Social Studies Scope and Sequence

Table of Contents

Kindergarten …………………………………………..………....………………………….…3

First Grade …………………………...………………..………....………………………….…4

Second Grade ………..………………………………………...…………………………...…5

Third Grade ………..………………………………………………………………...………...6

Fourth Grade ………..……………………………………………………………..…....…….7

Fifth Grade ……...…………………………………………………………………..….….…..8

Sixth Grade ………………………………………………………………………..…..….….10

Seventh Grade …………………………………..………………….……………….….……11

Eighth Grade …………………………………………………….……………...……....……13

Ninth Grade …………………………………………………………………………………..15

Tenth Grade…………………………………………………………………………………...19

Eleventh Grade………………………………………………………………………………..23

Twelfth Grade………………………………………………………………………………….30

SCASD K-12 Social Studies Scope and Sequence

Vision: To inspire students to be knowledgeable and engaged citizens with global awareness.

Mission: To prepare students to be life-long learners, who are responsible and active global citizens.

Kindergarten: Students will explore concepts around community, self and others, citizenship, rules and responsibilities, and respecting others. Social studies will be taught using the inquiry arc from the National Council for the Social Studies C3 Framework which includes: developing questions and planning inquiries, applying disciplinary tools and concepts (Civics, Economics, Geography, History), evaluating sources and using evidence, communicating conclusions and taking informed action. Civics and social justice will serve as a thread throughout the year to support the teaching of community.
Unit Title	Standards
Living Together	Civics D2.Civ.7.K-2 Apply civic virtues when participating in school settings. D2.Civ.3.K-2 Explain the need for and the purposes of rules in various settings inside and outside of school. Economics D2.Eco.6.K-2 Explain how people earn income. History D2.His.1.K-2 Create a chronological sequence of multiple events. D2.His.14.K-2 Generate possible reasons for an event or development in the past. Geography D2.Geo.1.K-2 Construct maps, graphs, and other representations of familiar places. D2.Geo.4.K-2 Explain how weather, climate, and other environmental characteristics affect people’s lives in a place or region. Social Justice I Can Statements ID.K-2.1 I know and like who I am and can talk about my family and myself and name some of my group identities. ID.K-2.4 I can feel good about myself without being mean or making other people feel bad. DI.K-2.6 I like being around people who are like me and different from me, and I can be friendly to everyone. DI.K-2.9 I know everyone has feelings, and I want to get along with people who are similar to and different from me. JU.K-2.12 I know when people are treated unfairly. AC.K-2.20 I will join with classmates to make our classroom fair for everyone.
1st Grade: Students will develop and extend concepts around community, self and others, families, needs and wants, geography, citizenship, rules and responsibilities, and respecting others. Social studies will be taught using the inquiry arc from the National Council for the Social Studies C3 Framework which includes: developing questions and planning inquiries, applying disciplinary tools and concepts (Civics, Economics, Geography, History), evaluating sources and using evidence, communicating conclusions and taking informed action. Civics and social justice will serve as a thread throughout the year to support the teaching of community.
Unit Title	Standards
Exploring Communities	Civics D2.Civ.2.K-2: Explain how all people, not just official leaders, play important roles in a community. D2.Civ.3.K-2: Explain the need for and the purposes of rules in various settings inside and outside of school. D2.Civ.7.K-2: Apply civic virtues when participating in school settings. Economics D2.Eco.2.K-2: Identify the benefits of costs and making various personal decisions. D2.Eco.1.K-2: Explain how scarcity necessitates decision making. D2.Eco.4.K-2: Describe the goods and services that people in the local community produce and those that are produced in other communities. History D2.His.14.K-2: Generate possible reasons for an event or development in the past. D2.His.3.K-2. Generate questions about individuals and groups who have shaped a significant historical change. D2.His.10.K-2: Explain how historical sources can be used to study the past. D2.His.2.K-2: Compare life in the past to life today. Geography D2.Geo.2.K-2: Use maps, graphs, photographs, and other representations to describe places and the relationships and interactions that shape them. D2.Geo.K-2: Explain why and how people, goods, and ideas move from place to place. D2.Geo.4.K-2: Explain how weather, climate and other environmental characteristics affect people's lives in a place or region. Social Justice I Can Statements D.K-2.5 I see that the way my family and I do things is both the same as and different from how other people do things, and I am interested in both. DI.K-2.8 I want to know about other people and how our lives and experiences are the same and different. JU.K-2.14 I know that life is easier for some people and harder for others and the reasons for that are not always fair. AC.K-2.17 I can and will do something when I see unfairness—this includes telling an adult.
2nd Grade: Students will develop concepts around community, equity, friendship, choices, rules and responsibilities, and government. Social studies will be taught using the inquiry arc from the National Council for the Social Studies C3 Framework which includes: developing questions and planning inquiries, applying disciplinary tools and concepts (Civics, Economics, Geography, History), evaluating sources and using evidence, communicating conclusions and taking informed action. Civics and social justice will serve as a thread throughout the year to support the teaching of community.
Unit Title	Standards
Exploring Past and Present	Civics D2.Civ.7.K-2: Apply civic virtues when participating in school settings. D2.Civ.1.K-2: Describe roles and responsibilities of people in authority. 5.1.3.B Explain the purposes of rules and laws and why they are important in the classroom, school, community, state and nation. Economics D2.Eco.12.K-2: Describe examples of the goods and services that governments provide. D2.Eco.15.K-2: Describe products that are produced abroad and sold domestically and products that are produced domestically and sold abroad. D2.Eco.14.K-2: Describe why people in one country trade goods and services with people in other countries. History D2.His.4.K-2: Compare perspectives of people in the past to those of people in the present. D2.His.12.K-2: Generate questions about a particular historical source as it relates to a particular historical event of development D2.His.6.K-2: Compare different accounts of the same historical events. Geography D2.Geo.3.K-2: Use maps, globes, and other simple geographic models to identify cultural and environmental characteristics of places. D2.Geo.9.K-2: Describe the connections between the physical environment of a place and the economic activities found there. Social Justice I Can Statements ID.K-2.2 I can talk about interesting and healthy ways that some people who share my group identities live their lives. DI.K-2.7 I can describe some ways that I am similar to and different from people who share my identities and those who have other identities. DI.K-2.10 I find it interesting that groups of people believe different things and live their daily lives in different ways. JU.K-2.13 I know some true stories about how people have been treated badly because of their group identities, and I don’t like it. JU.K-2.15 I know about people who helped stop unfairness and worked to make life better for many people. AC.K-2.16 I care about those who are treated unfairly. AC.K-2.18 I will say something or tell an adult if someone is being hurtful, and will do my part to be kind even if I don’t like something they say or do. AC.K-2.19 I will speak up or do something if people are being unfair, even if my friends do not.
3rd Grade: Students will develop and extend concepts around community, culture, leadership, interdependence, and children’s rights. Social studies will be taught using the inquiry arc from the National Council for the Social Studies C3 Framework which includes: developing questions and planning inquiries, applying disciplinary tools and concepts (Civics, Economics, Geography, History), evaluating sources and using evidence, communicating conclusions and taking informed action. Civics and social justice will serve as a thread throughout the year to support the teaching of community.
Unit Title	Standards
Exploring Our World	Civics D2.Civ.7.K-2. Apply civic virtues when participating in school settings. D2.Civ.8.3-5 Identify core civic virtues and democratic principles that guide government, society, and communities. D2.Civ.4.3-5. Explain how groups of people make rules to create responsibilities and protect freedoms. Economics D2.Eco.2.3-5: Identify positive and negative incentives that influence the decisions people make. D2.Eco.4.3-5: Explain why individuals and businesses specialize and trade. History D2.His.2.3-5: Compare life in specific historical time periods to life today. Geography D2.Geo.1.3-5: Construct maps and other graphic representations of both familiar and unfamiliar places. D2.Geo.4.3-5: Explain how culture influences the way people modify and adapt to their environments. Social Justice I Can Statements ID.3-5.1 I know and like who I am and can talk about my family and myself and describe our various group identities. ID.3-5.2 I know about my family history and culture and about current and past contributions of people in my main identity groups. ID.3-5.3 I know that all my group identities are part of who I am, but none of them fully describes me and this is true for other people too. DI.3-5.6 I like knowing people who are like me and different from me, and I treat each person with respect. DI.3-5.9 I feel connected to other people and know how to talk, work and play with others even when we are different or when we disagree. JU.3-5.11 I try and get to know people as individuals because I know it is unfair to think all people in a shared identity group are the same. AC.3-5.16 I pay attention to how people (including myself ) are treated, and I try to treat others how I like to be treated. AC.3-5.17 I know it’s important for me to stand up for myself and for others, and I know how to get help if I need ideas on how to do this.
4th Grade: Students will develop and extend concepts around community, location, land ownership, settlers, indigenous people, and Pennsylvania. Social studies will be taught using the inquiry arc from the National Council for the Social Studies C3 Framework which includes: developing questions and planning inquiries, applying disciplinary tools and concepts (Civics, Economics, Geography, History), evaluating sources and using evidence, communicating conclusions and taking informed action. Civics and social justice will serve as a thread throughout the year to support the teaching of community.
Unit Title	Standards
Exploring Diverse Perspectives	Civics D2.Civ.10.3-5: Identify the beliefs, experiences, perspectives and values that underlie their own and others' points of view about civic issues. D2.Civ.7.3-5. Apply civic virtues and democratic principles in school settings. D2.Civ.14.3-5. Illustrate historical and contemporary means of changing society. Economics D2.Eco.3.3-5: Identify examples of the variety of resources (human capital, physical capital, and natural resources) that are used to produce goods and services. D2.Eco.5.3-5: Explain the role of money in making exchange easier. History D2.His.3.3-5: Generate questions about individuals and groups who have shaped significant historical changes and continuities. D2.His.10.3-5: Compare information provided by different historical sources about the past. D2.His.12.3-5: Generate questions about multiple historical sources and their relationships to particular historical events and developments. 8.2.3.A Understand the political and cultural contributions of individuals and groups to Pennsylvania history. Geography D2.Geo.3.3-5: Use maps of different scales to describe the location of cultural and environmental characteristics. D2.Geo.5.3-5: Explain how the cultural and environmental characteristics of places change over time. D2.Geo.7.3-5: Explain how cultural and environmental characteristics affect the distribution and movement of people, goods and ideas. D2.Geo.11.3-5: Describe how the spatial patterns of economic activities in a place change over time because of interactions with nearby and distant places. D2.Geo.8.3-5: Explain how human settlements and movements relate to the locations and use of various natural resources. Social Justice I Can Statements ID.3-5.3 I know that all my group identities are part of who I am, but none of them fully describes me and this is true for other people too. DI.3-5.7 I have accurate, respectful words to describe how I am similar to and different from people who share my identities and those who have other identities. U.3-5.12 I know when people are treated unfairly, and I can give examples of prejudice words, pictures and rules. JU.3-5.14 I know that life is easier for some people and harder for others based on who they are and where they were born. AC.3-5.18 I know some ways to interfere if someone is being hurtful or unfair, and will do my part to show respect even if I disagree with someone’s words or behavior.
5th Grade: Students will develop and extend concepts around community, colonization, independence, government, citizen voice, slavery, western expansion, immigration, and democracy. Social studies will be taught using the inquiry arc from the National Council for the Social Studies C3 Framework which includes: developing questions and planning inquiries, applying disciplinary tools and concepts (Civics, Economics, Geography, History), evaluating sources and using evidence, communicating conclusions and taking informed action. Civics and social justice will serve as a thread throughout the year to support the teaching of community.
Unit Title	Standards
Exploring the Stories of America	Civics D2.Civ.1.3-5: Distinguish the responsibilities and powers of government officials at various levels and branches of government and in different times and places. D2.Civ.3.3-5: Examine the origins and purposes of rules, laws and key US constitutional provisions. D2.Civ.5.3-5: Explain the origins, functions, and structure of different systems of government, including those created by the US and state constitutions. D2.Civ.13.3-5: Explain how policies are developed to address public problems. D2.Civ.7.3-5. Apply civic virtues and democratic principles in school settings. Economics D2.Eco.14.3-5: Explain how trade leads to increasing economic interdependence among nations. D2.Eco.12.3-5: Explain the ways in which the government pays for the goods and services it provides D2.Eco.1.3-5: Compare the benefits and costs of individual choices. History D2.His.1.3-5: Create and use chronological sequence of related events to compare developments that happened at the same time. D2.His.4.3-5: Explain why individuals and groups during the same historical period differed in their perspectives. D2.His.5.3-5: Explain connections among historical contexts and people's perspectives at the time. D2.His.11.3-5: Infer the intended audience and purpose of a historical source from information within the source itself. D2.His.13.3-5: Use information about a historical source, including the maker, date, place of origin, intended audience and purpose to judge the extent to which the source is useful for studying a particular topic. D2.Hist.14.3-5: Explain probable causes and effects of events and developments. D2.His.16.3-5: Use evidence to develop a claim about the past. D2.His.6.3-5. Describe how people’s perspectives shaped the historical sources they created. Geography D2.Geo.2.3-5: Use maps, satellite images, photographs, and other representations to explain relationships between the locations of places and regions and their environmental characteristics. D2.Geo.6.3-5: Describe how environmental and cultural characteristics influence population distribution in specific places or regions. D2.Geo.12.3-5: Explain how natural and human-made catastrophic events in one place affect people living in other places. D2.Geo.4.3-5: Explain how culture influences the way people modify and adapt to their environments. D2.Geo.8.3-5: Explain how human settlements and movements relate to the locations and use of various natural resources Social Justice I Can Statements ID.3-5.3 I know that all my group identities are part of who I am, but none of them fully describes me and this is true for other people too. ID.3-5.4 I can feel good about my identity without making someone else feel badly about who they are. ID.3-5.5 I know my family and I do things the same as and different from other people and groups, and I know how to use what I learn from home, school and other places that matter to me. DI.3-5.8 I want to know more about other people’s lives and experiences, and I know how to ask questions respectfully and listen carefully and non-judgmentally. DI.3-5.10 I know that the way groups of people are treated today, and the way they have been treated in the past, is a part of what makes them who they are. JU.3-5.13 I know that words, behaviors, rules and laws that treat people unfairly based on their group identities cause real harm. JU.3-5.15 I know about the actions of people and groups who have worked throughout history to bring more justice and fairness to the world. AC.3-5.19 I will speak up or do something when I see unfairness, and I will not let others convince me to go along with injustice. AC.3-5.20 I will work with my friends and family to make our school and community fair for everyone, and we will work hard and cooperate in order to achieve our goals.

