Pelham School District
Social Studies Curriculum K-12
Jennifer Pendergast, Kindergarten
Susan Harden, First Grade
Robin Andrews, Second Grade
Carrie Dutil, Third Grade
Darlene Greenwood, Fourth Grade
Sandy McCarthy, Fifth Grade
Kelly O’Hearn, Sixth Grade
Carol Gariepy. Seventh Grade
Steve Gaaudreau. Eighth Grade
Paula Bailly-Burton, Pelham High School
Steve Charbonneau, Pelham High School
Ryan Clark, Pelham High School
Mallory Higgins, Pelham High School
Dave Torrisi, Pelham High School
Elizabeth Zemetres, Pelham High School
Natasha Kolehmainen, Director of Curriculum, Instruction, and Assessment
Amanda Lecaroz, Superintendent
Social Studies
Grade 1
Pelham Elementary School
Pelham School District Curriculum Document
Course: Social Studies
Strand: History: Holidays
Enduring Understandings:
Grade: First
Learning Outcomes
Essential Questions:
Students will understand why we celebrate national holidays.
Why are special holidays important to us as Americans?
Students will understand the reasons for when we celebrate our
national holidays.
Students will understand how our holidays link us to our
country’s history.
Standards:
MA LS 1.5 Give reasons for celebrating the events or people commemorated in national and New Hampshire holidays. On a calendar
for the current year, identify the months for Labor Day, Columbus Day, Veterans’ Day, Thanksgiving, Martin Luther King, Jr. Day,
Presidents’ Day, Memorial Day, Flag Day, and Independence Day. (H, C, G)
MA C&S 3 Read dates on a calendar and associate them with days of the week. (H)
Content & Concepts
Students will know/understand…
Skills
Students will be able to…
Students will know why we celebrate Veteran’s Day,
Thanksgiving, Martin Luther King Day, President’s Day and
Memorial Day.
Students will be able to identify each holiday and when it occurs.
Students will be able to differentiate between Veteran’s Day and
Memorial Day.
Students will be able to compare and make observations between
the first Thanksgiving and Thanksgivings of today.
Common Summative Assessments:
Assessment Criteria
Performance Tasks:
Pelham School District Curriculum Document
Course: Social Studies
Strand: History: Customs and Traditions
Enduring Understandings:
Grade: First
Learning Outcomes
Essential Questions:
Students will understand that different cultures have different
traditions.
How do observances of different cultural traditions make us unique
as Americans?
Students will understand American traditions and folktales.
Students will understand that many folktales from America and
around the world share similar attributes.
Standards:
MA LS 1.7 After reading or listening to folktales, legends, and stories from America (e.g., Johnny Appleseed, Paul Bunyan,
Davy Crockett, John Henry, and Annie Oakley) and from around the world (e.g., Anansi, Issun Boshi, the Knee-High Man,
Lon Po Po, and Medioa Pollito), describe the main characters and their qualities. (H)
MA LS 1.9 Explain that Americans have a variety of different religious, community, and family celebrations and customs,
and describe celebrations or customs held by members of the class and their families. (H)
Content & Concepts
Students will know/understand…
Skills
Students will be able to…
Students will understand that there are many different cultural,
traditional and religious celebrations that make our families
special.
Students will be able to describe traditions that they celebrate with
their families.
Students will know that there are stories written about American
traditions as well as from around the world.
Students will be able to read or listen to a story, folktale or legend
about an American character and describe the qualities of the main
character.
Students will be able to read or listen to a story, folktale or legend
about a character from around the world and describe the qualities
of the main character.
Students will be able to compare and contrast the stories, folktales
or legends from America and around the world.
Common Summative Assessments:
Assessment Criteria
Performance Tasks:
Pelham School District Curriculum Document
Course: Social Studies
Strand: Geography: Map Skills
Enduring Understandings:
Grade: First
Learning Outcomes
Essential Questions:
Students will understand that maps represent real places and
describe physical features.
How do maps help us learn about our world?
Students will understand that cardinal directions help us locate
places.
Students will understand that landforms are labeled on a map.
Standards:
MA C&S 4 Describe a map as a representation of a space, such as the classroom, the school, the neighborhood, town, city, state,
country, or world. (G)
MA C&S 5 Identify cardinal directions (north, east, south, west) and apply them to maps, locations in the classroom, school,
playground, and community. (G)
MA C&S 6 Define and locate the North and South Poles and the equator. (G)
MA C&S 7 Define and give examples of a continent, mountain, river, lake, and ocean. (G)
MA LS 1.1 On a map of the United States, locate Washington, D.C., and identify it as the capital of the United States of America; locate
Concord and identify it as the capital of New Hampshire. (G)
Content & Concepts
Students will know/understand…
Skills
Students will be able to…
Students will understand that a map is a representation of a
physical space such as the classroom, house, neighborhood,
town, city, state, country and world.
Students will be able to describe a map of a particular place.(ieclassroom, school, neighborhood etc.)
Students will understand the purpose of cardinal directions (N,
S, E, W).
Students will know where the North Pole, South Pole and
Equator are located.
Students will know the physical features that are labeled on a
map (i.e. continents, lakes rivers, mountains and oceans).
Common Summative Assessments:
Students will be able to identify the four cardinal directions.
Students will be able to apply the cardinal directions when working
with a map.
Students will be able to locate the North Pole, South Pole, and
Equator on a map or globe.
Students will be able to define and give examples of a continent,
mountain, river, lake and ocean.
Assessment Criteria
Performance Tasks:
Pelham School District Curriculum Document
Course: Social Studies
Strand: Economics:
Enduring Understandings:
Grade: First
Learning Outcomes
Essential Questions:
Students will know the differences between “needs” and
“wants”.
How do we decide what things we need and what things we want?
Students will understand the differences between “goods” and
“services”.
Students will understand that all people are consumers.
Standards:
MA C&S 9 Give examples of products (goods) that people buy and use. (E)
MA C&S 10 Give examples of services that people do for each other. (E)
MA C&S 11 Give examples of the choices people have to make about the goods and services they buy (e.g. a new coat, a tie,
or a pair of shoes) and why they have to make choices (e.g., because they have a limited amount of money). (E)
Content & Concepts
Students will know/understand…
Skills
Students will be able to…
Students will understand that “needs” are the things that keep us
alive and safe.
Students will be able to give examples of goods and services.
Students will understand that “wants” are things we would like
but do not “need”.
Students will be able to differentiate between goods and services.
Students will understand that some people provide goods or
services.
Students will know who works in their community and their
roles.
Students will understand the role money plays in acquiring
goods and services.
Common Summative Assessments:
Assessment Criteria
Performance Tasks:
Pelham School District Curriculum Document
Course: Social Studies
Strand: Government & Civics: Leaders & Symbols
Enduring Understandings:
Grade: First
Learning Outcomes
Essential Questions:
Students will understand that national symbols unite us as
Americans.
Why do we need leaders for our country?
Students will understand that there have been leaders though
out history that have shaped our country.
What makes a great leader?
Students will know that great leadership requires certain
qualities and what those are.
How do our national symbols make us united as Americans?
Standards:
MA C&S 8 Give examples that show the meaning of the following words: politeness, achievement, courage, honesty, and reliability. (C)
MA LS 1.2 Identify the current President of the United States, describe what presidents do, and explain that they get their authority
from a vote by the people. (H, C)
MA LS 1.3 Identify and explain the meaning of American national symbols. (H, C)
A. the American flag
B. the bald eagle
C. the White House
D. the Statue of Liberty
MA LS 1.4 Demonstrate the ability to recite the Pledge of Allegiance, to explain its general meaning, and to sing national
songs such as America the Beautiful, My Country, ’tis of Thee, God Bless America, and The Star Spangled Banner and
explain the general meaning of the lyrics. (H, C)
MA LS 1.8 After reading or listening to stories about famous Americans of different ethnic groups, faiths, and historical periods (e.g.,
Neil Armstrong, Cesar Chavez, Roberto Clemente, Thomas Edison, Bill Gates, Daniel Inouye, Thurgood Marshall, Rosa Parks, Colin
Powell, Sacagawea, Jonas Salk, Harriett Beecher Stowe, Clarence Thomas, Booker T. Washington, and the Wright Brothers) describe
their qualities or distinctive traits. (H, C)
Content & Concepts
Students will know/understand…
Skills
Students will be able to…
Students will know what qualities a good leader possesses.
