Social Studies I Curriculum Map
PLCS Connections
A/H Connections
Writing/Literacy Connections
Date
Content
Skills
Activities/Assessments
Key Terms
Aug. 6-13, 2014
Class overview/syllabus; AE 2.19Apply geographical knowledge; SSHS—4.1.1(using geographic tools,
DOK 3); 4.2.2 (physical/human
characteristics—
advantages/disadvantages, DOK 2);
4.3.1(movement/ settlement—i.e.
push/pull factors, DOK 3);
4.3.2(impact of technology; increased
economic interdependence, DOK 2)
4.4.2(impact of modifications—i.e.
global impact, DOK 2)—chapters 1,
2, and 3 in World Geography Today
and chapter 1 in World History:
Perspectives on the Past
Class syllabus/yearly overview;
Multiple Intelligences surveys from
History Alive!; student
classwork/home-work(assigned
readings, study guides, handouts,
research, etc.); group /individual
work/ presentations (posters/
PowerPoints/oral reports); lecture/
discussion; audiovisuals
(videotapes/PowerPoints, etc.);
use of technology (Internet, etc.);
chapter test/quizzes; discussion/
completion of open-ended
response questions. (PRETEST)
Geography, 5 themes (location, place, interaction, movement, region), patterns, human/
physical characteristics, weather, climate,
geographic tools (map, globe, database,
etc.), centralization, dispersion, regions,
urban/rural, migration, stereotypes,
“push/pull” factors, technology, economic
interdependence, modifications, natural
resources, natural disasters, global impact/
effect.
Aug. 14- Aug.29,
2014
AE 2.19- Apply geographical
knowledge; AE 2.20- Analyze &
interpret historical events; AE 2.14Democratic principles; AE 2.15Describe & analyze governments;
SS-HS—4.1.1 (DOK 3); 5.1.1
(interpretive nature of history, DOK
3); 5.1.2(cause-and- effect, multiple
causations, DOK 3)
5.3.1(Renaissance and Reformation,
DOK 2)—prologue and chapter 1 in
Modern World History
I can: Define/explain key geographic
terms; explain/ analyze reasons for
distribution of physical/ human
characteristics create
advantages/disadvantages for human
activities; describe
movement/settlement patterns and
analyze causes/ impacts; explain how
technology has impacted people,
including increasing economic
interdependence and development of
economic centers; explain how human
modifications of Earth/use of natural
resources/natural disasters have had
global effects; 5 “themes of geography”;
meaning of “place.”
I can: Define/explain key terms; use of
various historical tools
(primary/secondary sources, data,
artifacts, etc.) to analyze perceptions/
perspectives of people/ historical
events; analyze history as a series of
connected events shaped by multiple
cause and effect relationships; explain
how humans began to rediscover
Classical Age ideas and question their
place in the universe; geographic
perspective.
Student classwork/ homework;
lecture/ discussion; audiovisuals
(i.e. Gladiator; The Agony and the
Ecstasy); synthesis/application
activity; chapter tests/ quizzes;
open-ended questions; personal
timeline activity/writings;
Renaissance Art analysis; primary
source analysis, Renaissance
DBQ;
History, perspective, interpretation, timelines,
historical documents, artifacts, primary
sources, secondary sources, cause-andeffect, multiple causation, bubonic plague,
Classical Age, civilizations, empires, GrecoRoman philosophies, Renaissance, patrons,
vernacular, humanism, secularism, Utopia,
Johann Gutenberg/ printing press,
indulgence, Michelangelo, Machiavelli,
Reformation, Martin Luther, Protestant,
Anglican, predestination, John Calvin, clergy,
theocracy, Henry VIII, Elizabeth I,
Huguenots.
Sept. 2-19, 2014
AE 2.19- Apply geographical
knowledge; AE 2.20- Analyze &
interpret historical events; AE 2.14Democratic principles; AE 2.15Describe & analyze governments; AE
2.16- Analyze & interpret human
behaviors; AE 2.17- multicultural
cooperation; AE 2.18- Economic
principles; SS-HS—1.1.1(Types of
governments, DOK 3); 2.1.1 (Culture,
DOK 2); 2.3.1(Cultural
conflict/competition, DOK 2);
2.3.2(Cultural compromise/
cooperation, DOK 2); 3.2.1
(Economic systems, DOK 2); 3.2.3
(Free enterprise system, DOK 2);
3.4.3 (Economic interdependence,
DOK 2); 4.1.1; 5.1.1; 5.1.2; 5.3.2(Age
of Exploration; absolute monarchies
of Europe, DOK 2)—chapters 3, 4,
and 5 in Modern World History
I can: Define key terms; explain how
belief systems/ knowledge/technology/
behavior patterns define cultures and
help explain modern historical
perspectives; explain why
conflict/competition may develop as
cultures emerge; explain/give examples
of compromise/cooperation that
influence social interactions;
explain/give examples of how new
ideas/technologies led Europeans to an
Age of Exploration bringing great wealth
to the absolute monarchies and causing
significant political/ economic/social
changes to other regions of the world;
compare/contrast various forms of
government(i.e. monarchy, democracy,
republic), sources of their power and
effectiveness in establishing
order/providing security/accomplishing
common goals; compare/ contrast
economic systems (traditional,
command, market, mixed) on abilities to
achieve broad socials goals (freedom,
efficiency, etc.); explain how individuals
in free enterprise economies attempt to
maximize their profits; explain/give
examples of how interdependence of
personal/national/ international
economic activities often result in international issues/concerns; geographic
perspective.