Grade 6: Equity, Justice, and Community Responsibility

This course is designed to engage students in enriching and meaningful conversations regarding the diversity of our community. The purpose of the course is to explore aspects of identity, as well as concepts of inclusivity, equity, the law, and social justice through the use of common texts, research, discussion, and classroom activities. Students will examine cultural and historical contributions of different groups. Throughout the course, students will work to understand the roles of actively engaged citizens in our modern world.

Unit Title

Standards

I Am, You Are, We Are…!

C3.D2.Geo.6.6-8: Explain how the physical and human characteristics of places and regions are connected to human identities and cultures.

TT 3: Students will recognize that people’s multiple identities interact and create unique and complex individuals.

TT 7: Students will develop language and knowledge to accurately and respectfully describe how people (including themselves) are both similar to and different from each other and others in their identity groups.

We Are...Better Together!

C3.D2.Civ.1.6-8: Distinguish the powers and responsibilities of citizens, political parties, interest groups, and the media in a variety of governmental and nongovernmental contexts.

C3.D2.Civ.2.6-8: Explain specific roles played by citizens (such as voters, jurors, taxpayers, members of the armed forces, petitioners, protesters, and office-holders).

C3.D2.Civ.3.6-8: Examine the origins, purposes, and impact of constitutions, laws, treaties, and international agreements.

C3.D2.His.1.6-8: Analyze connections among events and developments in broader historical contexts.

TT 10: Students will examine diversity in social, cultural, political and historical contexts rather than in ways that are superficial or oversimplified.

… And Justice for All

PA Eco. 6.1.6.B: Explain the three basic questions that all economic systems attempt to answer: What goods and services will be produced? How will goods and services be produced? Who will consume goods and services?

C3.D2.His.2.6-8: Classify series of historical events and developments as examples of change and/or continuity.

C3.D2.His.5.6-8: Explain how and why perspectives of people have changed over time.

TT 12: Students will recognize unfairness on the individual level (e.g., biased speech) and injustice at the institutional or systemic level (e.g., discrimination).

Action, Action, We Want Action…!

PA-Hist 8.4.6.D: Explain how conflict and cooperation among social groups and organizations affected world history.

C3.D2.Geo.4.6-8: Explain how cultural patterns and economic decisions influence environments and the daily lives of people in both nearby and distant places.

TT 19: Students will make principled decisions about when and how to take a stand against bias and injustice in their everyday lives and will do so despite negative peer or group pressure.

TT 20: Students will plan and carry out collective action against bias and injustice in the world and will evaluate what strategies are most effective.

Grade 7: Roots of Civilization and Human Encounters

Throughout this course, students will study historical and cultural developments, beginning with early civilizations and ending with the Renaissance. Through the study of history, geography and economics, students will grow in their understanding of how human interaction and cultural exchange have contributed to the development of human societies.

Unit Title

Standards

Growth of Civilizations

PA Geo 7.2.7.A: Explain the characteristics of places and regions.

PA Hist 8.1.7.A: Demonstrate continuity and change over time using sequential order and context of events.

C3.D2.Eco.1.6-8: Explain how economic decisions affect the well-being of individuals, businesses and society.

TT 3: Students will recognize that people’s multiple identities interact and create unique and complex individuals.

Got Democracy? (Greece and Persia)

PA Civ 6.4.7.B: Analyze how changes in trade affect standards of living.

C3.D2.Civ.13. 6-8: Analyze the purposes, implementation, and consequences of public policies in multiple settings.

C3.D2.Geo.1.6-8: Construct maps to represent and explain the spatial patterns of cultural and environmental characteristics.

PA Hist: 8.4.7.D: Explain how conflict and cooperation among groups and organizations have impacted the history of the world.

Rome Wasn’t Built in a Day

C3.D2.Civ.4.6-8: Explain the powers and limits of the three branches of government, policies, officials, and bureaucracies at different levels in the United States and in other countries

C3.D2.Civ.8.6-8: Analyze ideas and principles contained in the founding documents of the United States, and explain how they influence the social and political system.

C3.D2.Eco.5.6-8: Explain ways in which money facilitates exchange by reducing transactional costs.

PA Hist 8.1.7.B: Identify and use primary and secondary sources to analyze multiple points of view for historical events.

Ideas in Motion

(Mughal, China and the Asian World)

PA Econ: 6.4.7.B: Analyze how changes in trade affect standards of living.

C3.D2.Eco.14.6-8: Explain barriers to trade and how those barriers influence trade among nations.

PA Hist: 8.1.7.A: Demonstrate continuity and change over time using sequential order and context of events.

TT 13: Students will analyze the harmful impact of bias and injustice on the world, historically and today.

Wealth Beyond Words

(Incas and Mayans)

C3.D2.Civ.11.6-8: Differentiate among procedures for making decisions in the classroom, school, civil society, and local, state and national government in terms of how civic purposes are intended.

PA Econ 6.2.7.G: Examine how various economic systems address the three basic questions. What to produce? How? For whom?

PA Geo 7.1.W.A: Use geographic tools to analyze information about the interaction between people, places, and the environment.

C3.D2.Geo.2.6-8: Use maps, satellite images, photographs, and other representations to explain relationships between locations of places and regions, and changes in their environmental characteristics.

Pillars of an Empire (Islamic World)

C3.D2.His.5.6-8: Explain how and why perspectives of people have changed over time.

PA Hist 8.4.7.D: Explain how conflict and cooperation among groups and organizations have impacted the history of the world.

PA Geo 7.2.7.A: Explain the characteristics of places and regions.

TT 11: Students will recognize stereotypes and relate to people as individuals rather than representatives of groups.

So, You’ve Got a Story to Tell

(Sub-Saharan Africa)

C3.D2.Geo.5.6-8: Analyze the combinations of cultural and environmental characteristics that make places both similar to and different from other places.

PA Geo 7.3.7.A: Describe the human characteristics of places and regions using the following criteria: Population, Culture, Settlement, Economic activities, Political activities

PA Civ 5.4.7.B: Describe how countries coexist in the world community.

TT 8: Students will respectfully express curiosity about the history and lived experiences of others and will exchange ideas and beliefs in an open-minded way.

Did Someone Turn Out the Lights?

(The Middle Ages)

PA Econ 6.5.7.A: Describe how people are compensated for their production of goods and services.

C3.D2.Geo.12.6-8: Explain how global changes in population distribution patterns affect changes in land use in particular places.

PA Hist 8.4.7.C: Differentiate how continuity and change have impacted world history. Belief systems and religions, commerce and industry, technology, politics and government, physical and human geography, and social organizations.

C3.D2.His.15.6-8: Evaluate the relative influence of various causes of events and developments in the past.

Why So Many Questions?

(The Renaissance)

PA Civ 5.4.7.A: Identify how countries have different interests.

PA Hist 8.4.7.A: Summarize the social, political, cultural, and economic contributions of individuals and groups in world history.

C3.D2.His.11.6-8: Use other historical sources to infer a plausible maker, date, place of origin, and intended audiences for historical sources where this information is not easily identified.

C3.D2.His.12.6-8: Evaluate the relevancy and utility of a historical source based on information such as maker, date, place of origin, intended audience and purpose.

Grade 8: Reform, Revolution, and the American Experiment

The first semester of this course focuses on the exploration of global history from the Protestant Reformation in Europe to the French Revolution. Throughout this course, students will grow in their understanding of how geography, economics, and civics shaped the world at that time and the impact those decisions had within a historical context. In the second semester of this course, students will use their knowledge of Enlightenment ideas as driving forces for the creation of the “American experiment” and as a segue to the study of American Civics.

Unit Title

Standards

Reforming Europe

PA His 8.4.8.A: Compare the role groups and individuals played in the social, political, cultural, and economic development throughout world history.

C3.D2.His.1.6-8: Analyze connections among events and developments in broader historical contexts.

C3.D2.His.4.6-8: Analyze multiple factors that influenced the perspectives of people during different historical eras.

TT 13: Students will analyze the harmful impact of bias and injustice on the world, historically and today.

The Sun Rises in the East

C3.D2.Eco.1.6-8: Explain how economic decisions affect the well-being of individuals, businesses and society.

C3.D2.His.4.6-8: Analyze multiple factors that influenced the perspectives of people during different historical eras.

PA His 8.4.8.C: Illustrate how continuity and change have impacted world history.

Belief systems and religions
Commerce and industry
Technology
Politics and government
Physical and human geography
Social organizations

TT 10: Students will examine diversity in social, cultural, political and historical contexts rather than in ways that are superficial or oversimplified.

The Sun Sets in the West

C3.D2.Eco.1.6-8: Explain how economic decisions affect the well-being of individuals, businesses and society.

C3.D2.Geo.7.6: Explain how changes in transportation and communication technology influence the spatial connections among human settlements and affect the diffusion of ideas and cultural practices

C3.D2.Geo.11.6-8: Explain how the relationship between the environmental characteristics of places and production of goods influences the spatial patterns of world trade.

C3.D2.His.1.6-8: Analyze connections among events and developments in broader historical contexts.

Absolute Power Corrupts Absolutely - Who Died and Made You King?

PA His 8.4.8.A: Compare the role groups and individuals played in the social, political, cultural, and economic development throughout world history.

C3.D2.His.1.6-8: Analyze connections among events and developments in broader historical contexts.

C3.D2.His.4.6-8: Analyze multiple factors that influenced the perspectives of people during different historical eras.

C3.D2.Eco.1.6-8: Explain how economic decisions affect the well-being of individuals, businesses and society.

Enlightenment and Revolution

PA Civ. 5.1.9 C: Analyze the principles and ideals that shape the government.

C3.D2.His.1.6-8: Analyze connections among events and developments in broader historical contexts.

C3.D2.His.4.6-8: Analyze multiple factors that influenced the perspectives of people during different historical eras.

TT 13: Students will analyze the harmful impact of bias and injustice in the world, historically and today.

TT 15: Students will identify figures, groups, events and a variety of strategies and philosophies relevant to the history of social justice around the world.

So You Want to be a Citizen?!

PA Civ 5.2.9A: Contrast the essential rights and responsibilities of citizens in systems of government.

C3.D2.Civ.1.6-8: Distinguish the powers and responsibilities of citizens, political parties, interest groups, and the media in a variety of governmental and nongovernmental contexts.

C3.D2.Geo.4.6-8: Explain how cultural patterns and economic decisions influence environments and the daily lives of people in both nearby and distant places.

TT 15: Students will identify figures, groups, events and a variety of strategies and philosophies relevant to the history of social justice around the world.

Let Me Read You Your Rights

PA CIV 5.1.9 J: Explain how law protects individual rights and the common good.

PA Civ. 5.3.9: Explain how the government protects individual rights.

TT 12: Students will recognize unfairness on the individual level (e.g., biased speech) and injustice at the institutional or systemic level (e.g., discrimination).

Three Ring Circus

PA Civ 5.2.9 C Analyze skills used to resolve conflicts in society and government

PA Civ. 5.3.9: Compare the responsibilities and powers of the three branches within the national government.

C3.D2.Civ.4.6-8: Explain the powers and limits of the three branches of government, public officials, and bureaucracies at different levels in the United States and in other countries.

TT 6: Students will express comfort with people who are both similar to and different from them and engage respectfully with all people.

I Approved This Message

PA Civ 5.2.9 E: Explain the importance of the political process to competent and responsible participation in civic life.

PA Civ. 5.3.9 E: Explain how citizens participate in choosing their leaders through political parties, campaigns and elections.

PA. Civ 5.3.9 F: Explain the election process.

C3.D2. Civ. 10. 6-8: Explain the relevance of personal interests and perspectives, civic virtues, and democratic principles when people address issues and problems in government and civil society.

Close to Home

PA Civ. 5.1.9 H: Explain and interpret the roles of framers of basic documents of government from a national and Pennsylvania perspective.

PA Civ. 5.2.9 B: Analyze citizens rights and responsibilities in local, state, and national government.

C3.D2 Civ 2.6-8: Explain specific roles played by citizens (such as voters, jurors, taxpayers, members of armed forces, protesters, and office holders).

C3.D2.Civ.5.6-8: Explain the origins, functions, and structure of government with reference to the US Constitution, state constitutions, and selected other systems of government.

