History/Social Science Content Quick Guide Grades Six through Twelve San Bernardino City Unified School District Curriculum, Instruction and Accountability Secondary Education sbcusd.com June2009
Connecting Student Achievement to Grade Six World History and Geography: Ancient Civilization Text: Houghton Mifflin: World History - Ancient History Students in grade six expand their understanding of history by studying the people and events that ushered in the dawn of the major western and non-western ancient civilizations. Geography is of special significance in the development of the human story. Continued emphasis is placed on the everyday lives, problems and accomplishments of people, their role in developing social, economic and political structures, as well as in establishing and spreading ideas that helped transform the world forever. Students develop higher levels of critical thinking by considering why civilizations developed, where and when they did, why they became dominant, and why they declined. Students analyze the interactions among the various cultures, emphasizing their enduring contributions and the link, despite time, between the contemporary and ancient worlds. Describe what is known through archaeological studies of the early physical and cultural development of humankind from the Paleolithic Era to the agricultural revolution. Analyze the geographic, political, economic, religious and social structure of the early civilizations of Mesopotamia, Egypt, and Kush. Analyze the geographic, political, economic, religious and social structures of the early civilizations of the Ancient Hebrews. Analyze the geographic, political, economic, religions and social structures of the early civilization of ancient Greece. Analyze the geographic, political, economic, religious and social structures of the early civilization of India. Analyze the geographic, political, economic, religious and social structures of the early civilization of China. Analyze the geographic, political, economic, religious and social structures of the early civilizations of Rome. 2 June2009
Connecting Student Achievement to Grade Seven World History and Geography: Medieval and Early Modern Times Text: McDougal Littell: World History and Geography - Medieval and Early Modern Times Students in grade seven study the social, cultural, and technological changes that occurred in Europe, Africa and Asia from 500 1789 A.C.E. After reviewing the ancient world and the ways in which archaeologists and historians uncover the past, students study the history and geography of great civilizations that were developing concurrently throughout the world during medieval and early modern times. They examine the growing economic interaction among civilizations as well as the exchange of ideas, beliefs, technologies and commodities. Students learn about the resulting growth of Enlightenment philosophy and the new examination of the concepts of reason and authority, the natural rights of people and the divine right of kings, and the experimentalism in science and the beliefs. Finally, students assess the political forces initiated by the Enlightenment and the rise of democratic ideas and the influence of those ideas on the world today. Analyze the causes and effects of the vast expansion and ultimate disintegration of the Roman Empire. Analyze the geographic, political, economic, religious and social structures of civilizations of Islam in the Middle Ages. Analyze the geographic, political, economic, religious and social structures of civilizations of China in the Middle Ages. Analyze the geographic, political, economic, religious and social structures of civilizations of the Sub-Saharan civilizations of Ghana and Mali in Medieval Africa. Analyze the geographic, political, economic, religious and social structures of civilizations of Medieval Japan. Analyze the geographic, political, economic, religious and social structures of civilizations of Medieval Europe. Compare and contrast the geographic, political, economic, religious, and social structures of the Meso-American and Andean civilizations. Analyze the origins, accomplishments and geographic diffusion of the Renaissance. Analyze the historical developments of the Reformation. Analyze the historical developments of the Scientific Revolution and its lasting effect on religious, political and cultural institutions. Analyze political and economic change in the sixteenth, seventeenth, and eighteenth centuries (Age of Exploration, the Enlightenment, and the Age of Reason). 3 June2009
Connecting Student Achievement to Grade Eight United States History and Geography: Growth and Conflict Text: McDougal Littell: Creating America Students in grade eight study the ideas, issues and events from the framing of the Constitution up to Reconstruction and the Industrial Revolution. After reviewing the development of America s democratic institutions founded in the Judeo-Christian heritage and English parliamentary traditions, particularly the shaping of the Constitution, students trace the development of American politics, society, culture and economy and relate them to the emergence of major regional differences. They learn about the challenges facing the new nation, with an emphasis on the causes, course and consequences of the Civil War. Students make connections between the rise of industrialization and contemporary social and economic conditions. Understand the major events preceding the founding of the nation and relate their significance to the development of American constitutional democracy. Analyze the political principles underlying the U.S. Constitution and compare the enumerated and implied powers of the federal government. Understand the foundation of the American political system and the ways in which citizens participate in it. Analyze the aspirations and ideals of the people of the new nation. Analyze U.S. foreign policy in the early Republic. Analyze the divergent paths of the American people from 1800 to the mid-1800s and the challenges they faced, with emphasis on the Northeast. Analyze the divergent paths of the American people from 1800 to the mid-1800s and the challenges they faced, with emphasis on the South. Analyze the divergent paths of the American people from 1800 to the mid-1800s and the challenges they faced, with emphasis on the West. Analyze the early and steady attempts to abolish slavery and realize the ideals of the Declaration of Independence. Analyze the multiple causes, key events and complex consequences of the Civil War. Analyze the character and lasting consequence of Reconstruction. 4 June2009
