HONORS
UNITED STATES HISTORY 1
Grades 10, 11, 12
Curriculum
Vineland Public Schools
2006
Frank Giordano, President
Jacqueline Gavigan, Vice
President
Mayra
Arroyo
Allan
Bernardini
Jessica Deckard
Anthony
Fanucci
Ronald Franceschini, Jr.
Christopher
Snyder
Paul Spinelli
Charles Ottinger, Superintendent of Schools
Dr. Keith Figgs, Assistant Superintendent for
Administration
Dr. Mary Gruccio, Assistant Superintendent for
Curriculum and Instruction
Mr. Kevin Franchetta, Assistant Superintendent for
Business
Michael Brodzik
SOCIAL STUDIES PURPOSE AND GOALS
As defined by the National
Council for the Social Studies, "Social Studies is the integrated study of
the social sciences and humanities to promote civic competence. Within the school program, social studies
provides coordinated, systematic study drawing upon such disciplines as anthropology,
archeology, economics, geography, history, philosophy, political science,
psychology, religion and sociology, as well as appropriate content from the
humanities, mathematics and natural sciences.
The primary purpose of social studies is to help young people develop
the ability to make informed and reasoned decisions for the public good as
citizens of a culturally diverse, democratic society in an interdependent
world."
In order to carry out the
purpose of social studies education, the Vineland Public Schools Social Studies
Program focuses on the following goals, adapted from the Mission Statement and
Goals of the
The
curriculum is consistent with district goals and the goals of the Social
Studies program K-12. Learning objectives incorporate the New Jersey Content
Standards and Proficiencies in Social Studies, Grades 9-12. NJCCCS 6.1: Social Studies Skills are
integrated throughout the course in all lessons. NJCCCS 6.2-6.6 are listed after the
objectives for each unit as appropriate.
These goals are to promote:
1.
Development of
thinking, writing and speaking skills essential to effective decision-making
and problem solving that will enable our students to be rational, humane and
lifelong learners.
2.
Understanding of
the common elements of culture and appreciation of cultural diversity.
3.
Understanding of
political principles and systems to encourage competent civic participation in
a democratic society.
4.
Understanding of
the impact of science and technology on individuals and societies.
5.
Reflective
attitudes toward personal values, the values of others and the cultural values
evident in students' own and other societies.
6.
Understanding and
appreciation of the interdependence of peoples and nations in a global society.
7.
Understanding of
how human beings view themselves and others, individually and in groups.
8.
Understanding of
historical methods, divergent perspectives and interpretation, cause and effect
relationships, change and continuity and turning points.
9.
Appreciation of
the humanities and the impact of aesthetic expression.
10. Understanding of economic principles and systems
within a global context.
11. Geographic understanding, including an informal
spatial view of the world and the interrelationship of humans and their
environments.
12. Understanding of the obstacles and conflicts that
prevent effective communication and cooperation among cultures and societies.
13. Recognition of the responsibility of government and
individuals for the protection of human rights.
The units of study and
student proficiencies that define each course are consistent with district and
state objectives and reflect commitment to the
NEW
6.1 Social Studies Skills (infused throughout all
units of the curriculum)
6.2 Civics
A.
Civic Life,
Politics, and Government
B.
American Values
and Principles
C.
The Constitution
and American Democracy
D.
Citizenship
E.
International
Education: Global Challenges, Cultures, and Connections
6.3 World History
A.
The Birth of
Civilization to 1000 BCE (BC)
B.
Early Human
Societies to 500 CE (AD)
C.
Expanding Zones
of Exchange and Interaction to 1400 CE (AD)
D.
The Age of Global
Encounters (1400-1750)
E.
The Age of
Revolutionary Change (1750-1914)
F.
The Era of the
Great Wars (1914-1945)
G.
The Modern World
(1945-1979)
H.
Looking to the
Future (1980-present)
6.4
A.
Family and
Community Life
B.
State and Nation
C.
Many Worlds Meet
(to 1620)
D.
Colonization and
Settlement (1585-1763)
E.
Revolution and
the New Nation (1754-1820)
F.
Expansion and
Reform (1801-1861)
G.
Civil War and
Reconstruction (1850-1877)
H.
The Industrial
Revolution (1870-1900)
I.
The Emergence of
Modern
J.
The Great
Depression and World War II (1929-1945)
K.
Postwar Years
(1945-1970)
L.
Contemporary
6.5 Economics
A.
Economic Literacy
B.
