Anthropology
Curriculum Essentials
Document
Boulder Valley School District
Department of Curriculum and Instruction
February 2012
Introduction
The Social Studies curriculum council began meeting in the Fall of 2007. This curriculum is a result of their
focused attention and ability to examine and incorporate research about best practices in education. The
work that follows incorporates the ideas of many researchers‐including Robert Marzano, Joseph Kahne,
Virginia Gay, Christine Sleeter, and Randall Lindsey. Each of whom addressed one or more of our goals:
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Viability
Culturally Proficiency
Currency
Incorporates New Century Graduate
Characteristics
Addresses the Democracy Divide
Viability
In order to create a curriculum that can be taught using the teaching learning cycle, each content area
was trimmed, in order to emphasize depth in our instruction. Creating a viable curriculum will help us
in our efforts to close the achievement gap.
Cultural Proficiency
Just as the goals of BVSD embrace increasing the cultural proficiency of the district, this curriculum is
designed to do so for the learner. Lindsey identifies 5 strategies for moving toward cultural proficiency:
Know your differences, value difference, manage conflict, adapt to diversity and teach about culture.
These skills are built into every grade level curricula. By introducing cultures not previously emphasized in
our curriculum, allowing for cultural relevancy by bringing the students’ culture into the classroom, and
by incorporating a variety of perspectives on essential issues, this curriculum will be a step in moving our
system forward in embracing difference, and narrowing our achievement gap.
Currency
What does a current curriculum look like? Our current students will face a world very unlike our own.
We addressed five issues to bring currency into the curriculum:
1. Change‐ In the fast paced world our students encounter there is one theme that they will need the
skills to address in their lives: Change. The theme of change: observing change, predicting change,
adapting to change and creating change are imbedded ideas at every level.
2. Regional Focus‐ Additionally, the content focus has shifted to increase attention on Asia.
3. Current Events‐ Each grade level will be responsible for bringing in grade appropriate discussion of
current events.
4. Technology‐ An up‐to‐date social studies curriculum will embrace the technological tools that not
only enhance the social studies but make new learning possible. The US department of Labor
states that careers involving the use of Geospatial technologies are one of the top 14 careers of the
future. These careers will be as diverse as remote sensing, data collection, environment and urban
planning, and digital cartography. The opening of Geospatial technologies to students as young as
kindergarten will open new avenues to understanding and analyzing our world.
5. Economics‐ As a final update, we have increased the amount and frequency of economic content at
every level. As our students enter a world of complex economics, we responded to the needs
shown in our society.
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Anthropology Overview
Course Description
Topics at a Glance
This course provides a survey within the discipline in
Anthropology. The course can be divided into major
themes: Physical Anthropology and Cultural
Anthropology. Within these two themes, an overview of
the major topics in an introductory Anthropology course
is provided.
PHYSICAL ANTHROPOLOGY
Biological Anthropology
Evolution, natural selection, Charles Darwin, primatology,
bipedalism, human family tree (Ardipethicus,
Australopithecus, Homo), human migration,
domestication, Paleolithic Era (Upper and Lower) vs.
Neolithic Era
Archaeology
Archaeology, process of excavation, ecofacts, different
types of dating (radiocarbon, thermoluminescence, etc),
site and settlement patterns, new technologies in
archaeology (satellite imaging and ground-penetrating
radar), historic preservation
CULTURAL ANTHROPOLOGY
Linguistic Anthropology
Language families, phonetics, kinesics, non-verbal
language, gesture-call system, etymology, pidgin
languages, role of English in globalization, paralanguage
(including digital language)
Cultural Anthropology
Culture, culture universals, religion vs. spirituality,
animism, animatism, monotheism, polytheism, gender
roles, patriarchal and matriarchal descent, social
stratification, economic anthropology, pastoral vs.
industrial societies
Assessments
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Teacher Assessments
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Useful Information:
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Topics include, but are not limited to
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Topics-at-a-glance must be included in any BVSD
Anthropology course, but do NOT have to be
organized into the two units provided.
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Use broad themes and embed details.
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Use current events to address issues and current
realities.