Grade 9: Advanced Placement Human Geography
The AP Human Geography course presents high school students with the curricular equivalent of an introductory college-level course in human geography or cultural geography. Content is presented and is organized around the following themes: economic geography, cultural geography, political geography, and urban geography. Students are encouraged to participate in assignments and activities involving critical thinking and problem-solving. Case studies are drawn from all world regions, with an emphasis on understanding the world in which we live today. Historical information serves to enrich analysis and impacts of globalization, colonialism, and human–environment relationships on places, regions, cultural landscapes, and patterns of interaction. Students enrolled in this course will investigate problems of economic development and cultural change, population change and growth, the impacts of technology, as well as struggles over political power and control of territory. In addition, students will study the inequalities between developed and developing economies and the role of humans in shaping Earth’s landscapes.
Unit Title	Standards
Geography: Its Nature and Perspectives	PA Geo 7.1.12.A: Analyze data and issues from a spatial perspective using the appropriate geographic tools. PA Geo 7.1.12.B: Analyze the location of places and regions. C3.D2.Geo.2.9-12: Use maps, satellite images, photographs, and other representations to explain relationships between the locations of places and regions and their political, cultural and economic dynamics. AP Skill 1.B: Explain geographic concepts, processes, models and theories. TT 6: Students will express comfort with people who are both similar to and different from them and engage respectfully with all people.
Population & Migration	PA Geo 7.3.12.A: Analyze the significance of human activity in shaping places and regions by their population characteristics. PA Geo 7.3.12.C: Analyze the significance of human activity in shaping places and regions by their settlement characteristics. C3.D2.Geo.7.9-12: Analyze the reciprocal nature of how historical events and the spatial diffusion of ideas, technologies, and cultural practices have influenced migration patterns and the distribution of human population. C3.D2.Geo.12.9-12: Evaluate the consequences of human-made and natural catastrophes on global trade, politics, and human migration. C3.D2.His.14.9-12: Analyze multiple complex causes and effects of events in the past. AP Skill 2.B: Explain spatial relationships in a specified context or region of the world using geographic concepts, processes, models or theories. TT 8: Students will respectfully express curiosity about the history and lived experiences of others and will exchange ideas and beliefs in an open-minded way.
Population & Migration
Cultural Patterns & Processes	C3.D2.Geo.2.9-12: Use maps, satellite images, photographs, and other representations to explain relationships between the locations of places and regions and their political, cultural and economic dynamics. C3.D2.Geo.6.9-12: Evaluate the impact of human settlement activities on the environmental and cultural characteristics of specific places and regions. D2.His.14.9-12: Analyze multiple complex causes and effects of events in the past. AP Learning Objective: SPS-3: Cultural ideas, practices, and innovations change or disappear over time. TT 5: Students will recognize traits of the dominant culture, their home culture and other cultures and understand how they negotiate their own identity in multiple spaces.
Political Organization of Space	C3.D2.Civ.5.9-12: Evaluate citizens' and institutions' effectiveness in addressing social and political problems at the local, state, tribal, national, and/or international level. C3.D2.Civ.6.9-12: Critique relationships among governments, civil societies, and economic markets. PA Geo 7.3.9.E: Explain the human characteristics of place and regions by their political activities. AP Skill: 3.E: Explain what maps, or data, imply or illustrate about geographic principles, processes, and outcomes. TT 12: Students will recognize unfairness on the individual level (e.g., biased speech) and injustice at the institutional or systemic level (e.g., discrimination).
Agriculture, Food Production, and Rural Land Use	C3.D2.Geo.10.9-12: Evaluate how changes in the environmental and cultural characteristics of a place or region influence spatial patterns of trade and land use. C3.D2.Geo.11.9-12: Evaluate how economic globalization and the expanding use of scarce resources contribute to conflict and cooperation within and among countries. C3.D2.Eco.15.9-12: Explain how current globalization trends and policies affect economic growth, labor markets, rights of citizens, the environment, and resource and income distribution in different nations. AP Skill: 2.D: Explain the significance of geographic similarities and differences among different locations and/or at different times.
Industrialization and Economic Development	C3.D2.Eco.12.9-12: Explain why advancements in technology and investments in capital increase economic growth and standards of living. C3.D2.Eco.15.9-12: Explain how current globalization trends and policies affect economic growth, labor markets, rights of citizens, the environment, and resource and income distribution in different nations. PA Geo 6.1.9.A: Analyze the similarities and differences in economic systems. PA Geo 7.3.9.D: Explain the human characteristics of places and regions by their economic activities AP Learning Objective: SPS-7: Industrialization past and present has facilitated improvements and standards of living but it has also contributed to geographically uneven development. TT 14: Students will recognize that power and privilege influence relationships on interpersonal, intergroup and institutional levels and consider how they
Cities and Urban Land Use	PA Econ 6.2.9.A: Explain the flow of goods, services and resources in a mixed economy. PA Geo 7.3.9.D: Explain the human characteristics of places and regions by their economic activities C3.D2.Geo.2.9-12: use maps, satellite images, photographs, and other representations to explain relationships between the locations of places and regions and their political, cultural and economic dynamics. AP Learning Objective: PSO-6: The presence and growth of cities vary across geographic locations because of physical geography and resources.
Sustainability (Project Based Unit)	C3.D2.Civ.12.9-12: Analyze how people use and challenge local, state, national and international laws to address a variety of public issues. C3.D2.Eco.15.9-12: Explain how current globalization trends and policies affect economic growth, labor markets, rights of citizens, the environment, and resource and income distribution in different nations. AP Learning Objective: IMP-7: Environmental problems, stemming from industrialization, may be remedied through sustainable development strategies. TT 20: Students will plan and carry out collective action against bias and injustice in the world and will evaluate what strategies are most effective.

Grade 9: Human Geography
At the heart of the course, is the belief that students should understand the organization of their world, and its effects, as well as their role in the sustainability of the future. Content is presented thematically rather than regionally and is organized around the discipline’s main subfields: economic, cultural, political, and developmental geography. The approach is spatial and problem oriented. Case studies are drawn from all world regions, with an emphasis on understanding the world in which we live today. Students look at the impacts of phenomena such as globalization and human–environment relationships on places, regions, and cultural landscapes. Students enrolled in this course will investigate problems of economic development and cultural change, population change and growth, the impacts of technology, as well as struggles over political power and control of territory. In addition, students will study the inequalities between developed and developing economies and the role of humans in shaping Earth’s landscapes.
Unit Title	Standards
This is Geography	PA Geo 7.1.12.A: Analyze data and issues from a spatial perspective using the appropriate geographic tools PA Geo 7.1.12.B: Analyze the location of places and regions C3.D2.Geo.2.9-12: use maps, satellite images, photographs, and other representations to explain relationships between the locations of places and regions and their political, cultural and economic dynamics. TT 6: Students will express comfort with people who are both similar to and different from them and engage respectfully with all people.
Population & Health	PA Geo 7.3.12.A: Analyze the significance of human activity in shaping places and regions by their population characteristics PA Geo 7.3.12.C: Analyze the significance of human activity in shaping places and regions by their settlement characteristics C3.D2.Geo.7.9-12: Analyze the reciprocal nature of how historical events and the spatial diffusion of ideas, technologies, and cultural practices have influenced migration patterns and the distribution of human population.
Migration	C3.D2.Geo.7.9-12: Analyze the reciprocal nature of how historical events and the spatial diffusion of ideas, technologies, and cultural practices have influenced migration patterns and the distribution of human population. C3.D2.Geo.12.9-12: Evaluate the consequences of human-made and natural catastrophes on global trade, politics, and human migration. C3.D2.His.14.9-12: Analyze multiple complex causes and effects of events in the past. TT 8: Students will respectfully express curiosity about the history and lived experiences of others and will exchange ideas and beliefs in an open-minded way
Culture	C3.D2.Geo.2.9-12: Use maps, satellite images, photographs, and other representations to explain relationships between the locations of places and regions and their political, cultural and economic dynamics. C3.D2.Geo.6.9-12: Evaluate the impact of human settlement activities on the environmental and cultural characteristics of specific places and regions. C3.D2.His.14.9-12: Analyze multiple complex causes and effects of events in the past. TT 5: Students will recognize traits of the dominant culture, their home culture and other cultures and understand how they negotiate their own identity in multiple spaces.
Political Geography	PA Geo 7.3.9.E: Explain the human characteristics of place and regions by their political activities C3.D2.Civ.5.9-12: Evaluate citizens' and institutions' effectiveness in addressing social and political problems at the local, state, tribal, national, and/or international level. C3.D2.Civ.6.9-12: Critique relationships among governments, civil societies, and economic markets. TT 12: Students will recognize unfairness on the individual level (e.g., biased speech) and injustice at the institutional or systemic level (e.g., discrimination).
Food & Agriculture	C3.D2.Eco.15.9-12: Explain how current globalization trends and policies affect economic growth, labor markets, rights of citizens, the environment, and resource and income distribution in different nations. C3.D2.Geo.10.9-12: Evaluate how changes in the environmental and cultural characteristics of a place or region influence spatial patterns of trade and land use. C3.D2.Geo.11.9-12: Evaluate how economic globalization and the expanding use of scarce resources contribute to conflict and cooperation within and among countries.
Development & Industry	C3.D2.Eco.12.9-12: Explain why advancements in technology and investments in capital increase economic growth and standards of living. C3.D2.Eco.15.9-12: Explain how current globalization trends and policies affect economic growth, labor markets, rights of citizens, the environment, and resource and income distribution in different nations. PA Geo 6.1.9.A: Analyze the similarities and differences in economic systems. PA Geo 7.3.9.D: Explain the human characteristics of places and regions by their economic activities. TT 14: Students will recognize that power and privilege influence relationships on interpersonal, intergroup and institutional levels and consider how they have been affected by those dynamics.
Urban Patterns & Services	PA Geo 7.3.9.D: Explain the human characteristics of places and regions by their economic activities. C3.D2.Geo.2.9-12: Use maps, satellite images, photographs, and other representations to explain relationships between the locations of places and regions and their political, cultural and economic dynamics. PA Econ 6.2.9.A: Explain the flow of goods, services and resources in a mixed economy.
Sustainability (Project Based Unit)	D2.Civ.12.9-12: Analyze how people use and challenge local, state, national and international laws to address a variety of public issues. C3.D2.Eco.15.9-12: Explain how current globalization trends and policies affect economic growth, labor markets, rights of citizens, the environment, and resource and income distribution in different nations. TT 20: Students will plan and carry out collective action against bias and injustice in the world and will evaluate what strategies are most effective.

Grade 10: Advanced Placement World History: Modern
The AP World History Modern course focuses on developing students’ understanding of world history from approximately 1200 C.E. to the present. The course has students investigate the content of world history for significant events, individuals, developments, and processes in six historical periods, and develop and use the same thinking skills and methods employed by historians when they study the past. There is a focus on analyzing primary and secondary resources, making historical comparisons, chronological reasoning and understanding different points of view. The course focuses on Africa, the Americas, Asia, Europe and Oceania. The course is based on the following five themes: 1) interaction between humans and the environment; 2) development and interaction of cultures; 3) state building, expansion and conflict; 4) creation, expansion, and interaction of economic systems; 5)development and transformation of social structures.
Unit Title	Standards
The Global Tapestry	C3.D2.Civ.5.9-12: Evaluate citizens' and institutions' effectiveness in addressing social and political problems at the local, state, tribal, national, and/or international level. C3.D2.Geo.5.9-12: Evaluate how political and economic decisions throughout time have influenced cultural and environmental characteristics of various places and regions. C3.D2.His.2.9-12: Analyze change and continuity in historical eras. AP Skill: 1.A: Identify and describe a historical concept, development, or process.
Networks of Exchange	PA Econ 6.1.9.A: Analyze the similarities and differences in economic systems. C3.D2.His.1.9-12: Evaluate how historical events and developments were shaped by the unique circumstances of time and place as well as broader historical contexts. AP Skill: 5.A: Identify patterns among or connections between historical developments and processes.
Land Based Empires	C3.D2.Civ.8.9-12: Evaluate social and political systems in different contexts, times, and places, that promote civic virtues and enact democratice principles. C3.D2.Geo.5.9-12: Evaluate how political and economic decisions throughout time have influenced cultural and environmental characteristics of various places and regions. PA Hist 8.2.12 D: Identify and describe conflict and cooperation among social groups and organizations. AP Skill: 2.B: Explain the point of view, purpose, historical situation, and/or audience of a source.
Transoceanic Interconnections	C3.D2.Geo.7.9-12: Analyze the reciprocal nature of how historical events and the spatial diffusion of ideas, technologies, and cultural practices have influenced migration patterns and the distribution of human population. C3.D2.His.2.9-12: Analyze change and continuity in historical eras. C3.D2.His.14.9-12: Analyze multiple complex causes and effects of events in the past. AP Skill 5.B: Explain how a historical development or process relates to another historical development or process.
Revolutions	PA Civ 5.4.9.C: Explain the effects United States political ideas have had on other nations. C3.D2.Civ.8.9-12: Evaluate social and political systems in different contexts, times, and places, that promote civic virtues and enact democratic principles C3.D2.Eco.12.9-12: Explain why advancements in technology and investments in capital increase economic growth and standards of living. C3.D2.His.1.9-12: Evaluate how historical events and developments were shaped by the unique circumstances of time and place as well as broader historical contexts. AP Skill: 5.A: Identify patterns among or connections between historical developments and processes.
Consequences of Industrialization	C3.D2.Geo.5.9-12: Evaluate how political and economic decisions throughout time have influenced cultural and environmental characteristics of various places and regions. C3.D2.His.5.9-12: Analyze how historical contexts shaped and continue to shape people's perspectives. C3.D2.His.14.9-12: Analyze multiple complex causes and effects of events in the past. AP Skill: 4.B: Explain how a specific historical development or process is situated within a broader historical context.
Global Conflict	C3.D2.Civ.3.9-12: Analyze the impact of constitutions, laws, treaties and international agreements on the maintenance of national and international order. C3.D2.Geo.12.9-12: Evaluate the consequences of human-made and natural catastrophes on global trade, politics, and human migration. C3.D2.His.15.9-12: Distinguish between long-term causes and triggering events in developing a historical argument. AP Skill: 2.C: Explain the significance of a source’s point of view, purpose, historical situation, and/or audience, including how these might limit the use(s) of a source.
Cold War and Decolonization	C3.D2.Civ.14.9-12: Analyze historical, contemporary, and emerging means of changing societies, promoting the common good and protecting rights. C3.D2.Geo.5.9-12: Evaluate how political and economic decisions throughout time have influenced cultural and environmental characteristics of various places and regions. C3.D2.His.14.9-12: Analyze multiple complex causes and effects of events in the past. AP Skill: 5.B: Explain how a historical development or process relates to another historical development or process.
Globalization	C3.D2.Eco.15.9-12: Explain how current globalization trends and policies affect economic growth, labor markets, rights of citizens, the environment, and resource and income distribution in different nations. C3.D2.Geo.11.9-12: Evaluate how economic globalization and the expanding use of scarce resources contribute to conflict and cooperation within and among countries. C3.D2.His.5.9-12: Analyze how historical contexts shaped and continue to shape people's perspectives. AP Skill: 4.B: Explain how a specific historical change, development or process is situated within a broader historical context.

Grade 10: Global Studies

This course is an inquiry into global studies through a historical lens (1750 -1945) that includes American perspective. In this course, students will be examining different developments politically, socially, and economically. Some of the topics will include revolutions, the Industrial Age, Reconstruction, Imperialism, nationalism, World War I, the Great Depression and World War II. The students will engage in an examination of primary source documents, debates, simulations, Socratic circles, internet based assignments, and research projects. The attempt is to critically analyze past events and developments in order to think and act as a responsible and productive global citizen. Skills to be stressed: geography skills, reading comprehension, research and writing, effective use of technology, expanding cultural awareness, and sharpening critical thinking skills and habits of mind.

Unit Title

Standards

Experiences of Rebellion

1750 - 1800

PA His 5.4.9.C: Explain the effects United States political ideas have had on other nations.

C3.D2.Civ.5.9-12: Evaluate citizens' and institutions' effectiveness in addressing social and political problems at the local, state, tribal, national, and/or international level.

TT 16: Students will express empathy when people are excluded or mistreated because of their identities and concern when they themselves experience bias.

TT 15: Students will identify figures, groups, events and a variety of strategies and philosophies relevant to the history of social justice around the world.

Experiences of Technology

1700 - 1900

C3.D2.Civ.14.9-12: Analyze historical, contemporary, and emerging means of changing societies, promoting the common good and protecting rights.

C3.D2.His.15.9-12: Distinguish between long-term causes and triggering events in developing a historical argument.

TT 5: Students will recognize traits of the dominant culture, their home culture and other cultures and understand how they negotiate their own identity in multiple spaces.

TT 8: Students will respectfully express curiosity about the history and lived experiences of others and will exchange ideas and beliefs in an open-minded way.

