Eastern Geographical Perspectives 9

Working Copy of Curriculum

Textbook for AP Human Geography
The Cultural Landscape: An Introduction to Human Geography, Savvas.
*To meet the expectations from the College Board and cooperating colleges, our AP and college courses have additional learning outcomes that go beyond the scope of the grade level course.

Unit 1- Intro

Student Learning Intentions

Compare and contrast elements of culture to include religion, economics, language, customs and traditions, social organizations throughout the Eastern World.
Explain and compare the attributes of Governments in the Eastern World to include democracy, republic, theocracy, totalitarian, dictatorship, communism, oligarchy, constitutional monarchy, absolute monarchy, autocracy.
Explain how ethnocentrism leads to cultural misunderstandings and provide examples throughout the Eastern World.

Unit 2- Middle East

Student Learning Intentions

Compare and contrast the historical origins, central beliefs, and distribution of Judaism, Christianity and Islam throughout the Middle East.
Explain how natural resources relate to population distribution in the Middle East.
Analyze the causes and consequences of current global issues in the Middle East from multiple perspectives. (i.e. Israeli/Palestinian Conflict, the Syrian Civil War, origins of terrorist organizations throughout the Middle East.)
Explain how aspects of culture (eg. religion, economics, language, customs and traditions, art and architecture, family, and education) impact the lives of people in the Middle East.

Unit 3- Sub-Saharan Africa

Student Learning Intentions

Interpret data from maps, charts, tables, and graphs to analyze the impact of colonization on the current state of Africa.
Analyze and give examples of how humans have changed the physical environment of Africa. (i.e. Diamond mines, desertification, refugee camps, forced migration, etc.)
Analyze the impact the multiple languages, religions, and ethnicities have on the current state of Africa.
Evaluate the causes and consequences of current global issues in Africa and the international response. (i.e. genocide, refugee crises, apartheid, conflict diamonds, Ebola, malaria, etc.)

Unit 4- Asia

Compare and contrast the historical origins, central beliefs, and the spread of Sikhism, Hinduism, Buddhism, Confucianism, and Shintoism throughout Asia.
Draw inferences between family, religion, government and education and their influence on social order throughout Asia.
Investigate and evaluate causes and consequences of current global issues throughout Asia and consider possible responses by various individuals, groups and/or nations.

Unit 5- Eastern Europe: Russia- Former Eastern Bloc

Student Learning Intentions

Explain why borders and population distribution in Eastern Europe and Russia have changed and continue to evolve.
Compare and contrast the differences between the government of the United States and the Communist, Socialist, and Totalitarian governments in Eastern Europe and Russia.
Explain how conflicts between cultural groups and countries impact the citizens of Eastern Europe and Russia.
Analyze the causes and consequences of current global issues throughout Eastern Europe and Russia and explain how governments and economies impact citizens.

Literacy Standards

Literacy Standards are taught through the course within the context of the units

Student Learning Intentions

Determine the main idea of primary and secondary sources and summarize how ideas and themes develop over the course of the text and/or source.
Compare the point of view of two or more sources on the same topic.
Write an argument focused on class content.
- Introduce and make connections between claims and counterclaims.
- Develop and support claims and counterclaims with evidence.
- Provide a conclusion to support your argument.
Draw evidence from informational texts to support analysis, reflection, and research.

U.S. History 10

Working Copy of Curriculum

Resources:

District-Adopted Textbook
American History. HMH Social Studies.
District-Adopted Textbook for College US History 10
The American Pageant AP Edition, Cengage
*To meet the expectations from the College Board and cooperating colleges, our AP and college courses have additional learning outcomes that go beyond the scope of the grade level course.

Unit 1- Colonial America

Student Learning Intentions

Analyze the positive and negative impacts of the Columbian Exchange on Europe, Africa and the Americas.
Compare and contrast the reasons immigrants came to North American and the regional characteristics of the New England, middle and southern colonies. (i.e. religious, economic and political)

Unit 2- The American Revolution

Student Learning Intentions

Explain the purpose of and the values and principles expressed in the Declaration of Independence.
Analyze the causes and effects of events leading to the Revolutionary War.
Describe the significance of major events during the Revolutionary War to include Trenton, Valley Forge, Saratoga, John Paul Jones vs HMS Serapis, Cowpens, and Yorktown
Using supporting evidence, evaluate the contributions of social and political leaders during the American Revolution.

