Social Studies, Grade 2 Houghton Mifflin Harcourt People We Know 2012 correlated to the Minnesota Academic in Social Studies, Grade 2 Grade 2 2.1 Citizenship and Government 2.1.1 Civic Skills 2.1.1.1 Democratic government depends

More information

SAS Curriculum - 7 th Grade Social Studies Activities by Strand

SAS Curriculum - 7 th Grade Social Studies Activities by Strand SAS Curriculum - 7 th Grade Social Studies Activities by Strand Strand - History Essential Standard 7.H.1 Use historical thinking to analyze various modern societies. Clarifying Objective 7.H.1.1 Construct

More information

ESSENTIAL CONCEPTS AND SKILL SETS OF THE IOWA CORE CURRICULUM

ESSENTIAL CONCEPTS AND SKILL SETS OF THE IOWA CORE CURRICULUM ESSENTIAL CONCEPTS AND SKILL SETS OF THE IOWA CORE CURRICULUM SOCIAL STUDIES PROVIDED BY THE IOWA DEPARTMENT OF EDUCATION INTRODUCTION Social studies is the integrated study of the social sciences and

More information

Michigan Academic Standards Science Grade: 7 - Adopted: Structure and Properties of Matter

Michigan Academic Standards Science Grade: 7 - Adopted: Structure and Properties of Matter Main Criteria: Michigan Academic Standards Secondary Criteria: Subjects: Science, Social Studies Grade: 7 Correlation Options: Show Correlated MI.SC.1. Michigan Academic Standards Science Grade: 7 - Adopted:

More information

Todd Nussen - World History

Todd Nussen - World History My Course Plan Todd Nussen - World History 2016-17 School Year Name Profile School Bio Grades taught Classes per day Length of time per class Length of school year BHP students per year Todd Nussen High

More information

CURRICULUM COURSE OUTLINE

CURRICULUM COURSE OUTLINE CURRICULUM COURSE OUTLINE Course Name(s): World Area Studies Grade(s): 9-11 Department: Social Studies Course Length: 1 Semester Pre-requisite: None Textbook/Key Resource: No Primary Textbook Course Description:

More information