Experiences of Reform

1815 - 1880

C3.D2.Civ.12.9-12: Analyze how people use and challenge local, state, national and international laws to address a variety of public issues.

C3.D2.Civ.14.9-12: Analyze historical, contemporary, and emerging means of changing societies, promoting the common good and protecting rights.

C3.D2.Geo.7.9-12: Analyze the reciprocal nature of how historical events and the spatial diffusion of ideas, technologies, and cultural practices have influenced migration patterns and the distribution of human population.

C3.D2.His.6.9-12: Analyze the ways in which the perspectives of those writing history shaped the history that they produced.

Experiences of Success

1800-1914

C3.D2.Eco.15.9-12: Explain how current globalization trends and policies affect economic growth, labor markets, rights of citizens, the environment, and resource and income distribution in different nations.

C3.D2.His.5.9-12: Analyze how historical contexts shaped and continue to shape people's perspectives.

TT 13: Students will analyze the harmful impact of bias and injustice on the world, historically and today

TT 14: Students will recognize that power and privilege influence relationships on interpersonal, intergroup and institutional levels and consider how they have been affected by those dynamics.

Experiences of War

1914-1920

C3.D2.His.6.9-12: Analyze the ways in which the perspectives of those writing history shaped the history that they produced.

TT 8: Students will respectfully express curiosity about the history and lived experiences of others and will exchange ideas and beliefs in an open-minded way.

TT 3: Students will recognize that people’s multiple identities interact and create unique and complex individuals.

Experiences of Revolution

1900-1940

C3.D2.Geo.5.9-12: Evaluate how political and economic decisions throughout time have influenced cultural and environmental characteristics of various places and regions.

C3.D2.His.6.9-12: Analyze the ways in which the perspectives of those writing history shaped the history that they produced.

TT 5: Students will recognize traits of the dominant culture, their home culture and other cultures and understand how they negotiate their own identity in multiple spaces.

Experiences of Empathy

1920-1939

C3.D2.Civ.14.9-12: Analyze historical, contemporary, and emerging means of changing societies, promoting the common good and protecting rights.

PA Econ 6.1.D: Describe historical examples of expansion, recession, and depression internationally.

PA Econ 6.2.I: Evaluate government decisions to provide public goods.

PA Econ 6.4.C: Evaluate how a nation might benefit by lowering or removing trade barriers.

C3.D2.Geo.12.9-12: Evaluate the consequences of human-made and natural catastrophes on global trade, politics, and human migration.

Experiences of Globalization

1939 - 1945

C3.D2.Geo.12.9-12: Evaluate the consequences of human-made and natural catastrophes on global trade, politics, and human migration.

C3.D2.His.6.9-12: Analyze the ways in which the perspectives of those writing history shaped the history that they produced.

TT 17: Students will recognize their own responsibility to stand up to exclusion, prejudice and injustice.

Grade 11: Advanced Placement United States History Standards derived from documents provided by the College Board
This year-long introductory college-level course in United States history prepares students for success on the optional advanced placement national exam. Students study the social, political,and economic history of the United States chronologically from the period just prior to European contact through the present. Students develop their analytical history skills through extensive reading and writing assignments. Assessments will include the different components of the AP exam, class discussions, and research projects. This course is taught as a college-level course; consequently, students should expect reading and writing homework almost every night. A score of three (3) or higher on the A.P. exam can earn a student advanced credit at some colleges and universities.
Unit Title	Standards
Pre-Colonial America: Creating a “New World” (1491-1607)	U1:LO.A: Explain the context for European encounters in the Americas from 1491. U1:LO.F: Explain how and why European and Native American perspectives of others developed and changed in the period. HTS.1.A: Identify a historical concept, pattern, or process. HTS.6.A: Make a historically defensible claim.
Colonial America: English Settlements to American Societies (1607-1754)	U2:LO.C: Explain how and why environmental and other factors shaped the development and expansion of various British colonies that developed and expanded from 1607 to 1754. U1:LO.E: Explain how and why interactions between various European nations and American Indians changed over time. U1:LO.F: Explain the causes and effects of slavery in the various British colonial regions. HTS.4.A: Identify and describe a historical context for a specific historical development or process. HTS.5.A: Identify patterns among or connections between historical developments and processes. HTS.2.A: Identify a source’s point of view, purpose, historical situation, and/or audience.
Revolution & Republic: From Colonies to Nation (1754- 1800)	U3:LO.B: Explain how British colonial policies regarding North America led to the Revolutionary War. U3:LO.D: Explain the differing ideological positions on the structure and function of the federal government. HTS.4.A: Identify and describe a historical context for a specific historical development or process. HTS.2.A: Identify a source’s point of view, purpose, historical situation, and/or audience. HTS.3.A: Identify and describe a claim and/or argument in a text-based or non-text-based source.
New Systems: Economics, Politics, and Society (1800-1848)	U4:LO.F: Explain the causes and effects of continuing policy debates about the role of the federal government from 1800 to 1848. U4:LO.I: Explain how and why various reform movements developed and expanded from 1800 to 1848. U4:LO.J: Explain the continuities and changes in the experience of African Americans from 1800 to 1848. HTS.2.A: Identify a source’s point of view, purpose, historical situation, and/or audience. HTS.3.A: Identify and describe a claim and/or argument in a text-based or non-text-based source. U4:HTS.6.B: Support an argument using specific and relevant evidence.
Civil War & Reconstruction: Sectional Crisis and National Rebirth (1844-1877)	U5:LO.F: Explain how regional differences related to slavery caused tension in the years leading up to the Civil War. U5:LO.I: Explain the effects of government policy during Reconstruction on society from 1865 to 1877. AP.RP.2.ii: Explain the relationship between causes and effects of a specific historical development or process. AP.RP.3.ii: Explain patterns of continuity and/or change over time. TT 13: Students will analyze the harmful impact of bias and injustice on the world, historically and today
The Gilded Age: Modernization, Immigration, and the Development of the West (1865-1898)	U6:LO.A: Explain the historical context for the rise of industrial capitalism in the United States. U6:LO.B: Explain the causes and effects of the settlement of the West from 1877 to 1898. U6:LO.I: Explain how different reform movements responded to the rise of industrial capitalism in the Gilded Age. U6:LO.L: Explain the extent to which industrialization brought change from 1865 to 1898. HTS.2.A: Identify a source’s point of view, purpose, historical situation, and/or audience. HTS.3.A: Identify and describe a claim and/or argument in a text-based or non-text-based source.
Origins of the American Century: Progressivism, Imperialism, and World War I (1890-1920)	U7:LO.A: Explain the context in which America grew into its role as a world power. U7:LO.C: Explain the effects of the Spanish-American War. U7:LO.D: Compare the goals and effects of the Progressive reform movement. AP.RP.3.ii: Explain patterns of continuity and/or change over time. AP.RP.2.iv: Explain how a relevant context influenced a specific historical development or process. PA Hist. 8.3.U.A: Compare the roles groups and individuals played in the social, political, cultural, and economic development of the U.S.
Changes at Home and Abroad: America’s Rise to World Leadership (1920-1945)	U7.2:LO.E: Explain how the Great Depression and the New Deal impacted American political, social, and economic life over time. U7.2:LO.G: Explain how and why U.S. participation in World War II transformed American society. U7.2:LO.I: Explain the consequences of U.S. involvement in World War II. HTS.2.A: Identify a source’s point of view, purpose, historical situation, and/or audience. HTS.3.A: Identify and describe a claim and/or argument in a text-based or non-text-based source.
America as a World Leader: Liberalism and the Cold War (1945-1980)	U8:LO.C: Explain the causes and effects of the Red Scare after World War II. U8:LO.G: Explain how and why the civil rights movements developed and expanded from 1945 to 1960. U8:LO.I: Explain the causes and effects of the Vietnam War AP.RP.2.iv: Explain how a relevant context influenced a specific historical development of process. HTS.5.B: Explain how a historical development or process relates to another historical development or process TT 8: Students will respectfully express curiosity about the history and lived experiences of others and will exchange ideas and beliefs in an open-minded way.
Entering the Modern Era: American Globalism and New Challenges (1980-Present)	U9:LO.A: Explain the context in which the United States faced international and domestic challenges after 1980. U9:LO.B: Explain the causes and effects of continuing policy debates about the role of the federal government over time. HTS.1.A: Identify a historical concept, pattern, or process. HTS.6.A: Make a historically defensible claim.

Grade 11: College Prep The United States in a Global Society
This course is an inquiry into American studies through a historical lens (1945 - Present) that includes a global perspective. In this course, students will be examining different developments politically, socially, and economically. Some of the topics will include the Cold War, the Civil Rights Movements, the Vietnam Era, Conservative Movements, Economic Globalization and other events of the 21st century. Students will engage in an examination of primary source documents, debates and simulations, Socratic circles, internet based assignments, and research projects will be incorporated into the course. Students will be prepared to think critically and to analyze historical and current events and developments in order to think and act as a responsible and productive global citizen.
Unit Title	Standards
Post-War Confidence and Anxiety: A Quest for Consensus	C3.D2.Civ.6.9-12: Critique relationships among governments, civil societies, and economic markets. C3.D2.Civ.8.9-12: Evaluate social and political systems in different contexts, times, and places, that promote civic virtues and enact democratic principles. C3.D2.Geo.2.9-12: use maps, satellite images, photographs, and other representations to explain relationships between the locations of places and regions and their political, cultural and economic dynamics. C3.D2.His.1.9-12: Evaluate how historical events and developments were shaped by unique circumstances of time and place as well as broader historical contexts. C3.D2.His.14.9-12: Analyze multiple and complex causes and effects of events in the past.
Rights & Reform: Movements for Equality	C3.D2.His.4.9-12: Analyze complex and interacting factors that influenced the perspectives of people during different historical eras. C3.D2.His.5.9-12: Analyze how historical contexts shaped and continue to shape people’s perspectives. C3.D2.His.11.9-12: Critique the usefulness of historical sources for a specific historical inquiry based on their maker, date, place of origin, intended audience, and purpose. C3.D2. Civ. 13.9-12: Evaluate public policies in terms of intended and unintended outcomes, and related consequences TT 10: Students will examine diversity in social, cultural, political and historical contexts rather than in ways that are superficial or oversimplified. TT 15: Students will identify figures, groups, events and a variety of strategies and philosophies relevant to the history of social justice around the world.
Protest & Change: Tumultuous Times	C3.D2.Civ.8.9-12: Evaluate social and political systems in different contexts, times, and places, that promote civic virtues and enact democratic principles. C3.D2.His.1.9-12: Evaluate how historical events and developments were shaped by unique circumstances of time and place as well as broader historical contexts. C3.D2.His.2.9-12: Analyze change and continuity in historical eras. C3.D2.His.15.9-12: Distinguish between long-term causes and triggering events in developing a historical argument. TT 10: Students will examine diversity in social, cultural, political and historical contexts rather than in ways that are superficial or oversimplified.
Conservative Resurgence: A Battle of Ideologies	C3.D2.Civ.6.9-12: Critique relationships among governments, civil societies, and economic markets. C3.D2.Civ.8.9-12: Evaluate social and political systems in different contexts, times, and places, that promote civic virtues and enact democratic principles. C3.D2.Eco.8.9-12: Describe the possible consequences, both intended and unintended, of government policies to improve market outcomes. C3.D2.His.2.9-12: Analyze change and continuity in historical eras. C3.D2.His.4.9-12: Analyze complex and interacting factors that influenced the perspectives of people during different historical eras. C3.D2.His.14.9-12: Analyze multiple and complex causes and effects of events in the past.
New World, New Crisis: Challenges of the 21st Century	C3.D2.Civ.6.9-12: Critique relationships among governments, civil societies, and economic markets. C3.D2.Eco.15.9-12: Explain how current globalization trends and policies affect economic growth, labor markets, rights of citizens, the environment, and resource and income distribution in different nations. C3.D2.Geo.11.9-12: Evaluate how economic globalization and the expanding use of scarce resources contribute to conflict and cooperation within and among countries. C3.D2.His.1.9-12: Evaluate how historical events and developments were shaped by unique circumstances of time and place as well as broader historical contexts. C3.D2.His.2.9-12: Analyze change and continuity in historical eras. C3.D2.His.14.9-12: Analyze multiple and complex causes and effects of events in the past.

Grade 11: The United States in a Global Society
This course is an inquiry into American studies through a historical lens (1945 - Present) that includes a global perspective. In this course, students will be examining different developments politically, socially, and economically. Some of the topics will include the Cold War, the Civil Rights Movements, the Vietnam Era, Conservative Movements, Economic Globalization and other events of the 21st century. Students will engage in an examination of primary source documents, debates and simulations, Socratic circles, internet based assignments, and research projects will be incorporated into the course. A majority of the course requirements will be fulfilled during class time. Students will engage in reading and writing, with a strong emphasis on literacy skills and the analysis of primary and secondary sources. Students will be prepared to evaluate historical and current events and developments in order to think and act as a responsible and productive citizen.
Unit Title	Standards
Post-War Confidence and Anxiety: A Quest for Consensus	C3.D2.Civ.6.9-12: Critique relationships among governments, civil societies, and economic markets. C3.D2.Civ.8.9-12: Evaluate social and political systems in different contexts, times, and places, that promote civic virtues and enact democratic principles. C3.D2.Geo.2.9-12: use maps, satellite images, photographs, and other representations to explain relationships between the locations of places and regions and their political, cultural and economic dynamics. C3.D2.His.1.9-12: . Evaluate how historical events and developments were shaped by unique circumstances of time and place as well as broader historical contexts. C3.D2.His.14.9-12: Analyze multiple and complex causes and effects of events in the past.
Rights & Reform: Movements for Equality	C3.D2.Civ. 13.9-12: Evaluate public policies in terms of intended and unintended outcomes, and related consequences C3.D2.His.4.9-12: Analyze complex and interacting factors that influenced the perspectives of people during different historical eras. C3.D2.His.5.9-12: Analyze how historical contexts shaped and continue to shape people’s perspectives. C3.D2.His.11.9-12: Critique the usefulness of historical sources for a specific historical inquiry based on their maker, date, place of origin, intended audience, and purpose. TT 10: Students will examine diversity in social, cultural, political and historical contexts rather than in ways that are superficial or oversimplified. TT 15: Students will identify figures, groups, events and a variety of strategies and philosophies relevant to the history of social justice around the world.
Protest & Change: Tumultuous Times	C3.D2.Civ.8.9-12: Evaluate social and political systems in different contexts, times, and places, that promote civic virtues and enact democratic principles. C3.D2.His.1.9-12: Evaluate how historical events and developments were shaped by unique circumstances of time and place as well as broader historical contexts. C3.D2.His.2.9-12: Analyze change and continuity in historical eras. C3.D2.His.15.9-12: Distinguish between long-term causes and triggering events in developing a historical argument. TT 10: Students will examine diversity in social, cultural, political and historical contexts rather than in ways that are superficial or oversimplified.
Conservative Resurgence: A Battle of Ideologies	C3.D2.Civ.6.9-12: Critique relationships among governments, civil societies, and economic markets. C3.D2.Civ.8.9-12: Evaluate social and political systems in different contexts, times, and places, that promote civic virtues and enact democratic principles. C3.D2.Eco.8.9-12: Describe the possible consequences, both intended and unintended, of government policies to improve market outcomes. C3.D2.His.2.9-12: Analyze change and continuity in historical eras. C3.D2.His.4.9-12: Analyze complex and interacting factors that influenced the perspectives of people during different historical eras. C3.D2.His.14.9-12: Analyze multiple and complex causes and effects of events in the past.
New World, New Crisis: Challenges of the 21st Century	C3.D2.Civ.6.9-12: Critique relationships among governments, civil societies, and economic markets. C3.D2.Eco.15.9-12: Explain how current globalization trends and policies affect economic growth, labor markets, rights of citizens, the environment, and resource and income distribution in different nations. C3.D2.Geo.11.9-12: Evaluate how economic globalization and the expanding use of scarce resources contribute to conflict and cooperation within and among countries. C3.D2.His.1.9-12: Evaluate how historical events and developments were shaped by unique circumstances of time and place as well as broader historical contexts. C3.D2.His.2.9-12: Analyze change and continuity in historical eras. C3.D2.His.14.9-12: Analyze multiple and complex causes and effects of events in the past.