Students will be able to recite the Pledge of Allegiance.
Students will know the Pledge of Allegiance.
Students will be able to identify the qualities of a good leader and
apply them to the current president.
Students will understand why we have national symbols.
Students will be able to read or listen to a story about a famous
American and describe the qualities that make them a good leader.
Students will be able to identify American national symbols and
explain their significance.
Common Summative Assessments:
Assessment Criteria
Performance Tasks:
Pelham School District Curriculum Document
Course: Social Studies
Strand: History: Calendar & Time Lines
Enduring Understandings:
Grade: First
Learning Outcomes
Essential Questions:
Students will understand that calendars are a way to measure
time and the Earth’s movement around the sun.
Students will understand that timelines highlight important
events in a person’s life or a nation’s history.
How do timelines help me understand my past?
How does a calendar help me understand how time passes?
How was the calendar created?
Standards:
MA C&S 3 Read dates on a calendar and associate them with days of the week. (H)
MA C&S 1 Identify temporal sequences such as days, weeks, months, years, and seasons. Use correctly words and phrases related
to time (now, in the past, in the future) and recognize the existence of changing historical periods (other times, other places). (H)
MA C&S 2 Place events in students’ own lives in chronological order. (H)
MA LS 1.6 Give reasons for noting the days that mark the changes in seasons. (G)
Content & Concepts
Students will know/understand…
Skills
Students will be able to…
Students will know the calendar year contains 12 months and
four seasons.
Students will be able to name the months of the year and the days
of the week.
Students will know the meanings of words and phrases related
to time passing.
Students will be able to identify the seasons and when they occur.
Students will understand their life in a chronological time line.
Students will be able to apply concept words to time passing, ie.
yesterday, today, tomorrow, past, present, future, etc.
Students will create a representation of their life in a time-line.
Common Summative Assessments:
Assessment Criteria
Performance Tasks:
Social Studies
Grade 2
Pelham Elementary School
Pelham School District Curriculum Document
Course: Social Studies
Strand: Geography: Map & Globe Skills
Enduring Understandings:
Grade: Second
Learning Outcomes
Essential Questions:
Students will understand maps and globes can help us learn
about our world.
How do maps and globes show information about the world?
Students will understand there are specific features of a map or
globe that help us understand physical space.
Standards:
MA C&S 4 Describe how maps and globes depict geographical information in different ways. (G)
MA C&S 5 Read globes and maps and follow narrative accounts using them. (G, H)
Content & Concepts
Students will know/understand…
Skills
Students will be able to…
The students will know the 7 continents of the world and what
their names are.
MA LS 2.1 On a map of the world, locate all of the continents:
North America, South America, Europe, Asia, Africa, Australia, and
Antarctica. (G)
The students will know that Mexico, Canada and U.S. are all part
of North America and where their borders are.
The students will know there are 5 major oceans in the world.
The students will understand the difference between a country
and a continent.
MA LS 2.2 Locate the current boundaries of the United States,
Canada, and Mexico. (G)
MA LS 2.3 Locate the oceans of the world: the Arctic, Atlantic,
Indian, Pacific, and Southern Oceans. (G)
MA LS 2.4 Locate five major rivers in the world: the Mississippi,
Amazon, Volga, Yangtze, and Nile. (G)
MA LS 2.5 Locate major mountains or mountain ranges in the
world such as the Andes, Alps, Himalayas, Mt. Everest, Mt.
McKinley, and the Rocky Mountains. (G)
Common Summative Assessments:
MA LS 2.6 Explain the difference between a continent and a
country and give examples of each. (G)
Assessment Criteria
Performance Tasks:
Pelham School District Curriculum Document
Course: Social Studies
Strand: History: Timelines & Calendars
Enduring Understandings:
Grade: Second
Learning Outcomes
Essential Questions:
Students will understand that culture affects one’s individual
identify and belief system.
How does exploring family heritage help our understanding of
Americans today?
How does exploring the customs and traditions of other countries
help us understand America today?
How are other countries around the world similar and different to
America?
Standards:
MA C&S 1. Use a calendar to identify days, weeks, months, years, and seasons. (H)
MA C&S 2. Use correctly words and phrases related to time (now, in the past, in the future), changing historical periods (other times, other
places), and causation (because, reasons). (H)
MA C&S 3. Explain the information that historical timelines convey and then put in chronological order events in the student’s life (e.g.,
the year he or she was born, started school, or moved to a new neighborhood) or in the history of countries studied. (H)
MA C&S 5. Read globes and maps and follow narrative accounts using them. (G, H)
Content & Concepts
Students will know/understand…
Skills
Students will be able to…
The students will know that many of our traditions and customs
come from other countries.
MA LS 2.7 On a map of the world, locate the continent, regions, or
countries from which students, their parents, guardians,
grandparents, or other relatives or ancestors came. With the help of
family members and the school librarian, describe traditional food,
customs, sports and games, and music of the place they came from.
(G, C)
The students will know that a timeline gives information in a
chronological order.
MA LS 2.8 With the help of the school librarian, give examples of
traditions or customs from other countries that can be found in
America today. (G, C)
MA LS 2.9 With the help of the school librarian, identify and
describe well-known sites, events, or landmarks in at least three
different countries from which students’ families come and explain
why they are important. (H, G, C)
Common Summative Assessments:
Assessment Criteria
Performance Tasks:
Pelham School District Curriculum Document
Course: Social Studies
Strand: History: Famous People
Enduring Understandings:
Grade: Second
Learning Outcomes
Essential Questions:
Students will understand that events and actions of the past
affect the present and future.
How do biographies of famous Americans from the past and
present teach us about our country’s history?
Standards:
MA C&S 5 Read globes and maps and follow narrative accounts using them. (G, H)
Content & Concepts
Students will know/understand…
Skills
Students will be able to…
The students will understand that the actions/achievements of
famous Americans have helped create the country we live in
today.
MA LS 2.10. After reading or listening to a variety of true stories
about individuals recognized for their achievements, describe and
compare different ways people have achieved great distinction (e.g.
scientific, professional, political, religious, commercial, military,
athletic, or artistic). (H)
Common Summative Assessments:
Assessment Criteria
Performance Tasks:
Pelham School District Curriculum Document
Course: Social Studies
Grade: Second
Strand: Civics & Government: Rights & Responsibilities
Learning Outcomes
Enduring Understandings:
Essential Questions:
Students will understand that rules provide order, security, and
safety.
How can you make a difference?
What are the roles and responsibilities of citizens?
Why do we have rules and laws?
What happens when rules/laws are broken?
Standards:
MA C&S 6 Define and give examples of some of the rights and responsibilities that students as citizens have in the school (e.g., students
have the right to vote in a class election and have the responsibility to follow school rules). (C)
MA C&S 7 Give examples of fictional characters or real people in the school or community who were good leaders and good citizens,
and explain the qualities that made them admirable (e.g., honesty, dependability, modesty, trustworthiness, courage). (C)
Content & Concepts
Students will know/understand…
Skills
Students will be able to…
The students will understand that rules and laws have a purpose
Students will be able to define and give examples of some of the
rights and responsibilities that students as citizens have in their
school.
The students will understand that every citizen has the
responsibility to contribute to his/her community
Common Summative Assessments:
Students will be able to give examples of fictional characters or real
people in the school or community who are good leaders and good
citizens.