Unit 3- Framing the American Government

Student Learning Intentions

Analyze the weaknesses of the Articles of Confederation.
Explain the principles of the United States Constitution and the Bill of Rights.
Explain the different responsibilities of each of the three branches of government and how each branch checks and balances each other.
Explain how powers are distributed between the national and state governments.

Unit 4- A New Nation

Student Learning Intentions

Evaluate the political contributions of Washington, Jefferson, Madison, and Jackson.
Analyze the causes and effects of the following: Louisiana Purchase, formation of political parties, War of 1812, Missouri Compromise, Monroe Doctrine, Indian Removal Act.
Explain the changes in manufacturing, agriculture, transportation, and communication during the Industrial Revolution, and the impact they had on the social and economic lives of people.

Unit 5- Westward Expansion

Student Learning Intentions

Analyze the concept of Manifest Destiny and its impact on the expansion of the United States.
Explain how the Texas Revolution and the War with Mexico led to the territorial expansions of the mid-1800’s.
Investigate to determine how Manifest Destiny impacted American Indians through wars, reservations and assimilation.

Unit 6- Slavery & Reform

Student Learning Intentions

Explain the economic and social motivations for and against slavery in both the North & South and how those motivations impacted the lives of slaves.
Describe the issues and outcomes of the reform movements that were inspired by the Second Great Awakening.
Identify and evaluate the contributions of reform leaders in the areas of women’s rights, abolition and other reform movements.

Unit 7- Civil War & Reconstruction

Student Learning Intentions

Explain how the regional differences of the North and South contributed to sectionalism and division.
Analyze the events that led to the Civil War. (i.e. Fugitive Slave Act, Uncle Tom’s Cabin, Dred Scott decision, Kansas Nebraska Act, attack on Harper’s Ferry, election of 1860)
Describe the major events and their impact on the outcome of the Civil War to include Fort Sumter, Battle of Hampton Roads, Antietam, Emancipation Proclamation, Vicksburg, Gettysburg, Sherman’s March, Appomattox Court House.
Explain the pros and cons of Reconstruction.

Literacy Standards

Literacy Standards are taught through the course within the context of the units

Student Learning Intentions

Determine the central idea of a text and summarize how key events or ideas develop throughout the reading.
Determine the meaning of words and phrases as they are used in a text
Compare and contrast treatments of the same topic in several primary and secondary sources.
Produce clear writing that displays organization and purpose using appropriate style.
Make a claim and support it with textual evidence.

US History 11

Working Copy of Curriculum

Resources:

District-Adopted Textbook
American History: Reconstruction to the Present, HMH Social Studies.
District-Adopted Textbook for AP/College US History 11
The American Pageant AP Edition, Cengage
*To meet the expectations from the College Board and cooperating colleges, our AP and college courses have additional learning outcomes that go beyond the scope of the grade level course.

Unit 1- Turn of the Centry Growth

Student Learning Intentions

Explain the impact of immigration on economic, political and social aspects of American life during the early 20th century.
Describe the economic opportunities/disparities and working conditions during Industrialization that led to the beginnings of the American labor movement.
Analyze the social and political changes that occurred as a result of the Progressive Movement.

Unit 2- Imperialism & WWI

Student Learning Intentions

Explain the economic, political/military and moral motivations that led to Imperialism.
Explain the M.A.I.N causes of WWI using examples; include the igniting event.
Explain the impact of new technologies on how the war was fought.
Analyze the motives of the treaty participants and how these motives impacted the results of WWI.

Unit 3- Boom to Bust (20s-30s)

Student Learning Intentions

Analyze how culture changed in the 1920s.
Describe the causes of the Great Depression and analyze the effects of the Great Depression on American society.

