Social Studies Curriculum
9th-11th Grade
Fox C-6 School District
May 2020
9th-grade American History (Civil War-Modern)
10th-grade World History
11th-grade Government
Curriculum Writing Team Members
Chelsea Boyd--FHS, 2016-2018
Timothy Thomas--FHS, 2016-2018
Laura Heinemann --FHS, 2016-2018
Ferrell Pounds--FHS, 2016-2018
Linda Hermann--FHS, SpEd, 2016-2018
Jordan McGaughey--SHS, 2016-2018
Joe Prezzavento--SHS, 2016-2018
Lynn Price--SHS, SHS, 2016-2018
Tim Bookstaver--SHS 2017-2018
2
Table of Contents
Curriculum Writing Team Members.............................2
Overview......................................................................4
Power-Standards for Social Studies..............................5
Beliefs about Social Studies Instruction.........................6
9th—11th Grade Vertical Scope and Sequence...............7
American History Units Semester 1............................8
American History Units Semester 2.............................9
3
Overview
This curriculum document is the result of hundreds of hours of work by Fox C-6 social studies teachers. Working together we created a framework that connects the Missouri Learning Standards for Social Studies with an intentional sequence of units. Our goal was to coordinate the development of a consistent set of math practices through the study of four major domains of mathematics each year. This results in units that spiral through the core concepts of:
In each unit students develop their
Each unit ends in a task that requires students to write either an informational or argumentative task to demonstrate mastery of the content and the skills.
4
Power-standards for Social Studies
5
Conduct Social Science Inquiries | Read and listen to take notes, and summarize information, to raise and answer questions, and combine information from multiple sources. |
Use the tools of social science inquiry to gather and represent information: maps, timelines, graphics, artifacts, and primary and secondary sources. | |
Apply Core �Concepts of Social Studies | Economics—Groups of people develop, use, and trade resources in order to meet their wants and needs. |
Government and Politics—Compare the purposes, organization, and functions of governments, laws, and political systems. | |
Community and Culture—Compare diverse groups of people and how their unique cultures develop and change over time. | |
Continuity and Change—Historians put people, institutions, and events into context to evaluate patterns of cause and effect. | |
Write for Authentic Audiences and Purposes | Informational text—Compose text to meet the needs of a real audience. |
Argument—Compose and critique evidence based argument. |
Beliefs about Social Studies Instruction
6
Key Components of Quality Social Studies Instruction |
Research claims | Teacher actions |
Social studies instruction should create active and responsible citizens who identify and analyze problems, and deliberate with other people to solve problems. |
|
Social studies instruction should encourage students’ innate curiosity about the world and encourage them to develop questions that can frame and advance inquiry. |
|
Social studies instruction should develop historical thinking skills which require understanding and evaluating change and continuity over time through learning about the past while making connections to today and predictions for the future. |
|
Social studies instruction requires students to evaluate sources and use evidence to draw conclusions in an inquiry. |
|
*Adopted from “The Inquiry Arc of the C3 Framework” by the National Council for the Social Studies
9th-11th Vertical Scope and Sequence
7
| Unit 1 | Unit 2 | Unit 3 | Unit 4 | Unit 5 | Unit 6 |
11th Government | Government Systems | Foundations and Origins of US Democracy | The US Constitution | The Executive Branch | The Legislative Branch | The Judicial Branch |
10th Grade World History | Rise of Civilizations | Medieval World | Renaissance, Reformation, and Exploration | Absolutism, the Enlightenment, and Revolution | Industrialization, Imperialism, WWI, WWII | Interconnectedness and Conflict in the Modern Age |
9th Grade US History | Gilded Age and Progressive Era | Imperialism and WWI | Roaring 20s, Great Depression, and New Deal | WWII & the 1950’s | Cold War and Civil Rights | 1980s - Present |
1st Semester | ||
Unit 1 | Unit 2 | Unit 3 |
Topic/Topic: Gilded Age and Progressive Era | Topic/Title: Imperialism and WWI | Topic/Title: Roaring 20s, Great Depression, and New Deal |
Power-standards: Continuity and Change–Historians put people, institutions, and events into context to develop and change over time | Power-standards Economics–Groups of people develop, use, and trade resources in order to meet their wants and needs | Power-standards Economics - Groups of people develop, use, and trade resources in order to meet their wants and needs. |
Resources: TCI Unit 2: Industrialism and Reform Carnegie DBQ | Resources: TCI Unit 3: Expanding American Global Influence Stanford History Group - Read Like a Historian: League of Nations | Resources: TCI Unit 4: The Roaring Twenties and the Great Depression |
2nd Semester | ||
Unit 4 | Unit 5 | Unit 6 |
Topic/Title: WWII and the 1950s | Topic/Title: Cold War and Civil Rights | Topic/Title: 1980s - Present |