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Content Area: Social Studies
GRADE LEVEL/COURSE EXPECTATION: ANTHROPOLOGY - High School (Elective)
Prepared Graduates:
Examine the role of biological and cultural factors in the evolution of humans over time
Grade Level Expectation
Concepts and skills students master:
1. Explain the role of humans in the animal kingdom over time using biological perspective to understand the anatomical similarities and
differences particularly among primates
Evidence Outcomes
21st Century Skill and Readiness Competencies
Students Can:
a. Identify the different types of human species over time
b. Analyze the anatomical differences between humans
and non-human primates
c. Understand the role of natural selection
d. Locate the migration of humans out of Africa
e. Analyze the role of domestication in human cultural
evolution
Inquiry Questions:
1. What makes us human?
2. What is the role of natural selection in human adaptation?
3. How have human species changed over time?
4. How does culture impact human evolution?
5. Was the Neolithic Revolution a revolution?
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Relevance and Application:
1. Humans have become one of the only species to populate all regions
of the world, and have the largest capacity to manipulate the natural
environment. For example, humans have domesticated plants and
animals, settled and adapted in inhospitable environments, and have
evolved distinctive cultural adaptations to the various environments
that have been created.
2. Biological changes in the various human species over time have
allowed them to separate from our primate ancestors, most notably
our bipedal abilities that have moved us out of a tree-living existence.
3. Human species have changed and adapted over time, eventually
resulting in only one remaining type of modern human, which helps
make physical characteristics such as race irrelevant to studying
physical human differences.
4. Culture is one of the key factors that is now used to identify different
groups and societies of humans, but is also the key element in
modern human evolution. Culture could play a key role in the
predictions of global problems and solutions.
5. The Neolithic Revolution marks a distinct moment in which cultural
adaptation begins to move faster than biological adaptation, allowing
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humans to become the most influential specie on the planet.
Nature of Discipline:
1. Physical anthropologists understand the physiological differences
between humans and their primate counterparts.
2. Physical anthropologists use evolution and natural selection to analyze
anatomical characteristics of humans and other bipeds.
3. Physical anthropologists recognize the Neolithic Revolution as a key
turning point in the role of culture in human evolution.
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Content Area: Social Studies
GRADE LEVEL/COURSE EXPECTATION: ANTHROPOLOGY - High School (Elective)
Prepared Graduates:
Examine the biological and cultural factors in the evolution of humans over time
Grade Level Expectation
Concepts and skills students master:
2. Explain how studying geology, cultural artifacts, environmental changes and biology are integral to
archaeologists in the scientific study of humans
physical anthropologists and
Evidence Outcomes
21st Century Skill and Readiness Competencies
Students Can:
a. Apply the study of geology and environmental changes
to investigate chances in human evolution
b. Identify, evaluate, and communicate strategies to
investigate new archaeological sites and finds
c. Explain how new technologies are allowing
archaeologists and anthropologists to uncover new
information and fossilized evidence
Inquiry Questions:
1. What are the different techniques used to locate and identify
archaeological evidence?
2. How have environmental changes over time caused adaptations in
humans?
3. How can technology change and advance anthropology and
archaeology?
Relevance and Application:
1. Various investigative techniques are used to analyze fossilized
evidence which includes, but is not limited to radio carbon dating,
stratification analysis and ground-penetrating radar (GPR).
2. Cyclical changes in the environment over periods of history have
caused many of the significant human changes over time. For
example, the retreat of the last ice age altered many of the
migrations and settlements of early modern humans.
3. As new technologies develop in the 21st century, archaeological
investigations have become more common and more efficient which
has allowed for new evidence to surface, thus changing or advancing
many anthropological theories.
Nature of Discipline:
1. Technology has altered and advanced the field of archaeology rapidly,
creating new theories and revising old theories.
2. Archaeologists engage in critical thinking, the scientific method and
inquiry to examine new sites and material.