Unit 4- WWII

Student Learning Intentions

Provide examples of leaders along with their ideologies/political belief systems and evaluate their role in the war.
Explain the results of significant battles and strategies within the European Theatre, Pacific Theatre, and the American Homefront and describe how they contributed to the end of the war.
Analyze the progression of anti-Semitism and incremental discrimination that led to Hitler’s Final Solution (Holocaust).

Unit 5- Post WWII

Student Learning Intentions

Compare and contrast how the competing belief systems of capitalism and communism contribute to the Cold War.
Analyze how the Red Scare and McCarthyism affected life in America.
Explain how different foreign policies and events either worked to prevent the spread of Communism or contributed to the brink of nuclear war.

Unit 6- Era of Social Change

Analyze how the rise of media, consumerism, gender roles and the suburbs play a role in the development of the consumer economy.
Analyze different social and political leaders of the Civil Rights era.
Explain significant laws and social norms which led to the Civil Rights Movement.
Analyze the role individual movements had on the growth and success of the Civil Rights Movement.
Explain how civil rights and individual liberties grew as a result of the Civil Rights Movement.
Analyze the purposes and outcomes of social change movements. (i.e. AIM, Women rights, Gay rights, Environmentalist movement, United Farmworkers of America)

Unit 7- Vietnam

Student Learning Intentions

Explain how the United States became involved in the Vietnam War and why we chose to end our involvement in the war.
Explain how the strategies and events during the Vietnam era differed from previous conflicts.

Unit 8- Contmeporary America: Lens of Leadership

Student Learning Intentions

Analyze the way changes in culture are reflected in music, television, movies, fashion, media, crime and/or trends.
Use reasoning and evidence to evaluate polices (foreign, domestic, economic) and events (global, national) of modern presidencies. (Nixon – current)

Literacy Standards

Literacy Standards are taught through the course within the context of the units

Student Learning Intentions

Determine the main idea of primary and secondary sources, summarize main ideas and key details.
Evaluate multiple and diverse sources in order to answer a question or solve a problem.
Integrate information from primary and secondary sources into a clear understanding of an idea or event.
Write an argument focused on class content.
- Introduce a knowledgeable claim/argument and establish the significance of that claim/argument.
- Develop and support claims and counterclaims with evidence.
- Provide a conclusion to support your claim/argument.
Draw evidence from informational texts to support analysis, reflection, and research.

Survey US History

Working Copy of Curriculum

Resources:

District-Adopted Textbook
American History, HMH Social Studies.

Unit 1- The Formation of America

Student Learning Intentions

Explain why European explorers and immigrants came to North America. (i.e. economic, religious and political motives)
Analyze the positive and negative impacts of the Columbian Exchange on Europe, Africa and the Americas.
Compare and contrast the regional characteristics of the New England, middle and southern colonies. (i.e. religious, economic and political)

Unit 2- The New Nation

Student Learning Intentions

Analyze both the causes and consequences of events leading to the Revolutionary War.
Describe the significance of major events during the Revolutionary War to include Trenton, Valley Forge, Saratoga, and Yorktown.
Analyze the methods of protest used by colonist before the war.
Describe the colonial advantages and disadvantages during the Revolutionary War and how it led to victory.
Explain the origin and purpose of the Declaration of Independence.
Explain the significance of the compromises that led to the creation of the United States Constitution and the Bill of Rights.
Compare and contrast the beliefs of the Federalist and Anti-federalists.

Unit 3- The Civil War

Student Learning Intentions

Explain the concept of Manifest Destiny and analyze to what extent it impacted the United States. (i.e. Territorial Expansion, American Indians, ideology, technology.)
Explain how the regional differences (economic, social, political) of the north and south contributed to sectionalism and division.
Explain the arguments for and against slavery before the Civil War and how slavery impacted different groups of people.
Analyze the causes and effects of the Civil War and Reconstruction.

Unit 4- Cities & Industry

Student Learning Intentions

Analyze the cause and consequences of the Gilded Age.
Analyze the impact of immigration on economic, political and social aspects of American life during the early 20th Century.
Explain the social and political changes that occurred as a result of Industrialization.