IB History of the Americas Year 1 & 2
The History of the Americas course is a two-year course, which will include a study of global history and issues, with an emphasis on Canada, Latin America, and the United States. Students will study a variety of historical periods and events, including the Great Depression, World War 2, the Cold War, and civil rights and civil liberties. This course is designed to promote and enhance a student’s critical thinking skills, and to allow students to learn history by investigating multiple perspectives and making comparisons over time.
Unit Title	Standards
WWII & the Americas	PA Hist.8.1.12.B: Synthesize and evaluate historical sources PA Hist.8.1.12.C: Evaluate historical interpretation of events PA Hist.8.3.12.A: Identify and evaluate the political and cultural contributions of individuals and groups to United States history from 1890 to present PA Hist.8.3.12.D: Evaluate how conflict and cooperation among social groups and organizations impacted United States history from 1890 to present TT 13: Students will analyze the harmful impact of bias and injustice on the world, historically and today
Cold War Begins, 1940s-1950s	C3.D2.Civ.10.9-12: Analyze the impact and the appropriate roles of personal interests and perspectives on the application of civic virtues, democratic principles, constitutional rights and human rights. C3.D2.His.1.9-12: Evaluate how historical events and developments were shaped by unique circumstances of time and place as well as broader historical contexts. C3.D2.His.5.9-12: Analyze how historical contexts shaped and continue to shape people’s perspectives. PA Hist.8.4.12.D: Evaluate how conflict and cooperation among social groups and organizations impacted world history from 1450 to present in Africa, Americas, Asia, and Europe.
Rights & Protests	C3.D2.Geo.8.9-12: Evaluate the impact of economic activities and political decisions on spatial patterns within and among urban, suburban and rural regions. C3.D2.His.11.9-12: Critique the usefulness of historical sources for a specific historical inquiry based on their maker, date, place of origin, intended audience and purpose. TT 12: Students will recognize unfairness on the individual level (e.g., biased speech) and injustice at the institutional or systemic level (e.g., discrimination) TT 13: Students will analyze the harmful impact of bias and injustice on the world, historically and today.
From Crisis to Detente, 1960s-1970s	PA Geo. 7.3.12.E: Analyze the significance of human activity in shaping places and regions by their political characteristics C3.D2.His.4.9-12: Analyze complex and interacting factors that influenced the perspectives of people during different historical eras. C3.D2.His.1.9-12: Evaluate how historical events and developments were shaped by unique circumstances of time and place as well as broader historical contexts. PA Hist. 8.4.12.A: Evaluate the significance of individuals and groups who made major political and cultural contributions to world history since 1450
Authoritarian States	PA Civ 5.1.12.K: Evaluate the strengths and weaknesses of various systems of government C3.D2.His.5.9-12: Analyze how historical contexts shaped and continue to shape people’s perspectives. PA Hist 8.4.12.A: Evaluate the significance of individuals and groups who made major political and cultural contributions to world history since 1450 PA Hist 8.4.12.D: Evaluate how conflict and cooperation among social groups and organizations impacted world history from 1450 to present in Africa, Americas, Asia, and Europe.
The Cold War Ends, 1980s-1990s	C3.D2.His.1.9-12: Evaluate how historical events and developments were shaped by unique circumstances of time and place as well as broader historical contexts. C3.D2.His.4.9-12: Analyze complex and interacting factors that influenced the perspectives of people during different historical eras. C3.D2.His.5.9-12: Analyze how historical contexts shaped and continue to shape people’s perspectives. C3.D2.His.10.9-12: Detect possible limitations in various kinds of historical evidence and differing secondary interpretations.
Into the Twenty-First Century: the Americas, 1980-2005	C3.D2.Civ.6.9-12: Critique relationships among governments, civil societies, and economic markets. C3.D2.Civ.13.9-12: Evaluate public policies in terms of intended and unintended outcomes, and related consequences. C3.D2.Geo.5.9-12: Evaluate how political and economic decisions throughout time have influenced cultural and environmental characteristics of various places and regions. C3.D2.His.17.9-12: Critique the central arguments in secondary works of history on related topics in multiple media in terms of their historical accuracy. TT 15: Students will identify figures, groups, events and a variety of strategies and philosophies relevant to the history of social justice around the world.

Grade 11/12: IB/Advanced World Religions

The World Religions course seeks to promote respect for the diversity of religious beliefs, both locally and globally, with the aim of enhancing international and inter-religious understanding. This course will utilize historical and religious facts and experiences in order to engage students in an academic study of world religions. Each year, students will examine five to seven different world religions for the purpose of gaining a greater understanding of diverse religious and cultural perspectives. The course will be organized and structured around three fundamental questions which include: (1) What is the human condition? (2) Where are we going? (3) How do we get there?.

Unit Title

Standards

Hinduism

PA Civ.6.1.6.B: Examine the causes of conflicts in society and evaluate techniques to address those conflicts.

PA Geo.7.3.12.A: Analyze the human characteristics of places and regions using the following criteria: population, culture, settlement, economic activities and political activities. PA Hist.8.1.12.B: Evaluate the interpretation of historical events and sources, considering the use of fact versus opinion, multiple perspectives, and cause and effect relationships.

PA Hist.8.4.W.B: Evaluate the importance of historical documents, artifacts, and sites which are critical to world history.

TT 8 Students will respectfully express curiosity about the history and lived experiences of others and will exchange ideas and beliefs in an open-minded way.

Jainism

PA Civ.5.2.12.B: Examine the causes of conflicts in society and evaluate techniques to address those conflicts.

PA Geo.7.3.12.A: Analyze the human characteristics of places and regions using the following criteria:population, culture, settlement, economic activities and political activities.

PA Hist.8.1.12.B: Evaluate the interpretation of historical events and sources, considering the use of PA Hist.8.4.W.B: Evaluate the importance of historical documents, artifacts, and sites which are critical to world history.

TT 8. Students will respectfully express curiosity about the history and lived experiences of others and will exchange ideas and beliefs in an open-minded way.

Judaism

PA Civ.5.2.12.B. Examine the causes of conflicts in society and evaluate techniques to address those conflicts.

PA Geo.7.3.12.A: Analyze the human characteristics of places and regions using the following criteria: population, culture, settlement, economic activities and political activities. PA Hist.8.1.12.B: Evaluate the interpretation of historical events and sources, considering the use of PA Hist.8.4.W.B: Evaluate the importance of historical documents, artifacts, and sites which are critical to world history.

TT. 8: Students will respectfully express curiosity about the history and lived experiences of others and will exchange ideas and beliefs in an open-minded way.

Buddhism

PA Civ.5.2.12.B: Examine the causes of conflicts in society and evaluate techniques to address those conflicts.

PA Geo.7.3.12.A: Analyze the human characteristics of places and regions using the following criteria: population, culture, settlement, economic activities and political activities. PA Hist.8.1.12.B: Evaluate the interpretation of historical events and sources, considering the use of PA Hist.8.4.W.B: Evaluate the importance of historical documents, artifacts, and sites which are critical to world history.

TT 8: Students will respectfully express curiosity about the history and lived experiences of others and will exchange ideas and beliefs in an open-minded way.

Islam

PA Civ.5.2.12.B: Examine the causes of conflicts in society and evaluate techniques to address those conflicts.

PA Geo.7.3.12.A: Analyze the human characteristics of places and regions using the following criteria: population, culture, settlement, economic activities and political activities.

TT 8: Students will respectfully express curiosity about the history and lived experiences of others and will exchange ideas and beliefs in an open-minded way.

In Depth Hinduism

(Project Based Unit)

PA Hist.8.1.12.B: Evaluate the interpretation of historical events and sources, considering the use of fact versus opinion, multiple perspectives, and cause and effect relationships.

PA Hist.8.4.W.B: Evaluate the importance of historical documents, artifacts, and sites which are critical to world history.

TT 8: Students will respectfully express curiosity about the history and lived experiences of others and will exchange ideas and beliefs in an open-minded way.

In Depth Islam

(Project Based Unit)

PA Hist.8.1.12.B: Evaluate the interpretation of historical events and sources, considering the use of fact versus opinion, multiple perspectives, and cause and effect relationships.

PA Hist.8.4.W.B: Evaluate the importance of historical documents, artifacts, and sites which are critical to world history.

TT 8: Students will respectfully express curiosity about the history and lived experiences of others and will exchange ideas and beliefs in an open-minded way.

Advanced Placement Comparative Government
AP Comparative Government and Politics: college level course which introduces students to the rich diversity of political life outside the United States. The course uses a comparative approach to examine the political structures; policies; and political, economic, and social challenges of six selected countries: China, Iran, Mexico, Nigeria, Russia, and the United Kingdom. Students compare the effectiveness of approaches to many global issues by examining how different governments solve similar problems. They will also engage in disciplinary practices that require them to read and interpret data, make comparisons and applications, and develop evidence-based arguments.
Unit Title	Standards
Sovereignty, Authority and Power	C3.D2.Civ.1.9-12: Distinguish the powers and responsibilities of local, state, tribal, national, and international civic and political institutions. C3.D2.Civ.11.9-12: Evaluate multiple procedures for making governmental decisions at the local, state, national, and international levels in terms of the civic purposes achieved. C3.D2.Geo.2.9-12: Use maps, satellite images, photographs, and other representations to explain relationships between the locations of places and regions and their political, cultural, and economic dynamics. TT 10: Students will examine diversity in social, cultural, political and historical contexts rather than in ways that are superficial or oversimplified.
Political and economic change	C3.D2.Civ.3.9-12: Analyze the impact of constitutions, laws, treaties, and international agreements on the maintenance of national and international order. C3.D2.Civ.6.9-12: Critique relationships among governments, civil societies, and economic markets. C3.D2.Civ.14.9-12: Analyze historical, contemporary, and emerging means of changing societies, promoting the common good, and protecting rights. C3.D2.Eco.8.9-12: Describe the possible consequences, both intended and unintended, of government policies to improve market outcomes. C3.D2.Eco.15.9-12: Explain how current globalization trends and policies affect economic growth, labor markets, rights of citizens, the environment, and resource and income distribution in different nations.
Citizens, State and Society	C3.D2.Geo.5.9-12: Evaluate how political and economic decisions throughout time have influenced cultural and environmental characteristics of various places and regions. C3.D2.Geo.12.9-12: Evaluate the consequences of human-made and natural catastrophes on global trade, politics, and human migration. C3.D2.His.3.9-12: Use questions generated about individuals and groups to assess how the significance of their actions changes over time and is shaped by the historical context. C3.D2.His.5.9-12: Analyze how historical contexts shaped and continue to shape people’s perspectives. TT 3: Students will recognize that people’s multiple identities interact and create unique and complex individuals. TT 10: Students will examine diversity in social, cultural, political and historical contexts rather than in ways that are superficial or oversimplified.
Political Institutions	C3.D2.Civ.3.9-12: Analyze the impact of constitutions,laws, treaties, and international agreements on the maintenance of national and international order. C3.D2.Civ.5.9-12: Evaluate citizens’ and institutions’ effectiveness in addressing social and political problems at the local, state, tribal, national, and/or international level. C3.D2.Civ.8.9-12: Evaluate social and political systems in different contexts, times, and places, that promote civic virtues and enact democratic principles. C3.D2.Civ.11.9-12: Evaluate multiple procedures for making governmental decisions at the local, state, national, and international levels in terms of the civic purposes achieved. C3.D2.Geo.5.9-12: Evaluate how political and economic decisions throughout time have influenced cultural and environmental characteristics of various places and regions.
Institutions of National Government	C3.D2.Civ.3.9-12: Analyze the impact of constitutions,laws, treaties, and international agreements on the maintenance of national and international order. C3.D2.Civ.5.9-12: Evaluate citizens’ and institutions’ effectiveness in addressing social and political problems at the local, state, tribal, national, and/or international level. C3.D2.Civ.8.9-12: Evaluate social and political systems in different contexts, times, and places, that promote civic virtues and enact democratic principles. C3.D2.Civ.11.9-12: Evaluate multiple procedures for making governmental decisions at the local, state, national, and international levels in terms of the civic purposes achieved.
Public Policy	C3.D2.Civ.13.9-12: Evaluate public policies in terms of intended and unintended outcomes, and related consequences. C3.D2.Eco.1.9-12: Analyze how incentives influence choices that may result in policies with a range of costs and benefits for different groups. C3.D2.Eco.8.9-12: Describe the possible consequences, both intended and unintended, of government policies to improve market outcomes. C3.D2.Eco.15.9-12: Explain how current globalization trends and policies affect economic growth, labor markets, rights of citizens, the environment, and resource and income distribution in different nations. TT 10: Students will examine diversity in social, cultural, political and historical contexts rather than in ways that are superficial or oversimplified.