Assessment Criteria
Performance Tasks:
Pelham School District Curriculum Document
Course: Social Studies
Grade: Second Grade
Strand: Economics: Goods & Services or Producers & Consumers
Learning Outcomes
Enduring Understandings:
Essential Questions:
Students will understand that economics affects all aspects of life. Why do people work?
Why do we have money?
Standards:
MA C&S 8 Give examples of people in the school and community who are both producers and consumers. (E)
MA C&S 9 Explain what buyers and sellers are and give examples of goods and services that are bought and sold in their community.
(E)
Content & Concepts
Students will know/understand…
Skills
Students will be able to…
The students will understand that our community depends on
people that provide services and people who use those services.
Students will be able to give examples of people in the school &
community who are both producers and consumers.
Students will be able to explain what buyers and sellers are and
give examples of goods and services that are bought and sold in
their community.
Common Summative Assessments:
Assessment Criteria
Performance Tasks:
Social Studies
Grade 3
Pelham Elementary School
Pelham School District Curriculum Document
Course: Social Studies
Strand: History and Economics: Native Americans
Enduring Understandings:
Students will understand that…
Our environment impacts our way of life.
Grade: Third
Learning Outcomes
Essential Questions:
What do historic pictures and paintings show about life in the past?
Why are natural resources important?
How does one’s environment impact their way of life?
How and why has everyday life changed over time?
Standards:
MA C&S 2 Observe visual sources such as historic paintings, photographs, or illustrations that accompany historical narratives,
and describe details such as clothing, setting, or action. (H)
MA C&S 6 (Grade 4) Define and give examples of natural resources in the United States (E)
MA C&S 7 (Grade 4) Give examples of limited and unlimited resources and explain how scarcity compels people and communities
to make choices about goods and services, giving up some things to get other things. (E)
NH SS:EC:4:2.1 Explain why needs and wants are unlimited while resources are limited.
NH SS:GEL:4:2.1 Describe the physical and human characteristics of places, e.g., land forms or where people live.
NH SS:GE:4:4.2 Describe the types and historical patterns of human migration, e.g., chain migration or slave trade.
NH SS: HI:4:2.1 Describe the interconnectedness of the world developed using examples, e.g., the contact between native Americana dn
European settlers or the location of family members serving in foreign countries.
Content & Concepts
Students will know/understand…
Skills
Students will be able to…
Students will be able to compare native American life in one region
Students will know the four major geographic areas of the United to another.
States (Northwest Coast, Southwest, Plains, Northeast).
Students will be able to draw conclusions about Native American
Students will know that Native American way of life was
way of life based on geographical location.
impacted by the climate and geographical region they lived in.
Students will be able to identify the Northwest Coast, Southwest,
Students will know what a natural resource is and why it is
Plains, and Northeast regions on a map of the United States.
important to sustaining life.
Students will be able to match shelters, clothing, and food to the
Students will understand how Native American life changed
correct Native American group.
over time.
Students will be able to identify which natural resources were
important to the Native Americans in each of the four geographical
regions.
MA LS 3.2 Identify the Wampanoags and their leaders at the time
the Pilgrims arrived, and describe their way of life. (H, G)
Common Summative Assessments:
Assessment Criteria
Performance Tasks:
Pelham School District Curriculum Document
Course: Social Studies
Grade: Third
Strand: Civics & Government and History: Immigration
Learning Outcomes
Enduring Understandings:
Essential Questions:
Students will understand that time is measured in many ways.
Students will understand that immigrants came to the United
States in hopes of making a better life.
Students will understand how good citizens make a positive
impact on the society in which they live.
Students will understand that knowing our ancestry helps shape
who we are.
How is time measured?
Why do we use timelines?
What benefits do immigrants hope to gain by coming to America?
What makes a good citizen?
What do historic pictures and paintings show about life in the past?
Why is it important to know your ancestry?
Standards:
MA C&S 1 Explain the meaning of time periods or dates in historical narratives (decade, century,1600s, 1776) and use them correctly
in speaking and writing. (H)
MA C&S 2 (Grade 5) Interpret timelines of events studied. (H)
MA C&S 4 (Grade 4). Give examples of the major rights that immigrants have acquired as citizens of the United States
(e.g., the right to vote, and freedom of religion, speech, assembly, and petition). (C)
MA C&S 5 (Grade 4). Give examples of the different ways immigrants can become citizens of the United States. (C)
MA C&S 2 Observe visual sources such as historic paintings, photographs, or illustrations that accompany historical narratives,
and describe details such as clothing, setting, or action. (H)
NH SS:GE:4:4.2 Describe the types and historical patterns of human migration, e.g., chain migration or slave trade.
NH SS: HI:4:2.1 Describe the interconnectedness of the world developed using examples, e.g., the contact between native American and
European settlers or the location of family members serving in foreign countries.
NH SS:HI:4:1.3 Describe the significance of national and New Hampshire celebrations, monuments, symbols and documents, e.g.,
Veteran’s Day, the Statue of Liberty, Old Man of the Mountain, and the preamble to the New Hampshire Constitution. (H)
NH SS:WH:4:1.1 Explain that people of different countries create social and political systems, e.g., a family or a government
Content & Concepts
Students will know/understand…
Students will know that immigrants are people who come to live
in the United States from another country.
Skills
Students will be able to…
Students will be able to locate the continent, regions, and then the
countries from which students, their parents, guardians,
grandparents, or other relatives or ancestors came. With the help
Students will understand the various reasons immigrants came
of family members and the school librarian, describe traditional
to America.
food, customs, sports and games, and music of the place they
came from.
Students will know that timelines are used to measure important Students will be able to give examples of traditions or customs
events in the past.
from other countries that can be found in America today.
Students will be able to identify and describe well-known sites,
Students will understand that historic pictures and paintings
events, or landmarks in countries from which students’ families
give us a sense of life in the past.
come and explain why they are important.
Students will be able to compare the different reasons immigrants
came to the United States through Ellis Island.
Students will be able to read a timeline of important events in the
United States immigration history.
Students will be able to identify the rights immigrants have
acquired when they become citizens of the United States.
Students will be able to tell how an immigrant can become a citizen.
Students will be able to explain what a good citizen of the United
States is/does.
Assessment Criteria
Common Summative Assessments:
Performance Tasks:
Pelham School District Curriculum Document
Course: Social Studies
Strand: Geography: Map & Globe Skills
Enduring Understandings:
Grade: Third
Learning Outcomes
Essential Questions:
Students will understand that maps provide a location for places
in the world.
Students will understand how maps guide us to where we want
to go.
Where are people and places located in the world?
How do we use a map?
Why do we use maps?
Students will understand how maps help us see the relationship
between places in the world.
Standards:
MA C&S 1. (Grade 4). Use map and globe skills to determine absolute locations (latitude and longitude) of places studied. (G)
MA C&S 2. (Grade 4) Interpret a map using information from its title, compass rose, scale, and legend. (G)
MA C&S 4. Use cardinal directions, map scales, legends, and titles to locate places on contemporary maps of New England, New
Hampshire, and the local community. (G)
Content & Concepts
Students will know/understand…
Skills
Students will be able to…
Students will know that maps provide direction to places.
Students will be able to locate the Northwest Coast, the Southwest,
The Plains, and the Northeast on a map of the United States using
cardinal directions.
Students will know that maps have keys.
Students will understand why maps are important.
Students will be able to locate the country/countries their ancestors
came from using cardinal directions.
Students will be able to use latitude and longitude to locate areas
on a map.
Common Summative Assessments:
Assessment Criteria
Performance Tasks:
Pelham School District Curriculum Document
Course: Social Studies
Strand: Economics
Enduring Understandings:
Grade: Third
Learning Outcomes
Essential Questions:
Students will understand that money is used to buy what we
need.
Students will understand why money is important because we
need it to pay for shelter, food, and clothing
Students will understand that when you have money you can
choose to spend it, save it, or donate it.