Unit 5- Boom to Bust

Student Learning Intentions

Analyze how cultural shifts resulted in changes in society during the Roaring Twenties. (i.e. prohibition, Harlem Renaissance, Jazz, flappers, etc.)
Analyze the causes of the Great Depression and its effects upon American society.
Analyze how New Deal policy changed the role of government in the US economy.

Unit 6- Global Conflict

Student Learning Intentions

Explain the economic, political and moral motivations that led to Imperialism.
Explain the significant events of imperialism and how they impact US foreign policy. (i.e. Hawaii, Cuba, Puerto Rico, Philippines, Spanish American War, Panama Canal)
Explain why the U.S. abandoned isolationism and became involved in WWI.
Analyze the M.A.I.N causes of WWI using examples; include the igniting event.
Analyze the global and domestic impact of WWI.
Analyze the numerous ideologies, events and agreements that caused WWII.
Analyze the results of significant battles and strategies within the European and Pacific Theatres and how they contributed to the end of the war such as invasion of Poland, Pearl Harbor, D-Day, Midway, Iwo Jima, Okinawa, Battle of the Bulge.
Explain the impact of WWII on the Homefront.

Unit 7- The Cold War

Student Learning Intentions

Compare and contrast how the competing belief systems of capitalism and communism contributed to the Cold War.
Explain how different U.S. foreign policies worked to maintain its position of global leadership.
Analyze the events that brought the world to the brink of nuclear war.
Explain the impact of the Cold War on the Home Front, including the Red Scare, nuclear family, consumer economy, gender roles, religion.
Explain how civil rights and individual liberties grew as a result of the Civil Rights Movement.

Unit 8- The Modern Era

Student Learning Intentions

Analyze the role of the US through global issues such as technology development, globalization, and attempts at international peace.

Literacy Standards

Literacy Standards are taught through the course within the context of the units

Student Learning Intentions

Evaluate why actions or events occur and support your conclusions with evidence while considering other perspectives.
Compare differing authors’ point of view on the same historical event.
Compare primary and secondary sources to create a clear understanding of an idea or event.
Write an argument focused on class content.
- Introduce a knowledgeable claim/argument and establish the significance of that claim/argument.
- Develop and support claims and counterclaims with evidence.
- Provide a conclusion to support your claim/argument.
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and audience.
Gather relevant information from multiple sources, analyze the strengths and limitations of each source, and use appropriate citation methods.

American Government 12

Working Copy of Curriculum

Resources:

District-Adopted Textbook
Magruder's American Government, Savvas.
District-Adopted Textbook for AP U.S. Government/College American Government
Government in America: People, Politics, and Policy, 17e, AP Edition, Savvas.
*To meet the expectations from the College Board and cooperating colleges, our AP and college courses have additional learning outcomes that go beyond the scope of the grade level course.

Unit 1- Origin & Structure

Student Learning Intentions

Compare and contrast different forms of government based on who can participate, distribution of power, and the relationship between the legislative and executive branch.
Analyze the essential purpose and ideas of the foundational documents that contributed to the current United States Government. (Declaration of Independence, the Articles of Confederation, the Unites States Constitution, and Federalist Papers)
Explain the central principles of the United States governmental system including a written constitution, rule of law, popular sovereignty, limited government, separation of powers, checks and balances, majority rule with minority rights, judicial review, and federalism.

Unit 2- Election Politics

Student Learning Intentions

Evaluate where specific views/issues fall on the political spectrum and where your personal ideologies fall.
Explain ways in which citizens can influence the political process.
Explain how political parties and other political organizations impact elections and policy.
Trace the evolution of voting rights as articulated in the Constitution of the United States.
Explain the types of elections and the campaign process.
Explain the steps eligible voters take to exercise their right to vote.