Analyze the transformation of the American economy and the changing social and political conditions in the United States in response to the Industrial Revolution. Connecting Student Achievement to Grade Nine World Geography Text: McDougal Littell: World Geography The world geography course is designed to familiarize high school students with both the physical location of places on earth and the cultural differences and similarities among the various countries of the world. Students will be exposed to the economic, political, social and geographic characteristics and trends in the major world regions. In addition, students will learn and practice various social studies skills; map reading, graph and chart interpretation, oral communication, library research techniques, and paragraph essay writing within a social science context. World Geography is taught as a local option in the San Bernardino City Schools, which entails the study of: Physical Geography The United States and Canada Latin America Europe Russia and the Republics Career Awareness Africa Southwest Asia South Asia East Asia Southeast Asia, Oceania and Antarctica World Geography uses the National Geographic to support, guide and enhance the curriculum. The World in Spatial Terms The geographically informed person knows and understands: Standard 1: How to use maps and other geographic representations, tools, and technologies to acquire, process, and report information from a spatial 5 June2009
perspective. Standard 2: How to use mental maps to organize information about people places, and environments in a spatial context. Standard 3: How to analyze the spatial organization of people, places, and environments on Earth's surface. Places and Regions The geographically informed person knows and understands: Standard 4: The physical and human characteristics of places. Standard 5: That people create regions to interpret Earth's complexity. Standard 6: How culture and experience influence people's perceptions of places and regions. Physical Systems The geographically informed person knows and understands: Standard 7: The physical processes that shape the patterns of Earth's surface. Standard 8: The characteristics and spatial distribution of ecosystems on Earth's surface. Human Systems The geographically informed person knows and understands: Standard 9: The characteristics, distribution, and migration of human populations on Earth's surface. Standard 10: The characteristics, distribution, and complexity of Earth's cultural mosaics. Standard 11: The patterns and networks of economic interdependence on Earth's surface. Standard 12: The processes, patterns, and functions of human settlement. Standard 13: How the forces of cooperation and conflict among people influence the division and control of Earth's surface. Environment and Society The geographically informed person knows and understands: Standard 14: How human actions modify the physical environment. Standard 15: How physical systems affect human systems. Standard 16: The changes that occur in the meaning, use, distribution, and importance of resources. The Uses of Geography The geographically informed person knows and understands: Standard 17: How to apply geography to interpret the past. Standard 18: How to apply geography to interpret the present and plan for the future. 6 June2009
Connecting Student Achievement to Grade Ten World History, Culture and Geography: The Modern World Text: Glencoe McGraw Hill: World History Modern Times Students in grade ten study major turning points that shaped the modern world, from the later 18 th century through the present, including the cause and course of the two world wars. They will trace the rise of democratic ideas and develop an understanding of the historical roots of current world issues as they pertain to international relations. Students will extrapolate from the American experience that democratic ideals are often achieved at a high price, remain vulnerable and are not practiced everywhere in the world. Students develop an understanding of current world issues and relate them to their historical, geographic, political, economic, and cultural contexts. Students consider multiple accounts of events in order to understand international relations from a variety of perspectives. Relate the moral and ethical principles in ancient Greek and Roman philosophy, in Judaism, and in Christianity to the development of Western political thought. Compare and contrast the Glorious Revolution of England, the American Revolution and the French Revolution and their enduring effects on the worldwide political expectations for self-government and individual liberty. Analyze the effects of the Industrial Revolution in England, France, Germany, Japan, and the United States. Analyze patterns of global change in the era of New Imperialism in at least two of the following regions or countries: Africa, Southeast Asia, China, India, Latin America, and the Philippines. Analyze the causes and course of the First World War. Analyze the effects of the First World War. Analyze the rise of totalitarian governments after Word War I. Analyze the causes and consequences of World War II. Analyze the international developments in the post-world War II world. Analyze instances of nation building in the contemporary world in two of the following regions or countries: Middle East, Africa, Mexico, and other parts of Latin America, or China. 7 June2009