Why do we need money?
How does where you live affect how you live?
Why is money important?
What are the choices do you have when you have money?
Students will understand that not all goods and services are
offered everywhere you choose to live.
Standards:
MA C&S 11 (Grade 5). Give examples of the ways people save their money and explain the advantages and disadvantages of each.
(E)
MA C&S 7 (Grade 4) Give examples of limited and unlimited resources and explain how scarcity compels people and communities
to make choices about goods and services, giving up some things to get other things. (E)
Content & Concepts
Students will know/understand…
Skills
Students will be able to…
Students will know what money is.
Students will be able to explain how banks and interest works.
Students will know what a bank is.
Students will be able to identify United States currency and their
values.
Students will understand how banks work.
Students will be able to explain why we need money.
Students will know what money looks like and the values of each
denomination.
Students will be able to explain what a natural resource is and how
people use them.
Students will understand what a natural resource is.
Students will be able to assess the choices we have when we make
money.
Common Summative Assessments:
Assessment Criteria
Performance Tasks:
Social Studies
Grade 4
Pelham Elementary School
Pelham School District Curriculum Document
Course: Social Studies
Strand: Geography: Map & Globe Skills
Enduring Understandings:
Grade: Fourth
Learning Outcomes
Essential Questions:
Maps and globes can help us learn about the world.
How does where you live affect how you live?
Maps and globes help us to understand our places in the world.
What stories do maps tell?
Maps and globes represent real places on the Earth.
There are specific features of a map or globe that help us
understand physical space (title, legend, symbols, and compass
rose).
There are differences and similarities between maps and globes.
A map is a drawing that represents geographic space.
Standards:
MA C&S 1. Use map and globe skills to determine absolute locations (latitude and longitude) of places studied. (G)
MA C&S 4. (Grade 3) Use cardinal directions, map scales, legends, and titles to locate places on contemporary maps of New England,
Massachusetts, and the local community. (G)
MA C&S 4. (Grade 5) Use maps and globes to identify absolute locations (latitude and longitude). (G)
MA C&S 5. (Grade 3) Describe the difference between a contemporary map of their city or town and the map of their city or town in the
18th, 19th, or early 20th century. (H, G)
SS:GE:1: Demonstrate the ability to use maps, mental maps, globes, and other graphic tools and technologies to acquire, process, report
and analyze geographic information.
Content & Concepts
Students will know/understand…
Skills
Students will be able to…
Students will know a map of the world contains North America.
Students will know the location of the North and South Poles, the equator, the
prime meridian, Northern, Southern, Eastern, and Western Hemispheres.
Students will know a map of North America, contains the United States, the
Atlantic and Pacific Oceans, Gulf of Mexico, Mississippi and Rio Grande
Rivers, the Great Lakes, Hudson Bay, and the Rocky and Appalachian
Mountain ranges.
Students will know the current boundaries of the United States (including
Alaska and Hawaii). Locate the North East region and the New England
states.
Students will know the location of the North East region and the New
England states.
Students will know the states, state capitals, and major cities in the North East
Region.
Students will know a map of the United States contains the New England
states (Connecticut, Rhode Island, Massachusetts, Vermont, New Hampshire,
Maine) and the Atlantic Ocean.
Students will know the location of major cities and towns, Connecticut River,
Merrimack River, Mount Washington, and Lake Winnipesaukee on a map of
New Hampshire.
Students will know the location of Pelham and its local geographic features
and landmarks on a map of New Hampshire.
Students will know there are cardinal directions, map scales, legends, and
titles on maps.
Students will know the absolute locations (latitude and longitude) of places
studied.
Students will understand various types of sources such as documents, charts,
images, artifacts, and maps.
MA LS 4.8 On a map of the world, locate North America.
MA C&S 5. Identify the location of the North and South Poles, the equator, the
prime meridian, Northern, Southern, Eastern, and Western Hemispheres.
On a map of North America, locate the United States, the Atlantic and Pacific
Oceans, Gulf of Mexico, Mississippi and Rio Grande Rivers, the Great Lakes,
Hudson Bay, and the Rocky and Appalachian Mountain ranges.
MA LS 4.9 On a map of North America, locate the current boundaries of the
United States (including Alaska and Hawaii).
Locate the North East region and the New England states.
MA LS 4.10 Identify the states, state capitals, and major cities in the North East
Region. (G)
MA LS 3.1 (Grade 3) On a map of the United States, locate the New England
states (Connecticut, Rhode Island, Massachusetts, Vermont, New Hampshire,
Maine) and the Atlantic Ocean.
On a map of New Hampshire, locate major cities and towns, Connecticut River,
Merrimack River, Mount Washington, and Lake Winnipesaukee.
On a map of New Hampshire locate Pelham and its local geographic features and
landmarks.
Add cardinal directions, map scales, legends, and titles to a map of New
Hampshire.
Determine absolute locations (latitude and longitude) of places studied.
SS:GE:2.1:B.7 Utilize various types of sources such as documents, charts, images,
artifacts, and maps.
Assessment Criteria
Common Summative Assessments:
Teacher created tests
Performance Tasks:
Map completion activities
Create a brochure including physical and human features
Pelham School District Curriculum Document
Course: Social Studies
Strand: Geography: Human Interaction with the Environment
Learning Outcomes
Enduring Understandings:
Students will understand…
Humans, their society, and the environment affect each other.
Location affects a society’s economy, culture, and development.
Grade: Fourth
Essential Questions:
Why does where you live affect how you live?
Can people predict the consequences of their changes to the
physical environment?
What can be learned from our modification to the environment?
Standards:
SS:GE:2 Places and regions
Students will demonstrate an understanding of the physical and human geographic features that define places and regions as well as
how culture and experience influence people’s perceptions of places and regions
SS:GE:3 Physical Systems
Students will demonstrate an understanding of the physical processes that shape the patterns of Earth’s surface and the characteristics
and special distribution of ecosystems
SS:GE:4: Human Systems:
Students will demonstrate an understanding of human migration; the complexity of cultural mosaics; economic interdependence;
human settlement patterns; and the forces of cooperation and conflict among peoples.
SS:GE:5: Environment and Society:
Students will demonstrate an understanding of the connections and consequences of the interactions between Earth's physical and
human systems.
Content & Concepts
Students will know/understand…
Skills
Students will be able to…
Understand various types of sources such as documents, charts,
images, and artifacts
Understand relevant social studies terms
Understand issues that affect society
Understand that physical and human processes together shape places
Understand the components of Earth’s physical systems e.g. climate,
water cycle
Know the components and distribution of ecosystems e.g. food chains
Understand how humans interact with ecosystems
Understand the distribution of a population and its underlying causes
Understand the spatial patterns of settlement in different regions of the
world, e.g., urbanization along rivers or nomadic movement patterns.
Know how people modify the physical environment, e.g., irrigation
projects or clearing land for human use.
Understand the ways in which the physical environment provides
opportunities or limitations, e.g., natural resources that first attracted
settlers or natural hazards that threaten life.
Know the effects of the use of renewable and nonrenewable resources
on human systems
Understand the role of natural resources in daily life.
SS:GE:4:2.1 Utilize various types of sources such as documents, charts,
images, and artifacts
SS:GE:4:2.1 Recognize and utilize relevant social studies terms
SS:GE:2.2 Keep informed on issues that affect society
SS:GE:4:2.2 Students will recognize how physical and human processes
together shape places
SS:GE:4:3:1 Illustrate the components of Earth’s physical systems e.g.
climate, water cycle
SS:GE:4:3:.4 Recognize the components and distribution of ecosystems
e.g. food chains
SS:GE:4:3.5 Investigate how humans interact with ecosystems
SS:GE:4:4.1 Recognize the distribution of a population and its underlying
causes
SS:GE:4:4.4: Analyze the spatial patterns of settlement in different regions
of the world, e.g., urbanization along rivers or nomadic movement
patterns.