Power-standards Government and Politics - Compare the purposes, organization, & functions of governments, laws, and political systems | Power-standards Community and Culture - Compare diverse groups of people and how their unique cultures develop and change over time | Power-standards Continuity and Change - Historians put people, institutions, and events into context to develop and change over time |
Resources: TCI Unit 5: Lessons 34-37, Unit 6:Lesson 41-43 | Resources: TCI Lessons 37-40, Lessons 44-48 DBQ Containment | Resources: TCI Unit 8: The Making of Modern America |
1st Semester | ||
Unit 1 (1-7) | Unit 2 (8-13) | Unit 3 (14-17) |
Topic/Title Rise of Civilizations | Topic/Title Medieval World | Topic/Title Renaissance, Reformation, and Exploration |
Core Concepts Economics - Groups of people develop, use, and trade resources in order to meet their wants and needs. | Core Concepts Economics - Groups of people develop, use, and trade resources in order to meet their wants and needs. Government - Groups designate leaders to make and enforce decisions that will meet the needs of the community. | Core Concepts Community and Culture - Historians compare diverse groups of people and how their unique cultures develop and change over time Continuity and Change - Historians put people, institutions, and events into context to evaluate patterns of cause and effect |
Academic Product: Informational text about an empire, its resources, leaders, and advantages. | Academic Product: Informational text about how groups of people met their needs for protection and stability in the medieval world. | Academic Product: An argumentative essay about whether the Columbian Exchange had an overall positive or negative impact on the global community. |
2nd Semester | ||
Unit 4 (18-22) | Unit 5 (23-28) | Unit 6 (29-35) |
Topic/Title Absolutism, the Enlightenment, and Revolution | Topic/Title Industrialization, Imperialism, WWI, WWII | Topic/Title Interconnectedness and Conflict in the Modern Age |
Core Concepts Government - Leaders tend to serve the interests of people that have influence. | Core Concepts Continuity and Change - historians put people, institutions, and events into context to evaluate patterns of cause and effect | Core Concepts Continuity and Change - Historians compare diverse groups of people and how their unique culture develops and changes over time. Community and Culture - Societies develop institutions as a way to prepare for the future and pass on the knowledge and values of the people. |
Academic Product: Argument about forms of government. | Academic Product: Informational text: a timeline of the two World Wars. | Academic Product: Write an argument that a specific country participating in an international organization. |
Pre/Post Test: Note-taking from sources. | Pre/Post Test: Tools of social science inquiry: create a timeline. | |
1st Semester | ||
Unit 1 | Unit 2 | Unit 3 |
Government Systems | Foundations and Origins of US Democracy | The US Constitution |
Essential Question: What distribution of power and government system is the best for the people? | Essential Questions: Why is our constitution the way it is? What ideas and documents influenced the design of our Constitution? | Essential Questions: How does the Constitution’s design continue to work in the US today? Is the US Constitution designed for social order and economics over citizens’ rights? |
Big Idea: Governments only survive when they consistently meet people’s needs for stability and safety. | Big Idea: The writers of the Constitution developed principles from government philosophies and applied them to the loose confederation of states that existed after the Revolution. | Big Ideas: The Constitution’s basic principles provide a structure that is sound enough to endure and flexible enough to be reinterpreted. It works because it was designed to separate powers, and can also change. |
Academic Product: Argument–Create your own government. | Academic Product: Informational Text–Geography and timeline of foundational ideas | Academic Product: Argument–28th Amendment |
Pre/Post Test: | Pre/Post Test: | Pre/Post Test: |
2nd Semester | ||
Unit 4 | Unit 5 | Unit 6 |
The Executive Branch | The Legislative Branch | The Judicial Branch |
Essential Question: Has the Executive Branch become too powerful? | Essential Questions: Does the legislative process adequately serve the people today? Why are the two houses of the legislative branch different? | Essential Questions: How does the judicial branch interpret our laws and protect our liberties? |
Big Idea: The executive branch is made up of all the departments necessary for the government to enact and enforce the laws passed by Congress. The power of the presidency has grown in responsibility and influence because of charismatic presidents, media coverage, and the expectations of society. | Big Ideas: There are two houses to provide for deliberation in the lawmaking process and provide checks and balances on government as well as provide multiple avenues for influence or law creation. | Big Ideas: The Judicial Branch establishes a formal process for weighing evidence and ruling at each level of the appellate system. The system of due process allows the court system to come to fair and impartial decisions. |
Academic Product: Informational Text–Presidential Help-Wanted Ad | Academic Product: Argument–Write a bill and argue for its passage. | Academic Product: Blended writing: Information about a famous supreme court case and an analysis of the decision and its impact. |
Pre/Post Test | Pre/Post Test | Pre/Post Test |