# Course Outcomes Standards for Course Outcomes 1 SWBAT construct timelines, tables, charts, maps and graph to represent and interpret historical data. 2.1, PO 1 2, 2.1, PO 1b 4.1 PO 1, 3, 4.1, PO 6 2 SWBAT distinguish how different primary and secondary sources contribute to understanding of the past. 1.1 PO 3, 1.1, PO 4 1.10 PO 2 3 SWBAT identify the democratic workings of local, state and national government. 1.4 PO1( a e) 1.4 PO 2 (a), 1.4 PO 4 (a 3) 4 SWBAT compare/contrast how the natural resources of America affected the colonization and expansion of the European settlers. 1.3 PO 2,, 1.3 PO 7 4.5 PO 1 5.1 PO 4 5 SWBAT explain the contributions and roles of individuals important to the founding of the United States. 1.1, PO 1, 1.1 PO 4 1.3 PO 6, 1.4 PO 3 1.4 PO 4b. 1.5: PO 1 1.5 PO 5 6 SWBAT explain how economic factors affect individual and group behavior and choices in American history. 1.1, PO 3 1.3, PO 3 1.5 PO 2 1.5 PO 4 3.4 PO 2, 3. 5.1 PO1, 5.2 PO 7 SWBAT describe ways an individual can contribute to the united States based on Catholic Social teachings. 3.3 PO 1 1
Reading Standards for Literacy in History/Social Studies (implemented in Social Studies/Reading Projects) RL 5. 1 Quote accurately from a text and when drawing inferences from the text RL 5.2 Determine a theme of a story drama or poem from details in the text. How do characters respond to challenges or how does speaker reflect upon a text: summarize the tex RL 5.3 text RL 5.4 Compare and contrast two or more characters drawing on specific details in the Determine meaning of words and phrases as they are used in a text RL 5.5 Explain how a series of chapters, scenes or stanzas fit together to provide the overall structure RL5.6 described? How does a narrator's or speaker s point of view influence how events are RL 5.7 Analysis of how visual and multimedia elements contribute to the meaning, tone or beauty of a text RL 5.8 not applicable to literature) RL 5.9 Compare and contrast stories in the same genre RL 5.10 By end of year, read and comprehend literature, including stories, dramas and poetry at the high end of the grade s complexity band independently and proficiently 2
Unit # Essential Question (Unit Rationale) Unit Goal Skills (Objectives) Unit Assessment Standards for Units 1 How did the environment affect North American civilizations? 15 SWBAT. describe the effect of the environment on North American civilizations prior to colonization. Students will also be reading a student chosen book about friendships or overcoming hardships between cultures of that time period. SWBAT develop an understanding and appreciation for Native American cultures that will soon be changed and hurt by exploration and colonization. SW answer questions from their Kids Discover magazine and book. They will become a member of a tribe and compare and contrast a pilgrim and the Wampanoag. Technology Tools: Ipads/Google Earth Outcome 1, 2, 6, 7 4.1 PO 1 4.1 PO 6 1.1 PO 3 1.1 PO 4 2.1 PO 3 1.4 PO 2 Outcome 7: 3.4 PO 1 2 What motivated the explorations of America? How did these explorations further affect Native American interactions with these explorers? (17 days) SWBAT explain the motivation and outcome of the different significant explorations of America Tech Tools: MS Publisher or Ipads SWBAT comprehend how explorers not only mapped and discovered areas within America, but also how they interacted with Native Americans. Additionally, SWBAT understand how land treaties were set up to promote further colonization. Students will be involved in a simulation where they either dress as explorers or ask questions of explorers in a game show event called Who Discovered America? Students will then complete a packet of questions, research, and write a Want Ad for an explorer. Outcomes 4, 5, 6 1.3 PO 2 4.2 PO 1 1.3 PO 6 1.3.PO 5 3 Why were the 13 colonies established and expanded? SWBAT describe how the 13 original colonies were established and This unit is a cumulative tool building from the other units. It will discuss the SW answer questions from their magazine. They will research 1, 4, 5, 6 3
(23 days) expanded. Tech Tool: Google Earth, IPad movies MS Word colonists with a major emphasis on the English, who followed after the explorers, where they settled and why they left their respective countries (Partial economic discussion) SW learn about early colonial environment. memorable people as well as pretend that they are new colonists. They will also write about their experiences as settlers and apprentices. Supplemental tech tool: Ipads (trailer or movie) 1.3 PO 5 1.3 PO 6 4 What is a cause and effect? What were the causes and effects of the American Revolution? (22 days) SWBAT explain the causes and effects of the American Revolution from the perspective of the colonists. This unit will focus heavily on the relationship between the colonists and England and how representation and taxation prompted a strong call for revolution. Students will also be reading a student chosen book about friendships or overcoming hardships Students will become patriots and loyalists in a simulation where they must debate whether to go to war. Students will be given opportunities to research and write about important people and events of the time. They will be participating in a Reader s Workshop utilizing their student chosen books. 1,2,3,5,6 2.1, PO 1b 1.1, PO 4 Outcome 3: 1.4 ( a e) 1.4, PO 2 (a), 1.4 PO 4 (a) 1.1 PO, 4 3.3, PO 2 3.3 PO 3. 5 Why do we have the U.S. Constitution? (15) SWBAT analyze (and comprehend) the reasons for and purpose of our founding documents. This unit will emphasize post independence challenges after the U.S. gained independence. The Declaration and Articles of Confederation had to be negotiated and written. The Great Compromise, Bill of Rights, slavery and the three branches of government will be emphasized to build understanding of our current government SW answer questions from their notes, film, magazine and books. (Possible Cartoon Comics creation project) Outcomes: 2,3,5 1.10 PO 2 1.09 PO 2 Outcome 3: 1.4 PO 3 1.4 PO 5 1.4 PO 3 1.4 PO 4b. 4
and to build a cumulative understanding for the next unit. Students will also be reading a student chosen book about friendships or overcoming hardships between cultures of that time period. 6 How did the Westward Expansion affect the United States? SWBAT comprehend the concept of Manifest Destiny as it affected Westward Expansion As a consistent theme throughout this course, SW not only understand that the USA gains much land and develops technology, but that the thirst for expansion and gold further affected land, homes and culture or Native Americans. Moreover, the unit will set up how new lands create further conflict within the Union. SW use interactive maps, Google Earth and Kids Discover magazines to answer questions. Outcomes: 1, 2, 4, 5, 6, 7 1.2 PO 1(b) 1.10 PO 2 5.1 PO 4 1.5: PO 1 1.5 PO 5 1.1 PO 3 1.5 PO 2 1.5 PO 3 1.5 PO 4 Outcome 7: 3.3 PO 1 7 How did slavery affect states right and secession? Estimated time: (one month) SWBAT develop an understanding of the Civil War, learning about the role of slavery in affecting states secessions. SWBAT develop an understanding the governmental and political causes for the Civil War with the emphasis placed on the role of slavery in affecting states rights and secession. Students will be involved in a Civil War simulation where they become soldiers of the Confederate and Union armies and write about their experiences. They will also write a compare and contrast essay on the two sides, as well as Outcomes: 1, 2, 4,5,6,7 1.1 PO 3 1.1 PO 4 2.1 PO 3 4.2 PO 1, 2 5.1 PO 4: 5
answer questions from the Kids Discover magazine. 1.5: PO 5 5.2 PO 2 5.2 PO 3 Outcome 7: 3.3 PO 3 6