SS:GE:4:5.1: Illustrate how people modify the physical environment, e.g.,
irrigation projects or clearing land for human use.
SS:GE:4:5.2: Examine the ways in which the physical environment
provides opportunities or limitations, e.g., natural resources that first
attracted settlers or natural hazards that threaten life.
SS:GE:4:5.3 Examine the effects of the use of renewable and nonrenewable
resources on human systems
SS:GE:4:5.4: Describe the role of natural resources in daily life, e.g., food,
clothing, or shelter.
Assessment Criteria
Common Summative Assessments:
Teacher created tests
Performance Tasks:
Create a map of New Hampshire that locates and labels human and
physicals.
Create a brochure including physical and human features of New
Hampshire.
Pelham School District Curriculum Document
Course: Social Studies
Grade: Fourth
Strand: History: Early Settlement of the North East and New Hampshire
Learning Outcomes
Enduring Understandings:
Essential Questions:
Students will understand…
How has the world changed and how might it change in the future?
Events and actions of the past affect the present and the future.
What has happened in the past and how am I connected to those in
Different perspectives affect the interpretation of history.
the past?
Culture affects one’s individual identity and belief system.
How can studying the past help us understand the present world
and the future?
How do the decisions of earlier groups and individuals influence
those who come after them?
Standards:
SS:HI:1: Political Foundations and Development:
Students will demonstrate an understanding of the major ideas, issues and events pertaining to the history of governance in our state and nation.
SS:HI:3: World Views and Value systems and their Intellectual and Artistic Expressions:
Students will demonstrate an understanding of conceptions of reality, ideals, guidelines of behavior and forms of expression.
SS:HI:4: Economic Systems & Technology:
Students will demonstrate an understanding of the changing forms of production, distribution and consumption of goods and services over time.
SS:HI:5: Social/Cultural:
Students will demonstrate an understanding of the interaction of various social groups, including their values, beliefs and practices, over time
MA C&S 2. (Grade 5) Interpret timelines of events studied. (H)
MA C&S 3. (Grade 5) Observe and identify details in cartoons, photographs, charts, and graphs relating to an historical narrative.
Content & Concepts
Students will …
Skills
Students will be able to…
Understand the differences between Puritans and Pilgrims.
Know the early leaders in New Hampshire.
Understand the importance of New Hampshire and US figures in
science and technology, the arts, business, education, journalism,
health and politics.
Understand that different European countries
Influenced the Northeast region of the United States at the time the
New World was being explored.
Understand the relationship of the early English settlers to the
indigenous peoples, or Indians, in the Northeast
Understand the differing views on ownership or use of land and the
conflicts between them.
Know the major leaders and groups responsible for the founding of the
original colonies in the northeast.
Understand the political development of New Hampshire governance.
Know how individual’s ideals have profoundly affected life in the US.
Understand how art, music and literature often reflect and/or
influence major ideas, values and conflicts of particular time periods.
Understand the major developments in economic productivity
throughout the history of the Northeast.
Know the evolution of the United States economy.
Understand the unique contributions of different ethnic and religious
groups to New Hampshire history and culture.
MA LS 3.4 Explain how the Puritans and Pilgrims differed and identify
early leaders in New Hampshire
MA LS 3.7 After reading a biography of a person from New Hampshire or
US history, summarize that person’s life and achievements. (H, C)
MA LS 4.14 Identify the different European countries that influenced the
Northeast region of the United States at the time the New World was
being explored.
MA LS 5.6 Explain the early relationship of the English settlers to the
indigenous peoples, or Indians, in the Northeast including the differing
views on ownership or use of land and the conflicts between them
MA LS 5.7 Identify some of the major leaders and groups responsible for
the founding of the original colonies in the northeast.
SS:HI:4:1.2: Trace the political development of New Hampshire
governance, e.g., self-government in early settlements or the development
of current forms of local government.
SS:HI:4:3.1 Explore how individual’s ideals have profoundly affected life
in the US. eg. MLK”s belief in non violence or John Stark’s statement,
“Live Free or Die.”
SS:HI:4:3.2: Explore how art, music and literature often reflect and/or
influence major ideas, values and conflicts of particular time periods, e.g.,
colonial life or industrialization in New Hampshire.
SS:HI:4:4.1: Explore major developments in economic productivity
throughout the history of the Northeast
SS:HI:4:4.3: Investigate the evolution of the United States economy, e.g.,
the transition from farms to factories or the trend from small local stores
to shopping malls.
SS:HI:4:5.1: Explain the unique contributions of different ethnic and
religious groups to New Hampshire history and culture, e.g., the Shakers
Assessment Criteria
Common Summative Assessments:
Teacher created tests
Performance Tasks:
Biography Book Report on prominent NH or US personality
Pelham School District Curriculum Document
Course: Social Studies
Strand: History: Pelham Past and Present
Learning Outcomes
Enduring Understandings:
Grade: Fourth
Students will understand…
How can studying the past help us understand the present world
and the future?
Events and actions of the past affect the present and the future.
Essential Questions:
What has happened in the past and how am I connected to those in
the past?
Standards:
MA C&S 2. (Grade 5) Interpret timelines of events studied. (H)
MA C&S 3. (Grade 5) Observe and identify details in cartoons, photographs, charts, and graphs relating to an historical narrative. (H, E,
C)
Content & Concepts
Students will know/understand…
Know when Pelham, NH was founded.
Know the different groups of people who founded Pelham, New
Hampshire.
Skills
Students will be able to…
MA LS 3.11 Identify when the students’ own town or city was
founded, and describe the different groups of people who have
settled in the community since its founding. (H, G)
MA LS 3.9 Identify historic buildings, monuments, or sites in the
area and explain their purpose and significance. (H, C)
MA LS 3.12 Explain how objects or artifacts of everyday life in the
past tell us how ordinary people lived and how everyday life has
changed. Draw on the services of the local historical society and
local museums as needed. (H, G, E)
MA LS 3.14 Give examples of tax-supported facilities and services
provided by their local government, such as public schools, parks,
recreational facilities, police and fire departments, and libraries. (E)
Assessment Criteria
Common Summative Assessments:
Performance Tasks:
Pelham School District Curriculum Document
Course: Social Studies
Strand: Economics: Society’s Needs and Wants
Learning Outcomes
Grade: Fourth
Enduring Understandings:
Essential Questions:
Students will understand…
Economic systems are structured to meet the needs and wants of
different societies.
Economics affects all aspects of life.
Economic ideas and decisions made in the past have influenced the
present.
How does something acquire value?
What impact does scarcity have on goods and services (production,
distribution, and consumption)?
Why do people work?
Why do we have money?
How can the choices we make affect the economy?
How does control of land and resources motivate peoples’ actions?
How do economic needs and wants affect decisions of individuals,
groups, and institutions (political and social)?
Standards:
SS:EC:3: Cycles in the Economy:
Students will be able to explain the business cycle and trends in economic activity over time.
SS:EC:4: Financial Institutions and the Government:
Students will understand how financial institutions and the government work together to stabilize our economy, and how changes in
them affect the individual.
SS:EC:5: International Economics and Trade:
Students will recognize the importance of international trade and how economies are affected by it.
MA C&S 9. (Grade 3) Define specialization in jobs and businesses and give examples of specialized businesses in the community. (E)
Content & Concepts
Students will know/understand…
Understand cycles of economic growth and decline.
Know different methods people use to exchange goods and
services.
Understand the different methods people use to exchange goods
and services.
Know why some countries’ resources are in greater demand than
others.
Know the goods and services provided by their local businesses
and industries.
Understand the importance of maritime commerce in the
development of the economy of colonial New Hampshire.
Skills
Students will be able to…
SS:EC:4:3.1: Illustrate cycles of economic growth and decline, e.g.,
New Hampshire manufacturing or agriculture.
SS:EC:4:4.1: Describe different methods people use to exchange
goods and services, e.g., barter or the use of money.