Advanced Placement Early European History: 1450-1815
This semester-long advanced elective in European history covers the period from the Renaissance through the Napoleonic Wars. Students are expected to take notes, carry out individual and small-group research projects, participate in class discussions and analyses, develop and refine essay-writing skills, and successfully answer both objective and essay-test questions. The course will focus on the following themes: interaction of Europe and the world, poverty and prosperity, objective knowledge and subjective visions, states and institutions of power; and individuals in society. Four categories of historical thinking skills are developed in the course: chronological reasoning; comparison and contextualization; crafting historical arguments from historical evidence; and historical interpretation and synthesis. Students who plan to take the Advanced Placement Exam in May are advised to register for both semester-long courses: Advanced Placement Early European History 1450-1815 and Advanced Placement Recent European History 1815-Present.
Unit Title	Standards
A Society Awakens, 1450-1556	PA.CC.8.5.11-12.B: Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. C3.D2.His.4.9-12: Analyze complex and interacting factors that influenced the perspectives of people during different historical eras. C3.D2.His.14.9-12: Analyze multiple and complex causes and effects of events in the past. TT 10: Students will examine diversity in social, cultural, political and historical contexts rather than in ways that are superficial or oversimplified.
The Age of Religious Tension, 1556-1648	PA.CC.8.1.12.B: Evaluate the interpretation of historical events and sources, considering the use of fact versus opinion, multiple perspectives, and cause and effect relationships. C3.D2.His.1.9-12: Evaluate how historical events and developments were shaped by unique circumstances of time and place as well as broader historical contexts. C3.D2.His.3.9-12: Use questions generated about individuals and groups to assess how the significance of their actions changes over time and is shaped by the historical context. TT 13: Students will analyze the harmful impact of bias and injustice on the world, historically and today.
Society in Transition, 1648 – 1750	PA.CC.8.1.12.B: Evaluate the interpretation of historical events and sources, considering the use of fact versus opinion, multiple perspectives, and cause and effect relationships. PA.CC.8.5.11-12.H. Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information. C3.D2.His.2.9-12. Analyze change and continuity in historical eras. C3.D2.His.5.9-12. Analyze how historical contexts shaped and continue to shape people’s perspectives. TT 8. Students will respectfully express curiosity about the history and lived experiences of others and will exchange ideas and beliefs in an open-minded way.
An Age of Revolution, 1750 – 1815	PA.CC.8.5.11-12.F. Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence. PA.CC.8.6.11-12.C. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. C3.D2.His.2.9-12. Analyze change and continuity in historical eras. TT 15. Students will identify figures, groups, events and a variety of strategies and philosophies relevant to the history of social justice around the world.

Advanced Placement Recent European History: 1815-Present

This semester-long advanced elective in European history covers the period from the Congress of Vienna to the present. Students are expected to take notes, carry out individual and small-group research projects, participate in class discussions and analyses, develop and refine essay-writing skills, and successfully answer both objective and essay-test questions. The course will focus on the following themes: interaction of Europe and the world, poverty and prosperity, objective knowledge and subjective visions, states and institutions of power; and individuals in society. Four categories of historical thinking skills are developed in the course: chronological reasoning; comparison and contextualization; crafting historical arguments from historical evidence; and historical interpretation and synthesis. Students who plan to take the Advanced Placement Exam in May are advised to register for both semester-long courses: Advanced Placement Early European History 1450-1815 and Advanced Placement Recent European History 1815-Present.

Unit Title

Standards

The Age of Isms

1815 – 1830

C3.D2.His.1.9-12. Evaluate how historical events and developments were shaped by unique circumstances of time and place as well as broader historical contexts.

C3.D2.His.4.9-12. Analyze complex and interacting factors that influenced the perspectives of people during different historical eras.

C3.D2.His.11.9-12. Critique the usefulness of historical sources for a specific historical inquiry based on their maker, date, place of origin, intended audience and purpose.

An Age of Change

1830 – 1871

PA.CC.8.5.11-12.G. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.

PA Geo.7.3.12.A. Analyze the human characteristics of places and regions using the following criteria: Population, Culture, Settlement, Economic activities, Political activities.

C3.D2.His.2.9-12. Analyze change and continuity in historical eras.

TT 14. Students will recognize that power and privilege influence relationships on interpersonal, intergroup and institutional levels and consider how they have been affected by those dynamics.

An Age of Questioning

1871 – 1914

PA.CC.8.1.W.A: Evaluate patterns of continuity and change over time, applying context of events.

C3.D2.His.5.9-12: Analyze how historical contexts shaped and continue to shape people’s perspectives.

PA.Econ.6.4.12.A: Evaluate the comparative advantage of nations in the production of goods and services.

TT 9: Students will respond to diversity by building empathy, respect, understanding and connection

PA.CC.8.1.W.A: Evaluate patterns of continuity and change over time, applying context of events.

A Time of Crisis

1914 – 1939

PA.Econ.6.4.12.B. Assess the growth and impact of international trade around the world.

C3.D2.His.4.9-12. Analyze complex and interacting factors that influenced the perspectives of people during different historical eras.

C3.D2.His.6.9-12. Analyze the ways in which the perspectives of those writing history shaped the history that they produced.

TT.13. Students will analyze the harmful impact of bias and injustice on the world, historically and today.

A Time of Tragedy and Triumph

1938 – 2010

C3.D2.His.5.9-12. Analyze how historical contexts shaped and continue to shape people’s perspectives.

C3.D2.His.17.9-12. Critique the central arguments in secondary works of history on related topics in multiple media in terms of their historical accuracy.

TT 5: Students will recognize traits of the dominant culture, their home culture and other cultures and understand how they negotiate their own identity in multiple spaces.

PA.CC.8.6.11-12.A: Write arguments focused on discipline-specific content.

Advanced Placement Government and Politics (US)
AP U.S. Government and Politics is an introductory college-level course in U.S. government and politics. Students cultivate their understanding of U.S. government and politics through an analysis of data and text-based sources as they explore topics like constitutionalism, liberty and order, civic participation in a representative democracy, competing policy-making interests, and methods of political analysis.
Unit Title	Standards
Foundations of American Democracy	C3.D2.Civ.4.9-12: Explain how the U.S. Constitution establishes a system of government that has powers, responsibilities, and limits that have changed over time and that are still contested. C3.D2.Civ.8.9-12: Evaluate social and political systems in different contexts, times, and places, that promote civic virtues and enact democratic principles. C3.D2.Civ.12.9-12: Analyze how people use and challenge local, state, national, and international laws to address a variety of public issues.
Interactions among Branches	C3.D2.Civ.1.9-12: Distinguish the powers and responsibilities of local, state, tribal, national, and international civic and political institutions. C3.D2.Civ.4.9-12: Explain how the U.S. Constitution establishes a system of government that has powers, responsibilities, and limits that have changed over time and that are still contested. C3.D2.Civ.11.9-12: Evaluate multiple procedures for making governmental decisions at the local, state, national, and international levels in terms of the civic purposes achieved. C3.D2.Civ.12.9-12: Analyze how people use and challenge local, state, national, and international laws to address a variety of public issues.
American Political Ideology and beliefs	C3.D2.Civ.2.9-12: Analyze the role of citizens in the U.S. political system, with attention to various theories of democracy, changes in Americans’ participation over time, and alternative models from other countries, past and present. C3.D2.Civ.5.9-12: Evaluate citizens’ and institutions’ effectiveness in addressing social and political problems at the local, state, tribal, national, and/or international level. C3.D2.Civ.10.9-12: Analyze the impact and the appropriate roles of personal interests and perspectives on the application of civic virtues, democratic principles, constitutional rights, and human rights.
Political Participation	C3.D2.Civ.2.9-12: Analyze the role of citizens in the U.S. political system, with attention to various theories of democracy, changes in Americans’ participation over time, and alternative models from other countries, past and present. C3.D2.Civ.5.9-12: Evaluate citizens’ and institutions’ effectiveness in addressing social and political problems at the local, state, tribal, national, and/or international level. C3.D2.Civ.9.9-12: Use appropriate deliberative processes in multiple settings. C3.D2.Civ.10.9-12: Analyze the impact and the appropriate roles of personal interests and perspectives on the application of civic virtues, democratic principles, constitutional rights, and human rights.
Civil Liberties and Civil Rights	C3.D2.Civ.11.9-12: Evaluate multiple procedures for making governmental decisions at the local, state, national, and international levels in terms of the civic purposes achieved. C3.D2.Civ.12.9-12: Analyze how people use and challenge local, state, national, and international laws to address a variety of public issues. C3.D2.Civ.13.9-12: Evaluate public policies in terms of intended and unintended outcomes, and related consequences. C3.D2.Civ.14.9-12: Analyze historical, contemporary, and emerging means of changing societies, promoting the common good, and protecting rights. TT 14: Students will recognize that power and privilege influence relationships on interpersonal, intergroup and institutional levels and consider how they have been affected by those dynamics. TT 15: Students will identify figures, groups, events and a variety of strategies and philosophies relevant to the history of social justice around the world.

Advanced Placement Psychology Standards from American Psychological Association (ASA) National Standards for High School Sociology
Course Description: The course is designed for Seniors and Juniors who desire an academically challenging course of study in psychology. This course helps to prepare a student for the College Board Advanced Placement Psychology Exam in the spring semester of this academic year. AP Psychology meets a single semester social studies elective requirement for seniors. The Advanced Placement Psychology course is designed to introduce students to the systematic and scientiﬁc study of the behavioral and mental processes of human beings and other animals. Students are exposed to psychological facts, principles, and phenomena associated with each of the major subﬁelds within psychology. Students participate in a variety of activities that may include homework, classwork, discussions, large and small group projects, individual projects, vocabulary development, lectures, and case study analysis. Reading comprehension and writing skills are stressed. Particular attention is given to the development of research organizations and the application of the principles of psychology.
Unit Title	Standards
Scientific Inquiry	1.1 Describe the scientific method and its role in psychology. 2.1 Identify ethical standards psychologists must address regarding research with human participants. 3.6 Explain how validity and reliability of observations and measurements relate to data analysis.
Biopsychology	Biological Bases 1.1 Identify the major divisions and subdivisions of the human nervous system. 1.5 Discuss the mechanisms of, and the importance of plasticity of the nervous system. 3.2 Describe the interactive effects of heredity and environment. Sensation/Perception 1.1 Discuss processes of sensation and perception and how they interact. 3.1 Explain Gestalt principles of perception. 3.6 Explain how experiences and expectations influence perception. Consciousness 1.1 Identify states of consciousness. 1.2 Distinguish between processing which is conscious (i.e., explicit) and other processing which happens without conscious awareness (i.e., implicit). 2.3 Compare theories about the functions of sleep. 3.3 Evaluate the biological and psychological effects of psychoactive drugs.
Developmental Psychology	1.1 Explain the interaction of environmental and biological factors in development, including the role of the brain in all aspects of development. 1.2 Explain issues of continuity/discontinuity and stability/change. 2.1 Discuss theories of cognitive development. 6.3 Describe identity formation. TT 6: Students will express comfort with people who are both similar to and different from them and engage respectfully with all people.
Learning	Acquisition Learning 1.1 Describe the principles of classical conditioning. 2.2 Describe the principles of operant conditioning. 3.1 Describe the principles of observational and cognitive learning. Language 1.1 Describe the structure and function of language. 1.2 Discuss the relationship between language and thought. 3.1 Identify the brain structures associated with language.
Cognition	Memory 1.1 Identify factors that influence encoding. 1.2 Characterize the difference between shallow (surface) and deep (elaborate) processing. 2.2 Identify and explain biological processes related to how memory is stored. 3.3 Discuss the factors influencing how memories are retrieved. Thinking 1.1 Define cognitive processes involved in understanding information. 1.2 Define processes involved in problem-solving and decision making. Intelligence 1.1 Discuss intelligence as a general factor. 2.2 Identify current methods of assessing human abilities.
Individual Variation	Motivation 1.1 Explain biologically based theories of motivation. 1.2 Explain cognitively based theories of motivation. 1.3 Explain humanistic theories of motivation. Emotion 1.1 Explain the biological and cognitive components of emotion. 2.1 Explain how biological factors influence emotional interpretation and expression. 2.3 Explain how other environmental factors influence emotional interpretation and expression. Stress/Health 1.1 Define stress as a psychophysiological reaction. 1.3 Explain physiological and psychological consequences for health. 2.3 Distinguish between effective and ineffective means of dealing with stressors and other health issues. Personality 1.1 Evaluate psychodynamic theories. 1.2 Evaluate trait theories. 1.3 Evaluate humanistic theories. 1.4 Evaluate social-cognitive theories. 3.1 Discuss biological and situational influences.
Applications of Psychology	Psychological Disorders 1.1 Define psychologically abnormal behavior. 2.1 Describe the classification of psychological disorders. 2.2 Discuss the challenges associated with diagnosis. 2.3 Describe symptoms and causes of major categories of psychological disorders (including schizophrenic, mood, anxiety, and personality disorders). Treatment of Psychological Disorders 1.2 Match methods of treatment to psychological perspectives. 2.4 Evaluate the efficacy of treatments for particular disorders. TT 16: Students will express empathy when people are excluded or mistreated because of their identities and concern when they themselves experience bias. Vocational Applications 1.1 Identify careers in psychological science and practice. 1.2 Identify careers related to psychology. 3.1 Discuss ways in which psychological science addresses domestic and global issues.
Sociocultural Context and Diversity	Social Interactions 1.1 Describe attributional explanations of behavior. 1.2 Describe the relationship between attitudes (implicit and explicit) and behavior. 2.3 Describe how group dynamics influence behavior. 3.1 Discuss the nature and effects of stereotyping, prejudice, and discrimination. TT 11: Students will analyze the harmful impact of bias and injustice on the world, historically and today. Sociocultural Diversity 1.3 Discuss the relationship between culture and conceptions of self and identity. 1.6 Discuss how privilege and social power structures relate to stereotypes, prejudice, and discrimination. 2.3 Compare and contrast gender identity and sexual orientation.