Student classwork/ homework;
lecture/ discussion; audiovisuals
(i.e. Age of Exploration: Just the
Facts; The Last of the Mohicans;
Roots; 1492; The New World);
chapter tests/quizzes; open-ended
response questions; primary
source activities; feudalism
simulation; “Sunken Ship”
simulation from History Alive!;
student research projects with
posters/bio-boards/ PowerPoint
presentations, artifact analysis,
Period art analysis, primary source
analysis
Culture, society, feudalism, Age of
Exploration, caravel, astrolabe, missionary,
Christopher Columbus, colony,
conquistadors, mestizo, Pilgrims, Puritans,
French and Indian War, Atlantic slave trade,
plantation, triangular trade, middle passage,
Columbian Exchange, Commercial
Revolution, joint-stock company,
mercantilism, favorable balance of trade,
monarchies, absolute monarch, absolutism,
divine right, Louis XIV, skepticism, Oliver
Cromwell, Restoration, religious tolerance,
Glorious Revolution, constitutional
monarchy.
Sept. 22, 2014Jan. 30, 2015
AE 2.19- Apply geographical
knowledge; AE 2.20- Analyze &
interpret historical events; AE 2.14Democratic principles; AE 2.15Describe & analyze governments; AE
2.16- Analyze & interpret human
behaviors; AE 2.17- multicultural
cooperation; AE 2.18- Economic
principles; SS-HS—2.1.1; 2.3.1;
2.3.2; 3.2.1; 3.2.3; 4.1.1; 5.1.1; 5.1.2;
5.3.3(Age of Revolution, DOK 3)—
chapters 6, 7, 9, and 10 in Modern
World History
I can: Define key terms; primary
sources; cause-and-effect; cultural
conflict/competition; economic systems;
free enterprise system; analyze how the
Age of Revolution brought changes in
science, thought, government, and
industry that shaped the modern world;
geographic perspective.
Student classwork/ homework;
lecture/ discussion; French
Revolution simulation from History
Alive!; audiovisuals(i.e. Master and
Commander: The Far Side of the
World; 1776); chapter tests/
quizzes; open-ended response
questions; Period art analysis;
primary source analysis; Industrial
Revolution Essay; careers &
changes due to technology
Age of Revolution, Scientific Revolution,
geocentric theory, Nicolaus Copernicus/
heliocentric theory, Galileo Galilei, scientific
method, Sir Isaac Newton/law of universal
gravitation, Enlightenment, John Locke,
natural rights, philosophe, separation of
powers, enlightened despot, Declaration of
Independence, Thomas Jefferson, checks
and balances, federal system, Bill of Rights,
French Revolution, Declaration of the Rights
of Man, guillotine, Napoleon Bonaparte,
bourgeoisie, agricultural revolution,
agrarianism, Industrial Revolution,
industrialization, factory, entrepreneur, urban
areas, urbanization, corporation, laissez
faire, Adam Smith, The Wealth of Nations,
capitalism, stock, utilitarianism, socialism,
Karl Marx, communism, union, collective
bargaining, strike, suffrage, anti-Semitism,
manifest destiny, the Civil War, Charles
Darwin/theory of evolution, psychology
Feb. 2-April 24,
2015
AE 2.19- Apply geographical
knowledge; AE 2.20- Analyze &
interpret historical events; AE 2.14Democratic principles; AE 2.15Describe & analyze governments; AE
2.16- Analyze & interpret human
behaviors; AE 2.17- multicultural
cooperation; AE 2.18- Economic
principles; 1.1.1; 2.3.1; 3.2.1; 4.1.1;
5.3.4(Conditions in Europe lead to
World War I, post- WWI conditions
lead to economic booms and busts,
the rise of totalitarian governments in
Europe, DOK 3)—chapters 8, 11, 12,
13, 14, 15, and 16 in Modern World
History
I can: Define key terms; geographic
perspective; types of governments/
sources of power; cultural
conflict/competition; types of
economies; analyze how nationalism,
militarism, and imperialism led to World
War I, post-WWI world-wide economic
depression, rise of totalitarian
governments in Europe; World War II
and its aftermath.