SS:EC:4:5.1: Describe that countries have different kinds of
resources.
SS:EC:4:5.2: Explain why some countries’ resources are in greater
demand than others, e.g., colonial New Hampshire’s mast trees or
petroleum.
MA LS 3.13 Give examples of goods and services provided by their
local businesses and industries.
MA LS 5.11 Explain the importance of maritime commerce in the
development of the economy of colonial New Hampshire using the
services of historical societies and museums as needed.
(H, E)
A. the fishing and shipbuilding industries
B. trans-Atlantic trade
C. the port city of Portsmouth
Assessment Criteria
Common Summative Assessments:
Performance Tasks:
Pelham School District Curriculum Document
Course: Social Studies
Grade: Fourth
Strand: Civics & Government: New Hampshire’s State Government and Federal Government
Learning Outcomes
Enduring Understandings:
Students will understand:
The actions of individuals, groups, and/or institutions affect society
through intended and unintended consequences.
The distribution of power is a product of existing documents and laws
combined with contemporary values and beliefs.
Rules provide order, security, and safety.
Essential Questions:
How does government work for its citizens?
How do people influence the government?
What are the roles and responsibilities of citizens?
Can an individual make a difference?
How do the rights and responsibilities of citizens reflect their national
identity?
How do citizens (both individually and collectively) influence
government policy?
What is power and how is it gained, used, and justified?
How are governments created, structured, maintained, and changed?
When should society control individuals?
Why do we have rules and laws?
Whose responsibility is it to make the rules/laws?
Who is responsible for enforcing the rules/laws?
What happens when rules and laws are broken?
Standards:
MA C&S 3. Observe and describe national historic sites and describe their function and significance.
MA C&S 7. (Grade 3) Give examples of the different ways people in a community can influence their local government (e.g., by voting,
running for office, or participating in meetings). (C)
SS:CV:2: Structure and Function of United States and New Hampshire Government:
Students will demonstrate an understanding of major provisions of the United States and New Hampshire Constitutions, and the
organization and operation of government at all levels including the legislative, executive, and judicial branches.
SS:CV:4: Rights and Responsibilities:
Students will demonstrate an understanding of the rights and responsibilities of citizenship, and
the ability to apply their knowledge of local, state, and national government through the political process and citizen involvement.
Content & Concepts
Students will know/understand…
Understand the individual functions of the three branches and
the organization of New Hampshire state government.
Understand Constitution of New Hampshire.
Understand the rights of citizens of New Hampshire and the
United States.
Know how laws and/or policies are made at local, state and
federal levels.
Understand the responsibilities of government at the federal,
state, and local levels.
Know the three branches of the United States government, their
functions and relationships.
Understand how American citizens were expected to participate
in, monitor, and bring about changes in their government over
time.
Assessment Criteria
Common Summative Assessments:
Skills
Students will be able to…
SS:CV:4:2.1: Identify the individual functions of the three branches
of government and the organization of New Hampshire state
government.
MA LS 5.19 Identify the Constitution of New Hampshire including
its date, its primary author, and the basic rights it gives to citizens
of the state. (C)
SS:CV:4:4.1: Describe the rights of citizens
as outlined by the Constitutions of New Hampshire and the United
States. (Themes: A: Conflict and Cooperation, H: Individualism,
Equality and Authority)
SS:CV:4:2.2: Explain how laws and/or policies are made at local,
state land federal levels.
5.23 Describe the responsibilities of government at the federal, state,
and local levels (e.g., protection of individual rights and the
provision of services such as law enforcement and the building and
funding of schools). (C)
5.25 Identify the three branches of the United States government as
outlined by the Constitution, describe their functions and
relationships.
MA LS 5.27 Explain how American citizens were expected to
participate in, monitor, and bring about changes in their
government over time, and give examples of how they continue to
do so today. (H, C)
Performance Tasks:
Social Studies
Grade 5
Pelham Elementary School
Pelham School District Curriculum Document
Course: Social Studies
Grade: 5
Strand: History, Civics, Economics, and Geography
Pre-Columbian Civilizations of the New World and European Exploration, Colonization, and Settlement to 1700
Learning Outcomes
Enduring Understandings:
Essential Questions:
Knowledge of the past helps one understand the present and make decisions
about the future.
The study of the continuum of human civilization reveals the ideals, beliefs,
values, and institutions of its people.
People respond to and resolve conflicts in a variety of ways.
Culture is a way of life of a group of people who share similar beliefs and
customs.
What is the role of tradition?
How has ethnocentrism impacted history?
How does global transformation impact cultures?
People are affected by environmental, economic, social, cultural, and civic
concerns.
Standards:
Massachusetts Curriculum Standards
5.2 Interpret timelines of events studied. (H)
5.3 Observe and identify details in cartoons, photographs, charts, and graphs relating to an historical narrative. (H,E,C)
5.7 Compare maps of modern world with historical maps of the world before the Age of Exploration, and describe the changes in the 16th and 17th century maps of
the world. (G,H,E)
NH Curriculum Standards
SS:CV:2 Students will demonstrate an understanding of major provisions of the United States and New Hampshire Constitutions, and the organization and
operation of government at all levels including the legislative, executive, and judicial branches.
SS:GE:1 Students will demonstrate the ability to use maps, mental maps, globes, and other graphic tools and technologies to acquire, process, report, and analyze
geographic information.
SS:GE:4 Students will demonstrate an understanding of human migration; the complexity of cultural mosaics; economic interdependence; human settlement
patterns; and the forces of cooperation and conflict among peoples.
SS:HI:1 Students will demonstrate an understanding of the major ideas, issues and events pertaining to the history of governance in our state and nation.
SS:HI:2 Students will demonstrate an understanding of the events, actions and policies of our nation in relation to other peoples and governments over time.
SS:HI:5 Students will demonstrate an understanding of the interaction of various social groups, including their values, beliefs and practices, over time.
SS:WH:2 Students will demonstrate their understanding of the interactions of peoples and governments over time.
Content & Concepts
Students will know/understand…
Skills
Students will be able to…
Identify and illustrate the heritage that early settlers brought to the
development and establishment of American democracy, e.g., political, legal,
philosophical, or religious traditions.
Apply the spatial concepts of location, distance, direction, scale, movement,
and region, e.g., the relative and absolute location of the student's community,
or the diffusion of the English language to the United States
Know the types and historical patterns of human migration, e.g., ethnic
cleansing, overcoming physical barriers, or famine.
Analyze the spatial patterns of settlement, e.g., urbanization along river,
agriculture on fertile plains, or nomadic lifestyles in steppes and deserts
Explain how and why people have developed forms of self-government, e.g.,
the Mayflower Compact or the Iroquois League.
Explain how the foundations of American democracy are rooted in European,
Native American and colonial traditions, experiences and institutions
Explain the impact ethnic and religious groups have had on the development
of the United States, e.g., the Irish or the Mormons.
Describe major migrations, e.g., the first humans from Africa to the rest of the
world, the Huns into China and Europe, or the Bantu across Africa.
5.1 Describe the earliest explorations of the New World by the Vikings, the
period and locations of their explorations, and the evidence for them. (H,G)
5.5 Describe the goals and extents of the Dutch settlement in New York, the
French settlements in Canada, and the Spanish settlements in Florida, the
Southwest, and California. (H)
5.6 Explain the early relationship of the English settlers to the indigenous
peoples, or Indians, in North America, including the differing views on
ownership or use of land and the conflicts between them (e.g. the Pequot and
King Philip’s War in New England). (H,G,E)
5.7 Identify some of the major leaders and groups responsible for the founding of
the original colonies in North America. (H,C)
• Lord Baltimore in Maryland
• William Penn in Pennsylvania
• John Smith in Virginia
• Roger Williams in Rhode Island
• John Winthrop in Massachusetts
5.9 Explain the reasons that the language, political institutions, and political
principles of what became the United States of America were largely shaped by
English colonists even though other major European nations also explored the
New World. (H,G)
•
The relatively small number of colonists who came from other nations
besides England
•
Long experiences with self-government
•
The high rate of literacy and education among the English colonial
leaders
•
England’s strong economic, intellectual, and military position
Common Summative Assessments:
Assessment Criteria
Performance Tasks:
Pelham School District Curriculum Document
Course: Social Studies
Grade: 5
Strand: History, Civics, Economics, and Geography
The Political, Intellectual, and Economic Growth of the Colonies, 1700-1775
Learning Outcomes
Enduring Understandings:
Essential Questions:
Knowledge of the past helps one understand the present and make decisions
about the future.