African-American Studies
This semester-long social studies course is designed to further student knowledge of the African American experience taught from a different lens than typical survey history courses. Students will be introduced to various thematic topics that focus on a non-traditional approach covering the journey of a slave from capture, to servitude, to emancipation, to struggles for understanding the complex meaning of freedom. The course will also look at present-day issues, including controversial subjects that African Americans face as a legacy of slavery. At the same time, the course will emphasize that African American history is quintessentially American history. Students will be assessed on inquiry-based projects, discussions, and self-reflection.
Unit Title	Standards
Construction of Race	C3.D2.Eco.1.9-12. Analyze how incentives influence choices that may result in policies with a range of costs and benefits for different groups. C3.D2.Geo.4.9-12. Analyze relationships and interactions within and between human and physical systems to explain reciprocal influences that occur among them. C3.D2.His.3.9-12. Use questions generated about individuals and groups to assess how the significance of their actions changes over time and is shaped by the historical context. C3.D2.His.5.9-12. Analyze how historical contexts shaped and continue to shape people’s perspectives. TT 8. Students will respectfully express curiosity about the history and lived experiences of others and will exchange ideas and beliefs in an open-minded way. TT 11. Students will recognize stereotypes and relate to people as individuals rather than representatives of groups. TT 14. Students will recognize that power and privilege influence relationships on interpersonal, intergroup and institutional levels and consider how they have been affected by those dynamics.
Getting the Civil War Right	C3.D2.Civ.4.9-12. Explain how the U.S. Constitution establishes a system of government that has powers, responsibilities, and limits that have changed over time and that are still contested. C3.D2.Eco.1.9-12. Analyze how incentives influence choices that may result in policies with a range of costs and benefits for different groups. C3.D2.His.11.9-12. Critique the usefulness of historical sources for a specific historical inquiry based on their maker, date, place of origin, intended audience, and purpose. C3.D2.His.14.9-12. Analyze multiple and complex causes and effects of events in the past. TT 8. Students will respectfully express curiosity about the history and lived experiences of others and will exchange ideas and beliefs in an open-minded way.
Modern Challenges and Resiliency	C3.D2.Civ.4.9-12. Explain how the U.S. Constitution establishes a system of government that has powers, responsibilities, and limits that have changed over time and that are still contested. C3.D2.Civ.13.9-12. Evaluate public policies in terms of intended and unintended outcomes, and related consequences. C3.D2.Geo.8.9-12. Evaluate the impact of economic activities and political decisions on spatial patterns within and among urban, suburban, and rural regions. C3.D2.His.4.9-12. Analyze complex and interacting factors that influenced the perspectives of people during different historical eras. TT 8. Students will respectfully express curiosity about the history and lived experiences of others and will exchange ideas and beliefs in an open-minded way. TT 13. Students will analyze the harmful impact of bias and injustice on the world, historically and today.

Democracy In Action
In this semester-long senior course, students focus on American government and current issues relating to our system of government. The course enables students to participate effectively in civic life through the examination of national and international political, social, and economic problems. Issues covered include the purpose of government, the development of American Democracy, the United States Constitution and the Bill of Rights. In addition, students will investigate political campaigns and elections, current political processes and issues, and the role of citizens in a democracy. Students participate in a variety of activities including group and individual projects, research, simulations and oral presentations.
Unit Title	Standards
Purpose and Power of Government	C3.D2.Civ.6.9-12: Critique relationships among governments, civil societies, and economic markets. C3.D2.Civ.10.9-12: Analyze the impact and the appropriate roles of personal interests and perspectives on the application of civic virtues, democratic principles, constitutional rights and human rights. C3.D2.Eco.8.9-12: Describe the possible consequences, both intended and unintended, of government policies to improve market outcomes. TT8. Students will respectfully express curiosity about the history and lived experiences of others and will exchange ideas and beliefs in an open-minded way.
Foundations of American Democracy	C3.D2.Eco.1.9-12: Analyze how incentives influence choices that may result in policies with a range of costs and benefits for different groups. C3.D2.Geo.5.9-12: Evaluate how political and economic decisions throughout time have influenced cultural and environmental characteristics of various places and regions. C3.D2.His.11.9-12: Critique the usefulness of historical sources for a specific historical inquiry based on their maker, date, place of origin, intended audience and purpose. TT8. Students will respectfully express curiosity about the history and lived experiences of others and will exchange ideas and beliefs in an open-minded way. TT12. Students will recognize unfairness on the individual level (e.g., biased speech) and injustice at the institutional or systemic level (e.g., discrimination).
The United States Constitution	C3.D2.Civ.6.9-12: Critique relationships among governments, civil societies, and economic markets. C3.D2.Civ.10.9-12: Analyze the impact and the appropriate roles of personal interests and perspectives on the application of civic virtues, democratic principles, constitutional rights and human rights. TT8. Students will respectfully express curiosity about the history and lived experiences of others and will exchange ideas and beliefs in an open-minded way.
Citizenship and the Political Process	C3.D2.Civ.6.9-12: Critique relationships among governments, civil societies, and economic markets. C3.D2.Civ.10.9-12: Analyze the impact and the appropriate roles of personal interests and perspectives on the application of civic virtues, democratic principles, constitutional rights and human rights. C3.D2.His.17.9-12: Critique the central arguments in secondary works of history on related topics in multiple media in terms of their historical accuracy. TT 3. Students will recognize that people’s multiple identities interact and create unique and complex individuals. TT 4. Students will express pride, confidence and healthy self-esteem without denying the value and dignity of other people. TT 8. Students will respectfully express curiosity about the history and lived experiences of others and will exchange ideas and beliefs in an open-minded way.

Diversity and Social Justice
This course is designed to engage students in enriching and meaningful conversations regarding diversity, the law and social justice issues. Through the use of case studies, individual research, group discussion and debate students will examine concepts of justice, conflict and social change. Students will examine the cultural and historical contributions of different groups to the development of American society. Additionally, students will explore how economics, media, and political and social institutions create challenges for achieving and addressing social justice issues. The purpose of the course is to contribute to the development of actively engaged citizens who possess an understanding of the increasingly complex issues of the modern world.
Unit Title	Standards
Deliberation and Dialogue	TT 6: Students will express comfort with people who are both similar and different from them and engage respectfully with all people. TT 10: Students will examine diversity in social, cultural, political and historical contexts rather than in ways that are superficial or oversimplified.
Marginalized Identities	PA Civ 5.1.12.C: Evaluate the application of the principles and ideals in contemporary civic life. C3.D2.Civ.6.9-12: Critique relationships between governments, civil societies and economic markets. C3.D2.Civ.13.9-12: Evaluate public policies in terms of intended and unintended outcomes and related consequences. TT 12: Students will recognize unfairness on the individual level (e.g. biased speech) and injustice at the institutional or systemic level (e.g. discrimination).
Society, Power and Institutions	C3.D2.Eco.1.9-12. Analyze how incentives influence choices that may result in policies with a range of costs and benefits for different groups. C3.D2.Geo.5.9-12. Evaluate how political and economic decisions throughout time have influenced cultural and environmental characteristics of various places and regions. TT 10: Students will examine diversity in social, cultural, political and historical contexts rather than in ways that are superficial or oversimplified. TT 13: Students will analyze the harmful impact of bias and injustice on the world, historically and today.
Law and Order	C3.D2.Civ.9.9-12: Use appropriate deliberative processes in multiple settings. C3.D2.Civ.10.9-12: Analyze the impact and the appropriate roles of personal interests and perspectives on the application of civic virtues, democrat- ic principles, constitutional rights, and human rights. C3.D3.3.9-12: Identify evidence that draws information directly and substantively from multiple sources to detect inconsistencies in evidence in order to revise or strengthen claims. TT 14: Students will recognize that power and privilege influence relationships on interpersonal, intergroup and institutional levels and consider how they have been affected by those dynamics.
Advocacy, Action and Agency	C3.D4.2.9-12. Construct explanations using sound reasoning, correct sequence (linear or nonlinear), examples, and details with significant and pertinent information and data, while acknowledging the strengths and weaknesses of the explanation given its purpose (e.g., cause and ef- fect, chronological, procedur- al, technical). TT 20: Students will plan and carry out collective action against bias and injustice in the world and will evaluate what strategies are most effective.

Economics
This semester-long course for college-bound seniors is designed for students who have an interest in the U.S. economic system and entrepreneurship. This course is a study of both Macroeconomics and Microeconomics with an emphasis placed on the practical application of economic concepts and theories. Students will be introduced to a variety of economic concepts, including economic decision-making, economic institutions, how individuals influence markets, growth and development, monetary and fiscal policy, and income inequality. Students will seek to connect common economic concepts to current events and issues. Students will be assessed through inquiry-based projects, simulations, and discussions.
Unit Title	Standards
Thinking Like an Economist: Economic Theory & Decision Making	C3.D2.Civ.6.9-12: Critique relationships among governments, civil societies, and economic markets. C3.D2.Eco.1.9-12: Analyze how incentives influence choices that may result in policies with a range of costs and benefits for different groups. C3.D2.Eco.13.9-12. Explain why advancements in technology and investments in capital goods and human capital increase economic growth and standards of living.
How Markets Work: Supply & Demand	C3.D2.Eco.1.9-12: Analyze how incentives influence choices that may result in policies with a range of costs and benefits for different groups. C3.D2.Eco.5.9-12: Describe the consequences of competition in specific markets. C3.D2.Eco.7.9-12: Use benefits and costs to evaluate the effectiveness of government policies to improve market outcomes. TT 3: Students will recognize that people’s multiple identities interact and create unique and complex individuals.
Managing & Measuring the Economy	C3.D2.Eco.13.9-12. Explain why advancements in technology and investments in capital goods and human capital increase economic growth and standards of living C3.D2.Eco.15.9-12: Explain how current globalization trends and policies affect economic growth, labor markets, rights of citizens, the environment, and resource and income distribution in different nations. C3.D2.Geo.5.9-12: Evaluate how political and economic decisions throughout time have influenced cultural and environmental characteristics of various places and regions. C3.D2.His.1.9-12: Evaluate how historical events and developments were shaped by the unique circumstances of time and place as well as broader historical contexts.
Money, Money, Money: Monetary & Fiscal Policy	C3.D2.Civ.13.9-12: Evaluate public policies in terms of intended and unintended outcomes and related consequences. C3.D2.Eco.8.9-12: Describe the possible consequences, both intended and unintended, of government policies to improve market outcomes. C3.D2.Eco.12.9-12: Evaluate the selection of monetary and fiscal policies in a variety of economic conditions. C3.D2.His.1.9-12: Evaluate how historical events and developments were shaped by the unique circumstances of time and place as well as broader historical contexts.
Who Gets What?: The Distribution of Income	C3.D2.Eco.8.9-12: Describe the possible consequences, both intended and unintended, of government policies to improve market outcomes. C3.D2.Geo.11.9-12. Evaluate how economic globalization and the expanding use of scarce resources contribute to conflict and cooperation within and among countries. TT 3: Students will recognize that people’s multiple identities interact and create unique and complex individuals. TT 10: Students will examine diversity in social, cultural, political and historical contexts rather than in ways that are superficial or oversimplified.

IB Economics AP Microeconomics/AP Macroeconomics
The IB Economics course is a study in both macroeconomics and microeconomics, with an emphasis on applying economic concepts and theories to real-world issues. Prominent among these issues are fluctuations in economic activity, international trade, economic development and environmental sustainability. Additionally, students will engage in a study of international economies, as well as developing economies. Participants will investigate the ethical dimensions involved in applying economic policies and practices, and attention will be paid to the development of possible solutions to the economic challenges that we face as an increasingly interdependent and global society.
Unit Title	Standards
Microeconomics	PA Econ: 6.1.12.B: Evaluate the economic reasoning behind a choice. Evaluate effective allocation of resources for the production of goods and services. PA Econ: 6.1.12.C: Analyze the opportunity cost of decisions made by individuals, businesses, communities, and nations. PA Econ: 6.1.12.D: Predict how changes in incentives may affect the choices made by individuals, businesses, communities, and nations. PA Econ: 6.2.12.B: Analyze the effect of changes in the level of competition in different markets. PA Econ: 6.2.12.D: Predict how changes in supply and demand affect equilibrium price and quantity sold. PA Econ: 6.2.12.E: Evaluate the health of an economy (local, regional, national, global) using economic indicators. PA Econ: 6.3.12.B: Assess the government's role in regulating and stabilizing the state and national economy. PA Econ: 6.5.12.C: Analyze the costs and benefits of organizing a business as a sole proprietorship, partnership, or corporation.
Macroeconomics	PA Econ 6.2.12.E: Evaluate the health of an economy (local, regional, national, global) using economic indicators. PA Econ 6.3.12.A: Evaluate the costs and benefits of government decisions to provide public goods and services. PA Econ 6.3.12.B: Assess the government's role in regulating and stabilizing the state and national economy. PA Econ 6.3.12.C: Evaluate the social, political, and economic costs/benefits of potential changes to taxation policies.
International Economics	PA Econ 6.2.12.E: Evaluate the health of an economy (local, regional, national, global) using economic indicators. PA Econ 6.2.12.G: Evaluate various economic systems. PA Econ 6.3.12.D: Evaluate the role that governments play in international trade. PA Econ 6.4.12.A: Evaluate the comparative advantage of nations in the production of goods and services. PA Econ 6.4.12.B: Assess the growth and impact of international trade around the world. PA Econ 6.4.12.D: Analyze how changes in transportation, communication networks, and technology affect economic interdependence around the world in the 21st century. PA Econ 6.5.12.E: Compare the distribution of wealth across nations.
Development Economics	PA Econ 6.2.12.E: Evaluate the health of an economy (local, regional, national, global) using economic indicators. PA Econ 6.3.12.D: Evaluate the role that governments play in international trade. PA Econ 6.4.12.A: Evaluate the comparative advantage of nations in the production of goods and services. PA Econ 6.4.12.B: Assess the growth and impact of international trade around the world. PA Econ 6.4.12.D: Analyze how changes in transportation, communication networks, and technology affect economic interdependence around the world in the 21st century.