Analyze the integration of countries into the world economy including the information, technological, and communications revolutions (e.g., television, satellites, computers). Connecting Student Achievement to Grade Eleven United State History and Geography: Continuity And Change in the Twentieth Century Text: Glencoe McGraw Hill: American Vision Modern Times Students in grade eleven study the major turning points in American history in the Twentieth Century. Following a review of the nation s beginnings and the impact o of the Enlightenment on U.S. democratic ideals, students build upon the tenth grade study of global industrialization to understand the emergence and impact of new technology and a corporate economy, including the social and cultural effects. They trace the change in the ethnic composition of American Society; the movement toward equal rights for racial minorities and women; and their role of the United States as a major world power. An emphasis is placed on the expanding role of the federal government and federal courts as well as the relationship with citizens and state government and courts. Students consider the major social problems of America and trace their causes through historical events that have occurred. Students learn that the United Sates has served as a model for other nations and the rights and freedoms Americans enjoy are not by chance, but the results of a defined set of political principles that may not always be basic to citizens of other countries. Students understand the preservation and protection of rights under the U.S. Constitution depend on the government and the citizens. Analyze the significant event surrounding the founding of the nation and its attempts to realize the philosophy of government described in the Declaration of Independence. Analyze the relationship among the rise of industrialization, large scale rural to urban migration, and massive immigration from Southern and Eastern Europe. Analyze the role religion played in the founding of America, its lasting moral, social and political impact, and issues regarding religious liberty. Trace the rise of the U.S. to its role as a word power in the 20 th century. Analyze the major political, social, economic, technological, and cultural developments of the 1920s. Analyze the different explanations for the Great Depression and how the New Deal fundamentally changed the role of the federal government. Analyze the American participation in World War II. Analyze the economic boom and social transformation of post World War II America. 8 June2009
Analyze the United States foreign policy since Word War II. Analyze the development of federal civil rights and voting rights. Analyze the major social problems and domestic policy issues in contemporary American society. Connecting Student Achievement to Grade Twelve Principles Of American Democracy Text: Glencoe McGraw Hill: American Government Democracy in Action Students in grade twelve pursue a deeper understanding of the institutions of American government as a one-semester course. They compare systems of government in the world today and analyze the life and changing interpretations of the U.S. Constitution, the Bill of Rights, and the current state of the legislative, executive and judiciary branches of government. An emphasis is placed on analyzing the relationship among federal, state, and local governments, with particular attention paid to important historical documents such as The Federalist Papers. The content standards represent the culmination of civic literacy as students prepare to vote, participate in community activities and assume the responsibilities of citizenship. Explain the fundamental principles and moral values of American democracy as expressed in the U.S. Constitution and other essential documents of American democracy. Evaluate, take and defend positions on the scope and limits of rights and obligations as democratic citizens, the relationships among them, and how they are secured. Evaluate, take and defend positions on the fundamental values and principles of civil society. Analyze the unique roles and responsibilities of the three branches of government as established by the U.S. Constitution. Summarize landmark U.S. Supreme Court interpretations of the U.S. Constitution and its amendments. Evaluate issues regarding campaigns for national, state and local elective office. Analyze and compare the powers and procedures of national, state, tribal and local governments. Evaluate, take and defend positions on the influence of the media on American political life. Analyze the origins, characteristics and development of different political systems across time, with emphasis on the quest for political democracy, its advances an obstacles. Formulate questions about and defend their analysis of tensions with within the U.S. constitutional democracy and the importance of maintaining a balance between these concepts. 9 June2009
Connecting Student Achievement to Grade Twelve Principles of Economics Text: Glencoe McGraw Hill: Economics - Today and Tomorrow Students in grade twelve learn to make reasoned decisions on economic issues as citizens, workers, consumers, business owners and managers, and members of civic groups in this one-semester course. There will be increased understanding in the application of tools such as graphs, statistics and equations in the American economic system. Students will enrich their knowledge of the operation and the institutions of economics, rather than a course in household or business management or budgeting. Understand common economic terms and concepts and economic reasoning. Analyze the elements of America s market economy in a global setting. Analyze the influence of the federal government on the American economy. Analyze the elements of the U.S. labor market in a global setting. Analyze the aggregate economic behavior of the U.S. economy. Analyze issues of international trade and explain how the U.S. economy affects, and is affected by, economic forces beyond the United States borders. 10 June2009