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Content Area: Social Studies
GRADE LEVEL/COURSE EXPECTATION: ANTHROPOLOGY - High School (Elective)
Prepared Graduates:
Understand the role of language and the development of linguistics in successful communication among human societies
Grade Level Expectation
Concepts and skills students master:
3. The role of language in humans and the differences within communication both cross-culturally and over time.
Evidence Outcomes
21st Century Skill and Readiness Competencies
Students Can:
a. Identify the major language families and the epicenter
of their origins
b. Understand the role of communication in the transfer of
cultural values and norms
c. Analyze the differences between different types of nonverbal communication including paralanguages, body
language and gesture-call systems
d. Explain the factors that can contribute to the extinction
or the preservation of languages
Inquiry Questions:
1. How can communication be defined?
2. How has language promoted cooperation or conflict?
3. How does language influence cultures and subcultures?
4. How does increasing globalization influence the survival of languages
on Earth?
Relevance and Application:
1. The world is geographically interconnected, affecting daily life in such
ways as the spread of disease, global impact of modern technology,
and the impact of cultural diffusion.
2. Language, and the culture that languages can communicate, have
often been the key factor that determines whether groups have lived
peacefully, or have engaged in consistent conflict.
3. Different types of languages, including non-verbal languages, help
communicate cultural values and norms. This is true for past cultures
as well as those groups that are evolving in the 21st century. For
example the role of digital language in the promotion of cultural
norms in developed countries.
4. There are numerous factors that lead to either the preservation or
extinction of languages over time. Globalization has led to an
increasing importance in major languages like English, while forcing
smaller languages of traditional communities into extinction.
Nature of Discipline:
1. Linguists recognize the role of language a determining factor in
defining civilization.
2. The role of language is an integral part of successful communication in
societies of both past and present.
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Content Area: Social Studies
GRADE LEVEL/COURSE EXPECTATION: ANTHROPOLOGY - High School (Elective)
Prepared graduates:
Explain the role of culture in the diversification of humans in various regions across the world
Grade Level Expectation
Concepts and skills students master:
4. Explain the different facets of culture, how they have evolved, how some traits are universal, and how subcultures have diverged from
the mainstream
Evidence Outcomes
21st Century Skill and Readiness Competencies
Students Can:
a. Identify cultural universals and universals that have
formed within specific facets of culture (ex. universal
traits in religions and other spiritual belief structures)
b. Understand the foundations of religion and spirituality
and the function it plays in societies
c. Analyze how gender roles have changed over time and
differ cross-culturally
d. Evaluate the factors that influence the difference in
relationships that include romantic and familial
relationships
e. Identify the different economic structures that have
formed over time
Inquiry Questions:
1. Why are some cultural traits universal?
2. Why has spirituality become so important to human existence?
3. How do gender roles parallel other social stratifications in society?
4. How is an economic system reflected in a society’s cultural values and
norms?
Relevance and Application:
1. All cultures share universal elements that create bonds between all
humans and subgroups. These include worldview, material culture,
economic systems, language and social organization.
2. Spiritual beliefs and religions are rooted in the attempt by humans to
explain the inexplicable. Understanding the universal traits within
religion could help provide solutions for religious conflict.
3. There are distinct differences between cultures that a socially
stratified economically and politically, which is also reflected in gender
roles. Traditional communities rooted in agrarian and egalitarian
culture will reflect closer gender equality.
4. Economic systems from barter and trade to capitalism are often a
result of cultural values that have already existed in society.
Nature of Discipline:
1. Cultural anthropologists identify universal aspects of culture when
examining groups of humans over time.
2. Cultural anthropologists identify universal aspects of culture when
examining groups of humans across cultures.
3. Cultural anthropologists delineate cultural differences among groups
to develop understandings between divergent belief structures.
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Prepared Graduate Competencies in Social Studies
The prepared graduate competencies are the preschool through twelfth-grade concepts and skills that all
students who complete the Colorado education system must master to ensure their success in a
postsecondary and workforce setting.