Economics and
Society
6.6 Geography
A.
The World in
Spatial Terms
B.
Places and
Regions
C.
Physical Systems
D.
Human Systems
E. Environment and Society
PROFICIENCY
Satisfactory student
achievement in each of the proficiencies listed in this curriculum shall be
determined by student attainment of the 70% district-passing-standard. Such proficiency shall be measured by a
multiplicity of evaluation techniques and activities that include, but are not
restricted to the following:
1. Teacher-made tests/quizzes
2. Class participation
3. Homework assignments
4. Research papers/reports
5. Projects
6. Writing assignments (stress prewriting skills using
graphic organizers)
7. Oral reports and presentations
8. Notebooks/journals
9. Portfolios
10. Cooperative group projects/activities
11. Role playing
12. Interpretation/creation of maps, charts, graphs,
tables, cartoons
UNIT ONE: EXPLORATION AND SETTLEMENT
A. INTRODUCTION
Three themes that are
carried throughout the course are introduced in the first unit of study: 1) the making of the American people,
initially through the convergence of European, African and Native-American
cultures in the
B.
STUDENT OUTCOMES/OBJECTIVES
Given appropriate learning
activities, students will be able to:
10-1.1 identify and explain the reasons for
discovery and settlement of the
(6.3, 6.4, 6.5,
6.6)
Enduring Voices, Chapt. 2,
Document Set 2,
Voices of the
Student Guide, Chapt. 2, Transatlantic Encounters
& Colonial Beginnings (1492-1630)
1. B, C, D p. 21-24
2. A, B, C p. 21-24
Video “Age of Discovery and Exploration”
10-1.2 compare the British experience in the New
World with that of
colonizing
countries. (6.3, 6.4, 6.5, 6.6)
Text, p.
32-46
Enduring
Voices, Chapt. 2, Document Set 111,
Student
Guide, Chapt. 2, Transatlantic Encounters and Colonial Beginnings (1492-1630)
1.
II D, III A-F, p. 24-26
2.
Map Activity p. 32-33
10-1.3 describe the Swedish,
Dutch and British experiences in
6.6)
Text, p.
82-87
Voices
From The
Chapt.
1, Reading 3, “The Concessions and Agreements…”
Enduring Voices,
Chapt. 1, Document Set 2,
Video: “Black Robe” (get edited version)
Enduring Voices,
Chapt. 1, Document Set 2,
10-1.6 compare and contrast the effects of the physical
environment on colonization and
cultural practices in different
regions of the New World and
6.6)
Text, p. 13-16
Student
Guide, Skillbuilding Maps #1 & 2, p. 48-51
10-1.7 describe the African experience in the New
World and in
6.5)
Enduring Voices, Chapter 4,
Document Set 1,
Voices From The
10-1.8 recognize
that from the beginning Americans have been composed of many
ethnic and
racial strains that have resulted in a rich culture, but one with tensions
and
conflicts. (6.3, 6.4)
Enduring Voices, Chapt. 3,
Document Set 1,
UNIT
TWO:
A. INTRODUCTION
Unit 2 introduces a major
theme in the study of American history, the struggle for liberty, equality,
justice and dignity, and the ideas, people and conditions that allowed these
movements to progress. Four additional
themes, 1) the history of philosophy and political and social thought, 2) the
history of political leadership, 3) the history of warfare and 4) the history
of popular culture are introduced in this unit and revisited throughout the
course of study. Students explore the
multiple causes and varying points of view of the American Revolution, and
weigh the world-wide significance of the values expressed in the Declaration of
Independence. They analyze the
weaknesses of the Articles of Confederation, and the main issues and
compromises made in the formation of the Constitution. They recognize that the conflict between
Hamilton and Jefferson demonstrated critical differences of opinion over the
role of the federal government. The
early years of the Republic are presented, and characterized by economic growth
and the development of a national consciousness and spirit.
B.
STUDENT OUTCOMES/OBJECTIVES
Given appropriate learning
activities, students will be able to:
10-2.1 discuss the impact of British political,
religious, social and economic values and
practices on colonial culture. (6.2, 6.3, 6.4, 6.5)
Enduring Voices, Chapt. 3,
Document Set 3,
10-2.2 determine the significance of the French and
Indian War. (6.2, 6.3, 6.4, 6.5, 6.6)
Text, p. 128-132
Student Guide, Skillbuilding Map p.
77& 78, Chapt. 5
Video Clips: “The Last of the Mohicans”