The study of the continuum of human civilization reveals the ideals, beliefs,
values, and institutions of its people.
People respond to and resolve conflicts in a variety of ways.
Culture is a way of life of a group of people who share similar beliefs and
customs.
People are affected by environmental, economic, social, cultural, and civic
concerns.
Why are there conflicts in the world?
How interdependent are peoples?
How has conflict over resources changed the world?
Standards:
Massachusetts Curriculum Standards
4.8 Give examples of how the interaction of buyers and sellers influences the prices of goods and services in markets. (E)
5.2 Interpret timelines of events studied. (H)
5.3 Observe and identify details in cartoons, photographs, charts, and graphs relating to an historical narrative. (H,E,C)
5.6 Distinguish between political and topographical maps and identify specialized maps that show information such as population, income, or climate change.
(G,H,E)
5.12 Define what an entrepreneur is (a person who has started a business seeking profit) and give examples from colonial history of an entrepreneur (e.g. Peter
Faneuil and Benjamin Franklin). (E)
5.13 Define profit and describe how profit is an incentive for entrepreneurs. (E)
5.14 Give examples of how changes in supply and demand affected prices in colonial history (e.g. fur, lumber, fish, and meat). (E,H)
NH Curriculum Standards
SS:CV:2 Students will demonstrate an understanding of major provisions of the United States and New Hampshire Constitutions, and the organization and
operation of government at all levels including the legislative, executive, and judicial branches.
SS:EC:5 Students will recognize the importance of international trade and how economies are affected by it.
SS:GE:1 Students will demonstrate the ability to use maps, mental maps, globes, and other graphic tools and technologies to acquire, process, report, and analyze
geographic information.
SS:GE:4 Students will demonstrate an understanding of human migration; the complexity of cultural mosaics; economic interdependence; human settlement
patterns; and the forces of cooperation and conflict among peoples.
SS:HI:1 Students will demonstrate an understanding of the major ideas, issues and events pertaining to the history of governance in our state and nation.
SS:HI:2 Students will demonstrate an understanding of the events, actions and policies of our nation in relation to other peoples and governments over time.
SS:HI:5 Students will demonstrate an understanding of the interaction of various social groups, including their values, beliefs and practices, over time.
SS:WH:4 Students will demonstrate their understanding of the changing forms of production, distribution and consumption of goods and services over time.
Content & Concepts
Students will know/understand…
Skills
Students will be able to…
Illustrate ways in which government in the United States is founded on the conviction that
Americans are united by the principles they share, e.g., life, liberty, and property.
Identify and illustrate the heritage that early settlers brought to the development and
establishment of American democracy, e.g., political, legal, philosophical, or religious traditions.
Translate mental maps into appropriate graphics to display geographic information and answer
geographic questions, e.g., countries through which a person would travel between Cairo and
Nairobi.
Utilize maps, globes, graphs, charts, models, and databases to analyze spatial distributions and
patterns, e.g., climate zones, natural resources, or population density.
Understand the effects of movement on the characteristics of places, e.g., acculturation,
assimilation, or movement.
Explain how and why people have developed forms of self-government, e.g., the Mayflower
Compact or the Iroquois League.
Explain how the foundations of American democracy are rooted in European, Native American
and colonial traditions, experiences and institutions
Explain the impact ethnic and religious groups have had on the development of the United States,
e.g., the Irish or the Mormons.
Describe the impact of major national and state events on everyday life, e.g., the Industrial
Revolution or the World War II home front.
3.3 Identify who the Pilgrims were and why they left Europe to seek religious freedom; describe their
journey and their early years in the Plymouth Colony. (H,G,C,E)
•
The purpose of the Mayflower Compact and its principles of self-government
•
Challenges in settling in America
•
Events leading to the first Thanksgiving
3.4 Explain how the Puritans and the Pilgrims differed and identify early leaders in Massachusetts
such as John Winthrop; describe the daily life, education, and work of the Puritans in the
Massachusetts Bay Colony. (H,E,C)
3.5 Explain important political, economic, and military developments leading to and during the
American Revolution. (H,C)
•
The growth of towns and cities in Massachusetts before the Revolution
•
The Boston Tea Party
•
The beginning of the Revolution at Lexington and Concord
•
The Battle of Bunker Hill
•
Revolutionary leaders such as John Adams, Samuel Adams, John Hancock, and Paul
Revere
5.10 On a map of North America, identify the first 13 colonies and describe how regional differences
in climate, types of farming, populations, and sources of labor shaped their economies and societies
through the 18th century. (H,G,E)
5.12 Explain the causes of the establishment of slavery in North America. Describe the harsh
conditions of the Middle Passage and slave life, the responses of slaves to their conditions. Describe
the life of free African Americans in the colonies. (H,G,E,C)
5.13 Identify the founders and the reasons for the establishment of educational institutions in the
colonies (grammar schools and colleges such as Harvard and the College of William and Mary). (H)
5.14 Explain the development of colonial governments and describe how these developments
contributed to the Revolution. (H,G,E,C)
•
Legislative bodies
•
Town meetings
•
Charters on the individual freedom and rights
5.15 Explain the reasons for the French and Indian War, how it led to an overhaul of British imperial
policy, and the colonial response to these policies. (H,C,E)
•
Sugar Act (1764)
•
Stamp Act (1765)
•
Townsend Duties (1767)
•
Tea Act (1773) and the Intolerable Acts (1774)
•
The slogan “no taxation without representation”
•
The roles of the Stamp Act Congress, the Sons of Liberty, and the Boston Tea Party (1773)
Common Summative Assessments:
Assessment Criteria
Performance Tasks:
Pelham School District Curriculum Document
Course: Social Studies
Grade: 5
Strand: History, Civics, and Economics
The Revolution and the Formation of a Federal Government Under the Constitution, 1775-1789
Learning Outcomes
Enduring Understandings:
Knowledge of the past helps one understand the present and make
decisions about the future.
People develop systems to manage conflict and create order.
Conflict resolution can involve aggression, compromise, cooperation,
and change.
Essential Questions:
What is legitimate authority?
Why are there conflicts in the world?
How rules and laws made and what are the differences in their usage?
How has the meaning of citizenship evolved over time?
How do we balance the rights of the individual against the rights of the
group?
What is equality?
What is authority?
Standards:
Massachusetts Curriculum Standards
5.2 Interpret timelines of events studied. (H)
5.3 Observe and identify details in cartoons, photographs, charts, and graphs relating to an historical narrative. (H,E,C)
NH Curriculum Standards
SS:CV:1 Students will demonstrate an understanding of the nature of governments, and the fundamental ideals of government of the United States.
SS:CV:4 Students will demonstrate an understanding of the rights and responsibilities of citizenship, and the ability to apply their knowledge of local,
state, and national government through the political process and citizen involvement.
SS:HI:1 Students will demonstrate an understanding of the major ideas, issues and events pertaining to the history of governance in our state and
nation.
SS:HI:3 Students will demonstrate an understanding of conceptions of reality, ideals, guidelines of behavior and forms of expression.
Content & Concepts
Students will know/understand…
Skills
Students will be able to…
Apply the ideals and principles of the American system of government
to historic and contemporary examples, e.g. , individual rights and
responsibilities, minority rights, or equality of opportunity and equal
protection under the law.