Student classwork/ homework;
lecture/ discussion; audiovisuals
(i.e. Sergeant York; The Grapes of
Wrath; Seabiscuit; Cinderella Man;
One Survivor Remembers);
chapter tests/quizzes; student
writing on Holocaust; poverty
activity from History Alive!; openended response questions; Period
art analysis; primary source
analysis
Conservatives, liberals, radicals, czar,
nationalism, militarism, imperialism, racism,
assimilation, geopolitics, annexation,
colonialism, economic imperialism,
protectorate, sphere of influence, alliances,
totalitarian, dictator, World War I, Bolshevik
Revolution, Central Powers, Allies, trench
warfare, total war, rationing, propaganda,
armistice, Woodrow Wilson, “Fourteen
Points”, self-determination, League of
Nations, civil disobedience, Albert Einstein,
theory of relativity, Sigmund Freud, irrational,
existentialism, surrealism, Great Depression,
Franklin D. Roosevelt, New Deal, Fascism,
Benito Mussolini, Nazism, Adolf Hitler,
Aryans, Holocaust, appeasement,
isolationism, “Final Solution”, genocide,
concentration camps, blitzkrieg, Isoroku
Yamamoto, Dwight D. Eisenhower, D-Day,
kamikaze, Douglas Mac-Arthur, World War
II, Axis powers, Winston Churchill, Josef
Stalin, soviet, Union of Soviet Socialist
Republics, command economy, United
Nations, Nuremberg trials, war crimes,
demilitarization.
April 27-May 1,
2015
AE 2.19- Apply geographical
knowledge; AE 2.20- Analyze &
interpret historical events; AE 2.14Democratic principles; AE 2.15Describe & analyze governments; AE
2.16- Analyze & interpret human
behaviors; AE 2.17- multicultural
cooperation; AE 2.18- Economic
principles; SS-HS—1.1.1; 2.3.1;
4.1.1; 5.1.2; 5.3.5 (Cold War, DOK
3)—chapters 17, 18, and 19 in
Modern World History
I can: Define key terms; types of
governments/sources of power; cultural
conflict/ competition; geographic
perspective; cause-and- effect/multiple
causations; explain the rise of the
United States and the Soviet Union to
superpower status after WWII, their
subsequent “cold war” conflicts,
formation of new nations in Africa, Asia,
Eastern Europe, and the Middle East;
the global impact of these events.
Student classwork/ homework;
lecture/ discussion; audiovisuals
(i.e. Dear America: Letters Home
from Vietnam); chapter tests/
quizzes; open-ended response
questions; Period Art analysis;
primary source analysis
Cold War, “iron curtain”, containment, NATO,
Warsaw Pact, brinkmanship, Mao Zedong,
Jiang Jieshi(Chiang Kai-shek), Ho Chi Minh,
guerrilla war, Islam, political unrest, “domino
theory”, Vietcong, Vietnamization, Third
World, Fidel Castro, Ayatollah Ruholla
Khomeini, Nikita Khrushchev, John F.
Kennedy, Lyndon Johnson, détente, Richard
Nixon, SALT, Jimmy Carter, Anwar Sadat,
Menachem Begin, Camp David Accords,
Ronald Reagan, SDI/”Star Wars”,
Palestinians, PLO, Yassir Arafat, extremists,
standard of living, recession, martial law,
dissident, apartheid, Nelson Mandela,
Mikhail Gorbachev, glasnost, perestroika,
reunification, ethnic cleansing.
May 4-15, 2014
AE 2.19- Apply geographical
knowledge; AE 2.20- Analyze &
interpret historical events; AE 2.14Democratic principles; AE 2.15Describe & analyze governments; AE
2.16- Analyze & interpret human
behaviors; AE 2.17- multicultural
cooperation; AE 2.18- Economic
principles; SS-HS—1.1.1; 3.2.1;
3.2.3; 3.4.3; 4.1.1; 4.3.2; 5.1.2;
5.3.6(Changes in the world in the
second half of the 20th Century, DOK
2)—chapter 20 in Modern World
History
I can: Define key terms; types of
governments; cause-and-effect; cultural
conflict/ competition; economic
systems; free enterprise system;
economic interdependence; explain
how the second half of the 20th Century
included rapid social/political/economic
changes creating new challenges
globally, give examples of how
countries addressed these challenges;
geographic perspective.
Resources:
Teacher Made Activities / Worksheets
World Geography Text – Glencoe / McGraw Hill
Modern World History Text – McDougal Littell
Edmodo – Student & Teacher Collaborative Website
Google Earth – World Map Imaging
History Channel – The French Revolution
Student classwork/ homework;
lecture/ discussion; audiovisuals;
chapter test/quiz; open-ended
response questions; Period art
analysis; primary source analysis
FINAL (POST TEST)
Population growth, diminishing resources,
environmental/human rights issues, genetic
engineering, cloning, ozone layer, acid rain,
technological/scientific advances, mass
media, Internet, green revolution, lasers,
developed/ developing nation, political
alliances, European Union, globalization,
global economy, multinational corporation,
free trade, Gulf War, biological weapons,
chemical weapons, weapons of mass
destruction/WMDs, nuclear proliferation,
refugees, terrorism, War on Terror,
fundamentalism, materialism, Universal
Declaration of Human Rights.