Issues of Modern Society: Controversy and Conversation
This semester-long course provides students with the opportunity to engage in the critical analysis of social, political and economic issues. The course is inquiry-based and challenges students to investigate current topics or issues from multiple perspectives in an effort to better understand the diversity and complexity of issues in the modern world. Deliberative Democracy is the foundation of the course. Students will seek, through discussion and deliberation, to find common ground and to grow to understand perspectives different from their own. Students participate in a variety of learning experiences. Assessments are project-based and are designed to allow students to demonstrate their learning in a variety of ways.
Unit Title	Standards
U.S. Society: Atmosphere / Dialogue	C3.D2.Civ.5.9-12: Evaluate citizens’ and institutions’ effectiveness in addressing social and political problems at the local, state, tribal, national, and/or international level. C3.D2.Civ.7.9-12: Apply civic virtues and democratic principles when working with others. C3.D2.Civ.9.9-12: Use appropriate deliberative processes in multiple settings. C3.D2.Civ.10.9-12: Analyze the impact and the appropriate roles of personal interests and perspectives on the application of civic virtues, democratic principles, constitutional rights, and human rights. C3.D2.Civ.12.9-12: Analyze how people use and challenge local, state, national, and international laws to address a variety of public issues. PA Civ 5.3.12.D: Evaluate the roles of political parties, interest groups, and mass media in politics and public policy.
Issues of Economy	C3.D2.Eco.6.9-12: Generate possible explanations for a government role in markets when market inefficiencies exist. C3.D2.Eco.8.9-12: Describe the possible consequences, both intended and unintended, of government policies to improve market outcomes. C3.D2.Eco.11.9-12: Use economic indicators to analyze the current and future state of the economy PA Econ 6.3.12.C: Evaluate the social, political, and economic costs/benefits of potential changes to taxation policies.
Issues of Society	C3.D2.Geo.8.9-12. Evaluate the impact of economic activities and political decisions on spatial patterns within and among urban, suburban, and rural regions. TT 6: I interact comfortably and respectfully with all people, whether they are similar to or different from me. TT 8: I respectfully express curiosity about the history and lived experiences of others and exchange ideas and beliefs in an open-minded way TT 9: I relate to and build connections with other people by showing them empathy, respect and understanding, regardless of our similarities or differences.
Issues of Government / Politics	PA Civ 5.1.12.C: Evaluate the application of the principles and ideals in contemporary civic life: Liberty / Freedom, Democracy, Justice and Equality PA Civ 5.2.12.B: Examine the causes of conflicts in society and evaluate techniques to address those conflicts.
Global Issues (Foreign Policy and interconnectedness)	PA Civ 5.4.12.B: Evaluate the effectiveness of foreign policy tools in various current issues confronting the United States (e.g., diplomacy, economic aid, military aid, sanctions, treaties). C3.D2.Eco.15.9-12: Explain how current globalization trends and policies affect economic growth, labor markets, rights of citizens, the environment, and resource and income distribution in different nations. C3.D2.Geo.6.9-12: Evaluate the impact of human settlement activities on the environmental and cultural characteristics of specific places and regions.

Sociology

Standards from American Sociological Association (ASA) National Standards for High School Sociology

In this semester-long course, students study the complex relationship between groups and society. The course focuses on the use of sociological perspectives to examine the components of culture, social inequality, social structure and institutions. There is an academic exploration of our changing global society and modern-day challenges.

Unit Title

Standards

Domain One:

The Sociological Perspective and Methods of Inquiry

D1: 1.1: Students will identify sociology as a scientific field of inquiry

D1: 1.2: Students will compare and contrast the sociological perspective and how it differs from other social sciences.

D1: 1.3: Students will evaluate the strengths and weaknesses of the major methods of sociological research.

D1: 1.4: Students will identify, differentiate among, and apply a variety of sociological theories.

TT 8: Students will respectfully express curiosity about the history and lived experiences of others and will exchange ideas and beliefs in an open-minded way.

Domain Two:

Social Structure: Culture, Institutions, and Society

D2: 2.1: Students will describe the components of culture.

D2: 2.2: Students will analyze how culture influences individuals, including themselves.

D2: 2.3: Students will evaluate important social institutions and how they respond to social needs.

D2: 2.4: Students will assess how social institutions and cultures change and evolve.

TT 5: Students will recognize traits of the dominant culture, their home culture and other cultures and understand how they negotiate their own identity in multiple spaces.

Domain Three:

Social Relationships: Self, Groups, and Socialization

D3: 3.1: Students will describe the process of socialization across the life course.

D3: 3.2: Students will explain the process of the social construction of the self.

D3: 3.3: Students will examine the social construction of groups and their impact on the life chances of individuals.

TT 14: Students will recognize that power and privilege influence relationships on interpersonal, intergroup and institutional levels and consider how they have been affected by those dynamics.

TT 12: Students will recognize unfairness on the individual level (e.g., biased speech) and injustice at the institutional or systemic level (e.g., discrimination).

Domain Four: Stratification and Inequality

D4: 4.1: Students will identify common patterns of social inequality.

D4: 4.2: Students will analyze the effects of social inequality on groups and individuals.

D4: 4.3: Students will explain the relationship between social institutions and inequality.

D4: 4.4: Students will assess responses to social inequality.

TT 9-12.6 Students will express comfort with people who are both similar to and different from them and engage respectfully with all people.

Psychology Standards from the American Psychological Association (APA) National Standards for High School Psychology
This 12-grade semester-long course is designed to introduce students to the systematic scientific study of the behavior and mental processes of human beings and other animals and the biological and theoretical foundations of psychology. Students will examine the ethical practices and responsibilities of psychological inquiry and understand the biological, social, and cultural influences on human behavior. Students will continue to develop analytical skills, conduct research, investigate the mind-body connection, analyze concepts of consciousness, analyze theories of intelligence, evaluate theories of personality, develop an understanding of psychological disorders, evaluate the role and effectiveness of treatments, and be aware of the importance of cultural diversity for understanding human behavior and interactions. Students will demonstrate their understanding of psychology through various projects, discussions, and assignments.
Unit Title	Standards
Scientific Inquiry Domain	Perspectives in Psychological Science 1.3 Describe perspectives employed to understand behavior and mental processes 2.1 Discuss the value of both basic and applied psychological research with human and non-human animals Research Methods, Measurement, and Statistics 1.1 Describe the scientific method and its role in psychology 2.1 Identify ethical standards psychologists must address regarding research with human participants
Biopsychological Domain	Biological Bases of Behavior 1.2 Identify the parts of the neuron and describe the basic process of neural transmission Sensation and Perception 1.1 Discuss processes of sensation and perception and how they interact Consciousness 1.2 Distinguish between processing that is conscious (i.e., explicit) and other processing that happens without conscious awareness (i.e., implicit)
Cognition Domain	Memory 2.2 Identify and explain biological processes related to how memory is stored Thinking 1.1 Define cognitive processes involved in understanding information Intelligence 2.2 Identify current methods of assessing human abilities
Developmental and Learning Domain	Life Span Development 1.1 Explain the interaction of environmental and biological factors in development, including the role of the brain in all aspects of development Learning 1.1 Describe the principles of classical conditioning 2.2 Describe the principles of operant conditioning 3.2 Apply observational and cognitive learning to everyday life
Sociocultural Context Domain	Social Interactions 2.3 Describe how group dynamics influence behavior Sociocultural Diversity 1.1 Define culture and diversity 1.3 Discuss the relationship between culture and conceptions of self and identity 1.6 Discuss how privilege and social power structures relate to stereotypes, prejudice, and discrimination
Individual Variation Domain	Motivation 1.1 Explain biologically based theories of motivation. 1.2 Explain cognitively based theories of motivation. 1.3 Explain humanistic theories of motivation. Emotion 1.1 Explain the biological and cognitive components of emotion. Personality 2.2 Discuss the reliability and validity of personality assessment techniques. Psychological Disorders 2.1 Describe the classification of psychological disorders.
Applications of Psychological Science Domain	Treatment of Psychological Disorders 1.2 Match methods of treatment to psychological perspectives. Health 1.4 Identify and explain physiological, cognitive, and behavioral strategies to deal with stress. Vocational Applications 1.1 Identify careers in psychological science and practice.

Business Law 1

Course description: Business Law is a semester course designed to provide students with a solid foundation in understanding the legal issues in both personal and business legal rights and duties. If you like discussing and dissecting laws, this class is for you. Topics of study include our legal system, court procedures, case law, torts, contracts, employment and how our rights line up with our constitution. Students will conduct a mock trial using correct courtroom procedures. Any student interested in law, law enforcement, protective services, business or political science should consider this course.

Unit Titles

Standards

Unit 1: Introduction to Law and the Legal System

PA Civ 5.1.12.A: Evaluate the major arguments advanced for the necessity of government.

PA Civ PA.5.1.12.B: Analyze the sources, purposes and functions of law.

PA Civ 5.1.12.C: Evaluate the importance of the principles and ideals of civic life.

PA Civ 5.1.12.E: Evaluate the principles and ideals that shape the United States and compare them to documents of government.

PA Civ 5.1.12.F: Analyze and assess the rights of the people as listed in the Pennsylvania Constitution and the Constitution of the United States.

PA Civ 5.3.12D: Evaluate how independent government agencies create, amend and enforce regulations.

Unit 2: Criminal Law and Juvenile Justice

PA Civ 5.1.12.I: Analyze historical examples of the importance of the rule of law explaining the sources, purposes and functions of law.

PA Civ 5.1.12.J: Analyze how the law promotes the common good and protects individual rights

PA Civ 5.1.12.L: Analyze Pennsylvania and United States court decisions that have affected principles and ideals of government in civic life. • Civil rights • Commerce • Judicial review • Federal supremacy

Unit 3: Torts

PA.CC.8.6.11-12.A:

Provide a concluding statement or section that follows from or supports the argument presented.
Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline appropriate form that anticipates the audience's knowledge level, concerns, values, and possible biases.
Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence

PA.CC.8.6.11-12.F: Conduct short as well as more sustained research projects to answer a question (including a self generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

Unit 4: Consumer, Property and Family Law

PA BCIT Global Bus 15.8.12.B: Analyze the costs and benefits of organizing a business as a sole proprietorship, partnership, or corporation

PA BCIT Global Bus 15.8.12.F: Critique business strategies designed to balance the needs of the business with the workforce.

PA.CC.8.5.11-12.A: Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.

PA Civ 5.1.12.D: Evaluate how independent government agencies create, amend and enforce regulations.

Business Law 2

Business Law 2/Ethics is a semester course. Ethics is defined as moral principles that govern a person's behavior or the conducting of an activity. Companies practice or neglect ethical behavior on a daily basis. This course introduces topics such as applying moral philosophies to Business Ethics, politics, culture as a factor within ethics, social responsibility, moral dilemmas, social and media, and ethical standards within the business community. If you like debating, this class is a must. A main consideration of the course is to encourage good decision making by the students as they consider their future careers and decisions they make.

Unit Titles

Standards

Unit 1:

Business Ethics

PA BCIT Comm 15.3.12.N: Demonstrate appropriate work ethic in the workplace, community, and classroom.

PA BCIT Comm 15.3.12.O: Identify the diverse communication skills necessary within an organization (e.g., customer relations, sales, management).

PA BCIT Comm 15.3.12.P: Demonstrate leadership communication skills through delegating, negotiating, goal setting, and generating ideas.

PA BCIT Mgt 15.8.12.C: Critique major social and ethical decisions made by business and organizations throughout history.

PA His 8.1.12.C: Evaluate historical interpretation of events. • Impact of opinions on the perception of facts • Issues and problems in the past • Multiple points of view • Illustrations in historical stories and sources

TT 3: Students will recognize people’s multiple identities, interact and create unique and complex individuals.

TT 12: Students will recognize unfairness on the individual(eg., biased speech) and injustice at the institutional or systemic level(eg., discrimination)

Unit 2:

Theories of Lobbying and Political Ethics

PA BCIT Comm5.3.12H: Evaluate the impact of interest groups on the political process.

PA BCIT Mgt 15.8.12.E: Evaluate how businesses are organized to achieve desired goals

TT 12: Students will recognize unfairness on the individual(eg., biased speech) and injustice at the institutional or systemic level(eg., discrimination)

Unit 3: Employee/Manager Ethics

PA BCIT Mgt 15.8.12.G: Analyze leadership skills necessary for leading at various management levels.

PA BCIT Mgt 15.8.12.T: Analyze the impact of different management strategies used by global businesses

PA BCIT Comm 15.3.12.R: Evaluate best practices of communication based on culture, practice, and laws related to supervising others in a corporate entity.

PA BCIT IST15.4.12.B: Evaluate the impact of social, legal, ethical, and safe behaviors on digital citizenship.

PA BCIT Global Bus. 15.7.12.C: Examine business protocol of several countries as related to social customs, business customs, and political environment.

Unit 4:

Corporations and Social Responsibilities

PA BCIT Comm 15.3.12.G: Employ appropriate presentation skills to lead discussions and team activities.

PA BCIT Global Bus 15.7.12.D: Analyze how political environments affect international business.

PA BCIT Global Bus 15.7.12.F: Examine economic issues in a country that engages in international business activities

PA BCIT Global Bus15.7.12.G: Analyze global businesses and the impact on the countries where they operate.

PA BCIT Global Bus 15.7.12.I: Identify and examine effective business communications strategies.

Unit 5:

The Role of Media

PA BCIT Comm 15.3.12.H: Evaluate presentations for language, proper techniques and media choices.

PA BCIT Comm15.3.12.J: Evaluate the role of media in political life in the United States and explain the role of the media in setting the public agenda

PA BCIT Comm5.3.12.T: Demonstrate application of digital citizenship in work and personal situations

PA BCIT Comm 15.3.12.Q: Analyze communication channels and their effectiveness within the corporate culture.

PA BCIT Comm 15.3.12.V: Evaluate how mobile communication impacts businesses or organizations.

Unit 6: The Green Office. Environmental Responsibility

PA BCIT Global Bus 15.7.12.K: Analyze how economic and environmental factors may conflict; explain how responsible behavior can help sustain natural and human communities at local, regional, national, and global levels.

PA BCIT Global Bus 15.7.12.L: Identify worldviews and their impact on global business.

PA BCIT Mgt 15.8.12.C: Critique major social and ethical decisions made by business and organizations throughout history.

PA BCIT Mgt 15.8.12.D: Analyze the effectiveness of a business plan for setting and achieving objectives.

PA BCIT Mgt 15.8.12.E: Evaluate how businesses are organized to achieve desired goals.

PA CC.8.6.11-12.F: Conduct short as well as more sustained research projects to answer a question (including a self generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

Social Studies Scope and Sequence

PA.CC.8.5.11-12.B: Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.

PA.CC.8.1.12.B: Evaluate the interpretation of historical events and sources, considering the use of fact versus opinion, multiple perspectives, and cause and effect relationships.

PA.CC.8.1.12.B: Evaluate the interpretation of historical events and sources, considering the use of fact versus opinion, multiple perspectives, and cause and effect relationships.

PA.CC.8.5.11-12.H. Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information.

PA.CC.8.5.11-12.F. Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence.

PA.CC.8.6.11-12.C. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

PA.CC.8.5.11-12.G. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.

PA Geo.7.3.12.A. Analyze the human characteristics of places and regions using the following criteria: Population, Culture, Settlement, Economic activities, Political activities.

C3.D2.His.2.9-12. Analyze change and continuity in historical eras.

PA.CC.8.1.W.A: Evaluate patterns of continuity and change over time, applying context of events.

PA.Econ.6.4.12.A: Evaluate the comparative advantage of nations in the production of goods and services.

PA.CC.8.1.W.A: Evaluate patterns of continuity and change over time, applying context of events.

Motivation

Psychological Disorders

Social Interactions