Planned Course for Social Studies
 
Course: Grade 10 World History & Geography  II (Honors)

National Standards:

NCSS 1: Culture

NCSS 2: Time, Continuity, and Change          

NCSS 3: People, Places and Environment

NCSS 4: Individual Development and Identity

NCSS 5:  Individual Groups and Institutions

NCSS 6: Power, Authority and Governance

NCSS 7: Production, Distribution, and Consumption

NCSS 8: Science, Technology, and Society

NCSS 9: Global Connections

NCSS 10: Civic Ideals and Practices

PA Academic Standards:
History:

8.1 Historical Analysis and Skills Development           

8.2 Pennsylvania History

8.3 United States History

8.4 World History

Geography:

7.1. Basic Geographic Literacy

7.2. Physical Characteristics of Places and  Regions

7.3. Human Characteristics of Places and Regions

7.4. Interactions Between People and the Environment

Economics:

6.1. Scarcity and Choice

6.2. Markets and Economic Systems

6.3. Functions of Government

6.4. Economic Interdependence

6.5. Income, Profit, and Wealth

Civics and Government

5.1. Principles and Documents of Government

5.2. Rights and Responsibilities of Citizenship           

5.3. How Government Works

5.4. How International Relationships Function

PA Core - Reading and Writing for History and Social Studies:

8.5 Reading Informational Text

8.6 Writing 

Course Description:

The goal of the middle and high school social studies program is to develop citizens who will be able to participate in a culturally diverse, democratic, global society. The social science program provides an integrated study of history, civics, economics, geography, and related social science disciplines.  The program emphasizes active learning strategies, research and inquiry skills, as well as critical thinking, reading, and writing that will transfer beyond the classroom. The development of skills and content knowledge from sixth to twelfth grade will allow students to apply what they have learned in a more practical and meaningful way.

This course focuses on world history from 1914 to the present. Students will examine unresolved conflicts of the world wars, shifts in global ideology, the rise of new independent nations, global modernization, violations of human rights, and today’s interdependent global society. The role of geography, economic developments, and governmental systems will be analyzed and evaluated as measures of increased global interaction. By identifying key concepts about culture, continuity and change, ideology, and the contributions of individuals and groups, students will be able to connect commonalities that have occurred globally during the 20th and 21st century. Students will be able to synthesize events in the world since the world wars in order to develop defendable positions regarding past and present events, and to formulate plausible predictions for the world in the 21st century.  This course will will be more academically rigorous and require a greater workload outside of the classroom.

Specific and measurable objectives to be obtained by students:

The specific objectives for this course are delineated in the Upper Moreland Township School District Social Studies Scope and Sequence based on the standards set forth in Expectations of Excellence:  Curriculum Standards for Social Studies published by the National Council For The Social Studies (NCSS).  Specific objectives are also listed in the corresponding

Pennsylvania State Standards for History, Geography, Economics, and Government.

Materials:

Spielvogel, J. (2018). World History & Geography: Modern Times. Columbus, OH: McGraw-Hill Education.

Primary and Secondary source documents

Supplementary reading and media materials

Artifacts

Other Resources:

STAR. Renaissance Learning Inc. Wisconsin Rapids, WI. Web

Instructional Strategies:

In order to achieve the stated goals, the following best practice strategies will be utilized:

• Big6 research process

• effective questioning techniques that challenge students to expand their thinking

• appropriate and effective use of 21st century resources and technology

• resources that provide perspective on content-based learning

• opportunity to exercise choice and responsibility by choosing topics of inquiry

• constructing and interpreting claims and counterclaims using factual evidence and research

• cooperative and collaborative opportunities for learning

• thoughtful and respectful evaluation of cultural differentiation

• application of key concepts to analyze the greater impact of social issues

• opportunities to investigate topics in depth

• opportunities to exercise choice and responsibility by choosing topics of inquiry

• the exploration of open-ended questions that challenge thinking

• web 2.0 collaborative technology

• opportunities to develop reading and writing to learn skills

• effective use of technology

• Before, During, and After (BDA) activities

 Estimated instructional time to be devoted to achieving objectives:

• Approximately 86 minutes per day, on an alternating block schedule

 Forms of assessments:  

• A variety of assessments will be used to measure student progress. These include:

• Classroom discussions/participation

• Debates with accompanying rubrics

• Entrance and Exit slips

• Homework

• Independent research

• Individual and group projects with performance based rubrics

• Journals

• Tests and quizzes

• Common Unit Based Assessments given by all teachers

• Oral presentations with accompanying rubrics

• Quick write activities

• Evidence based response to nonfiction text

An explanation of how student grades will be determined:

A student’s grade will be determined through a minimum of 7 assessments per marking period.  A minimum of 3 different types of assessments will be used to determine the student’s grade.