Prepared graduates in social studies:
1. Use the tools, thinking, and practices of history, geography, economics, and civics to:
a. Solve problems, make decisions and analyze issues from multiple perspectives as a responsible
member of society
b. Read, write, and communicate ideas
Prepared graduates in history:
1. Develop an understanding of how people view, construct, and interpret history
2. Analyze key historical periods and patterns of change over time within and across nations and
cultures
Prepared graduates in geography:
1. Develop spatial understanding, perspectives, and personal connections to the world
2. Examine places and regions and the connections among them
Prepared graduates in economics:
1. Understand the allocation of scarce resources in societies through analysis of individual choice,
market interaction, and public policy
2. Acquire the knowledge and economic reasoning skills to make sound financial decisions (PFL)
Prepared graduates in civics:
1. Analyze and practice rights, roles, and responsibilities of citizens
2. Analyze the origins, structure, and functions of governments and their impacts on societies and
citizens
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Standard
High School
1. History
Social Studies
Grade Level Expectations at a Glance
Grade Level Expectation
1.
2.
3.
2. Geography
1.
2.
3.
3. Economics
1.
2.
3.
4.
5.
6.
4. Civics
7.
1.
2.
3.
Eighth Grade
1. History
1.
2.
2. Geography
1.
2.
3. Economics
1.
4. Civics
2.
1.
2.
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Use the historical method of inquiry to ask questions, evaluate
primary and secondary sources, critically analyze and interpret data,
and develop interpretations defended by evidence from a variety of
primary and secondary sources
Analyze the key concepts of continuity and change, cause and effect,
complexity, unity and diversity over time
Recognize the significance of ideas as powerful forces throughout
history
Use different types of maps and geographic tools to analyze features
on Earth to investigate and solve geographic questions
Explain and interpret geographic variables that influence the
interaction of people, places, and environments
Describe the interconnected nature of the world, its people and
places
Recognize that productive resources - natural, human, capital - are
scarce; therefore choices are made about how individuals,
businesses, governments, and societies allocate these resources
Demonstrate how economic policies impact markets
Analyze how government and competition impact markets
Design, analyze, and apply a financial plan based on short- and
long-term financial goals (PFL)
Analyze strategic spending, saving, and investment options to
achieve the objectives of diversification, liquidity, income, and
growth (PFL)
Identify the components of personal credit to manage credit and
debt (PFL)
Identify, develop, and evaluate risk-management strategies (PFL)
Research, formulate positions, and engage in appropriate civic
participation to address local, state, or national issues or policies
Identify the purposes of and limitations on the foundations,
structures and functions of government
Analyze how public policy - domestic and foreign - is developed at
the local, state, and national levels and compare how policy-making
occurs in other forms of government
Formulate appropriate hypotheses about United States history based
on a variety of historical sources and perspectives
Be familiar with the historical eras, individuals, groups, ideas and
themes from the origins of the American Revolution through
Reconstruction and their relationships with one another
Use geographic tools to analyze patterns in human and physical
systems
Understand that conflict and cooperation occur over space and
resources
Recognize that economic freedom, including free trade, is important
for economic growth
Understand how to manage personal credit and debt(PFL)
Analyze elements of continuity and change in the United States
government and the role of citizens over time
Recognize the place of law in a constitutional system
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Standard
Seventh Grade
1. History
Social Studies
Grade Level Expectations at a Glance
Grade Level Expectation
1.
2.
2. Geography
1.
3. Economics
2.
1.
2.
4. Civics
1.
2.
Sixth Grade
1. History
1.
2.
2. Geography
3. Economics
4. Civics
1.
2.
1.
2.
1.
2.
Fifth Grade
1. History
1.
2.
2. Geography
3. Economics
4. Civics
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1.
2.
1.
2.
1.
2.