Unit 3- Executive Branch

Student Learning Intentions

Explain the powers of the Executive Branch and how the Executive Office of the President (EOP), the cabinet and the federal bureaucracy/various agencies work together within the Executive branch.
Explain how and why the electoral college system chooses the President and Vice President of the United States.
Analyze the roles of the President.
Explain the President’s, Vice President’s and the cabinet’s role in the 25th Amendment.
Explain the current U.S. foreign policy in security, environmental, economic, and humanitarian issues.

Unit 4- Legislative Branch

Student Learning Intentions

Analyze how the structure, powers, and functions of both houses of Congress affect the policy-making process.
Describe the process of how a bill becomes a law.
Explain how Congress is influenced by reapportionment and redistricting.
Evaluate how partisan leadership affects policymaking.

Unit 5- State & Local

Student Learning Intentions

Analyze how the state, federal, local, and tribal governments work together to serve their citizens.
Compare and contrast the structures and powers of the federal, state, local and tribal governments.
Explain how tribal governments work with state and federal agencies.
Explain the social and economic and political factors which influence state policy and political parties in Idaho.
Explain ways individual citizens can directly impact state and local policies.

Unit 5- Judicial Branch

Student Learning Intentions

Explain the impact of Marbury v. Madison.
Describe the powers and responsibilities of the Judicial Branch of government.
Analyze the impact of the following cases on the evolution of individual rights: Miranda v. Arizona, Gideon v. Wainwright, TLO v. New Jersey, Tinker v. Des Moines, Griswold v. Connecticut.
Explain how the 14th Amendment’s Equal Protection Clause applies to minority groups.

Literacy Standards

Literacy Standards are taught through the course within the context of the units

Student Learning Intentions

Evaluate why actions or events occur and support your conclusions with evidence while considering other perspectives.
Compare differing authors’ point of view on the same historical event or current issue.
Compare primary and secondary sources to create a clear understanding of an idea or event.
Write an argument focused on class content.
- Introduce a knowledgeable claim/argument and establish the significance of that claim/argument.
- Develop and support claims and counterclaims with evidence.
- Provide a conclusion to support your claim/argument.
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and audience.
Gather relevant information from multiple sources, analyze the strengths and limitations of each source, and use appropriate citation methods.

Economics 12

Working Copy of Curriculum

Resources:

District-Adopted Textbook
Economics, Savvas.
District-Adopted Textbook for AP Microeconomics/AP Macroeconomics
Principals of Economics, AP Edition, Cengage.
*To meet the expectations from the College Board and cooperating colleges, our AP and college courses have additional learning outcomes that go beyond the scope of the grade level course.

Unit 1- Fundamental Economic Concepts

Student Learning Intentions

Apply the principles of supply and demand.
Explain how scarcity impacts decision making.
Explain how decisions have costs and benefits.
Compare and contrast different economic systems and economic philosophies.

Unit 2- Macroeconomics & International Trade

Student Learning Intentions

Explain the difference between monetary policy and fiscal policy and the role of the Federal Reserve.
Explain why a country would choose to import or export specific goods and services and the impact those choices have on prices, jobs and standard of living.

Unit 3- Microeconomics & Personal Finance

Student Learning Intentions

Explain the characteristics of businesses (corporations, sole proprietorships, partnerships) to determine the appropriate organization in a given scenario.
Explain the characteristics of market structures. (monopoly, oligopoly, perfect competition, monopolistic competition)
Explain how government policy impacts business and individuals. (i.e. regulations, subsidies, property rights, etc.)
Explain how government policy results from business and individuals. (i.e. externalities)
Analyze components of responsible financial management.

Literacy Standards

Literacy Standards are taught through the course within the context of the units

Student Learning Intentions

Interpret and summarize key details and ideas from a variety of primary and secondary sources.
Produce clear and coherent writing using content appropriate language and terms.
Draw evidence from informational texts to support analysis, reflection, and research.

West Ada School District

High School Curriculum

Grades 9-12

HS Career and Technical Education (CTE)

Career Technical Education (CTE)

Civics Test

Dance (IFAA only)

Drama - Theatre

Health

English Language Arts

Math

Music

Physical Education

Science

Social Studies

Speech

Visual Arts