Seek and evaluate multiple historical sources with different points of
view to investigate a historical question and to formulate and defend
a thesis with evidence
Be familiar with the historical eras, individuals, groups, ideas and
themes within regions of the Eastern Hemisphere and their
relationships with one another
Use geographic tools to gather data and make geographic inferences
and predictions
Understand that regions have different issues and perspectives
Understand that supply and demand influence price and profit in a
market economy
Recognize that the distribution of resources influences economic
production and individual choices (PFL)
Analyze the different forms of government and international
organizations and their influence in the world community
Compare how various nations define the rights, responsibilities and
roles of citizens
Analyze and interpret historical sources to ask and research
historical questions
Analyze the historical eras, individuals, groups, ideas and themes in
regions of the Western Hemisphere and their relationships with one
another
Use geographic tools to solve problems
Recognize that human and physical systems vary and interact
Identify and analyze different economic systems
Recognize that saving and investing are key contributors to financial
well being (PFL)
Analyze the interconnected nature of the United States to other
nations
Compare multiple systems of governments
Analyze historical sources from multiple points of view to develop an
understanding of historical context
The historical eras, individuals, groups, ideas, and themes in North
America from 1491 through the founding of the United States
government
Use various geographic tools and sources to answer questions about
the geography of the United States
Causes and consequences of movement
Government and market structures influence financial institutions
Utilizing financial institutions to manage personal finances (PFL)
The foundations of citizenship in the United States
The origins, structure, and functions of the United States
government
BVSD Curriculum Essentials
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Standard
Fourth Grade
1. History
Social Studies
Grade Level Expectations at a Glance
Grade Level Expectation
1.
2.
2. Geography
1.
2.
3. Economics
4. Civics
Third Grade
1. History
1.
2.
1.
2.
1.
2.
2. Geography
1.
2.
3. Economics
1.
4. Civics
2.
1.
2.
Second Grade
1. History
1.
2.
2. Geography
1.
2.
3. Economics
1.
4. Civics
2.
1.
2.
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Organize a sequence of events to understand the concepts of
chronology and cause and effect in the history of Colorado
The historical eras, individuals, groups, ideas, and themes in
Colorado history and their relationships to key events in the United
States
Use several types of geographic tools to answer questions about the
geography of Colorado
Connections within and across human and physical systems are
developed
People responded to positive and negative incentives
The relationship between choice and opportunity cost (PFL)
Analyze and debate multiple perspectives on an issue
The origins, structure, and functions of the Colorado government
Use a variety of sources to distinguish historical fact from fiction
People in the past influenced the development and interaction of
different communities and regions
Use various types of geographic tools to develop spatial thinking
The concept of regions is developed through an understanding of
similarities and differences in places
Describe producers and consumers and how goods and services are
exchanged
Describe how to meet short-term financial goals (PFL)
Respecting the views and rights of others as components of a
democratic society
The origin, structure and function of local government
Identify historical sources and utilize the tools of a historian
People in the past influenced the history of neighborhoods and
communities
Use geographic terms and tools to describe space and place
People in communities manage, modify, and depend on their
environment
The scarcity of resources affects the choices of individuals and
communities
Apply decision-making processes to financial decision making(PFL)
Responsible community members advocate for their ideas
People use multiple ways to resolve conflicts or differences
BVSD Curriculum Essentials
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Standard
First Grade
1. History
Social Studies
Grade Level Expectations at a Glance
Grade Level Expectation
1.
2. Geography
2.
1.
2.
3. Economics
1.
4. Civics
2.
1.
2.
Kindergarten
1. History
1.
2.
2. Geography
1.
3. Economics
1.
2.
1.
2.
4. Civics
Preschool
1. History
2. Geography
3. Economics
4. Civics
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1.
1.
1.
2.
1.
2.
Describe patterns and chronological order of events of the recent
past
Family and cultural traditions in the United States in the past
Geographic tools such as maps and globes to represent places
People in different groups and communities interact with each other
and the environment
People work at different types of jobs and in different types of
organizations in order to produce goods and services and receive an
income
Identify short term financial goals (PFL)
Effective groups have responsible leaders and team members
Notable people, places, holidays and patriotic symbols
Ask questions, share information and discuss ideas about the past
The first component in the concept of chronology is to place
information in sequential order
People belong to different groups and live in different settings
around the world that can be found on a map or globe
Ownership as a component of economics
Discuss how purchases can be made to meet wants and needs (PFL)
Participate in making decisions using democratic traditions
Civic participation takes place in multiple groups
Change and sequence over time
Develop spatial understanding, perspectives, and connections to the
world
People work to meet wants
Recognize money and identify its purpose (PFL)
Individuals have unique talents but also work with others in groups
Rules and their purpose in allowing groups to work effectively
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Glossary of Terms
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