3.6 Identify the Declaration of Independence, the Constitution, and the
Bill of Rights as key American documents. (C)
5.16 Explain the meaning of the key ideas on equality, natural rights, the
rule of law, and the purpose of government contained in the Declaration
of Independence. (H,C,E)
5.17 Describe the major battles of the Revolution and explain the factors
leading to American victory and British defeat. (H)
• Lexington and Concord (1775)
• Bunker Hill (1775)
• Saratoga (1777)
• Valley Forge (1777-1778)
• Yorktown (1781)
5.20 Explain the reasons for the adoption of the Articles of Confederation
in 1781 and for its later failure. (H,C)
5.21 Describe Shay’s Rebellion of 1786-1787 and explain why it was one of
the crucial events leading to the Constitutional Convention. (H,C,E)
5.22 Identify the various leaders of the Constitutional Convention and
describe the major issues they debated. (H,E,C)
• Distribution of political power
• Rights of individuals
• Rights of states
•
The Great Compromise
•
Slavery
Identify the core ideals and principles of American government by
citing documents, e.g., the Declaration of Independence, the United
States Constitution, or the Bill of Rights.
Evaluate those characteristics that promote good citizenship, e.g.,
individual responsibility or respect for the rights and decisions of
others.
Explain how the foundations of American democracy are rooted in
European, Native American and colonial traditions, experiences and
institutions.
Common Summative Assessments:
Assessment Criteria
Performance Tasks:
Pelham School District Curriculum Document
Course: Social Studies
Grade: 5
Strand: History, Civics, Economics, and Geography
The First Four Presidencies and the Growth of the Republic United States to 1820
Learning Outcomes
Enduring Understandings:
Knowledge of the past helps one understand the present and make
decisions about the future.
Essential Questions:
How has the relationship between people and their physical settings
changed over time?
The study of the continuum of human civilization reveals the ideals,
beliefs, values, and institutions of its people.
People respond to and resolve conflicts in a variety of ways.
Culture is a way of life of a group of people who share similar beliefs
and customs.
People are affected by environmental, economic, social, cultural, and
civic concerns.
Standards:
Massachusetts Curriculum Standards
5.2 Interpret timelines of events studied (H)
5.3 Observe and identify details in cartoons, photographs, charts, and graphs relating to an historical narrative. (H,E,C)
NH Curriculum Standards
SS:GE:4 Students will demonstrate an understanding of human migration; the complexity of cultural mosaics; economic interdependence; human
settlement patterns; and the forces of cooperation and conflict among peoples.
SS:HI:4 Students will demonstrate an understanding of the changing forms of production, distribution and consumption of goods and services over
time.
Content & Concepts
Students will know/understand…
Skills
Students will be able to…
Know the types and historical patterns of human migration e.g. ethnic
cleansing, overcoming physical barrier, or famine.
5.29 Explain the events leading up to, and the significance of, the
Louisiana Purchase of 1803. (H,C,E,G)
Understand the effects of movement on the characteristics of places,
e.g. acculturation, assimilation, or movement.
5.30 Describe the expedition of Lewis and Clark from 1803-1806 (H,E,G)
5.34 Explain the reasons that pioneers moved west from the beginning of
Analyze the spatial patterns of settlement, e.g. urbanization along river, the middle of the 19th century, and describe their lives on the frontier.
agriculture on fertile plains, or nomadic lifestyles in steppes or deserts. (H,C,G,E)
• Wagon train journeys on the Oregon and Santa Fe Trails
Demonstrate an understanding of how westward movement led to
• The settlements in the western territories
personal opportunities and a more diverse economy as seen in events,
e.g. the Louisiana Purchase or the Homestead Act (1862).
Common Summative Assessments:
Assessment Criteria
Performance Tasks:
Pelham School District Curriculum Document
Course: Social Studies
Strand: History and Geography
Regions of the United States
Grade: 5
Learning Outcomes
Enduring Understandings:
Essential Questions:
Geography influences needs, culture, opportunities, choices,
How has the relationship between people and their physical
interests, and skills.
settings changed over time?
There is a relationship between the consumption and
conservation of natural resources.
How do urban and rural lives differ?
Standards:
Massachusetts Curriculum Standards
4.3 Observe and describe national and historic sites and describe their function and significance. (H, C)
4.6 Define and give examples of natural resources in the United States. (E)
5.4 Use maps and globes to identify absolute locations (latitude and longitude). (G)
5.6 Distinguish between political and topographical maps and identify specialized maps that show information such as populations,
income, or climate change. (G,H,E)
NH Curriculum Standards
SS:GE:1 Students will demonstrate the ability to use maps, mental maps, globes, and other graphic tools and technologies to acquire,
process, report, and analyze geographic information.
SS:GE:2 Students will demonstrate an understanding of the physical and human geographic features that define places and regions as
well as how culture and experience influence people's perceptions of places and regions.
SS:GE:4 Students will demonstrate an understanding of human migration; the complexity of cultural mosaics; economic
interdependence; human settlement patterns; and the forces of cooperation and conflict among peoples.
SS:HI:3 Students will demonstrate an understanding of conceptions of reality, ideals, guidelines of behavior and forms of expression.
Content & Concepts
Students will know/understand…
Skills
Students will be able to…
Translate mental maps into appropriate graphics to display geographic information
and answer geographic questions, e.g., countries through which a person would travel
between Cairo and Nairobi.
Utilize maps, globes, graphs, charts, models, and databases to analyze spatial
distributions and patterns, e.g., climate zones, natural resources, or population density.
Apply the spatial concepts of location, distance, direction, scale, movement, and region,
e.g. the relative and absolute and absolute location of the student’s community, or the
diffusion of the English language to the United States
Describe how places and regions preserve culture, e.g. songs and traditions
Understand the effects of movement on the characteristics of places, e.g. acculturation,
assimilation, or movement
Examine how the art, music, and literature of our nation has been enhanced by groups,
e.g. immigrants or abolitionists
4.8 On a map of the world, locate North America. On a map of North America, locate the
United States, the Atlantic and Pacific Oceans, Gulf of Mexico, Mississippi and Rio Grande
Rivers, the Great Lakes, Hudson Bay, and the Rocky and Appalachian Mountain ranges.
(G)
4.9 On a map of North America, locate the current boundaries of the United States
(including Alaska and Hawaii). Locate New England, Middle Atlantic, Atlantic
Coast/Appalachian, Southeast/Gulf, South Central, Great Lakes, Plains, Southwest
Desert, and Pacific States, and the Commonwealth of Puerto Rico. (G)
4.10 Identify the states, state capitals, and major cities in each region. (G)
4.11 Describe the climate, major physical features, and major natural resources in each
region. (G)
4.12 Identify and describe unique features of the United States (e.g. the Everglades, the
Grand Canyon, Mount Rushmore, the Redwood Forest, Yellowstone National Park, and
Yosemite National Park). (G)
4.13 Identify major monuments and historical sites in and around Washington, D.C. (e.g.
the Jefferson and Lincoln Memorials, the Smithsonian Museums, the Library of Congress,
the White House, the Capitol, the Washington Monument, the National Archives,
Arlington National Cemetery, the Vietnam Veterans Memorial, the Iwo Jima Memorial,
and Mount Vernon). (G)
4.14 Identify the five different European countries (France, Spain, England, Russia, and the
Netherlands) that influenced different regions of the present United States at the time the
New World was being explored and describe how their influence can be traced to place
names, architectural features, and language. (H,G)
4.15 Describe the diverse nature of the American people by identifying the distinctive
contributions to American culture of: (H,G)
• at least three indigenous peoples in different areas of the country (e.g., Navajo,
Seminoles, Sioux, Hawaiians, and Inuits).
• African Americans, including an explanation of their early concentration in the
South because of slavery and the Great Migration to northern cities in the 20th
century, and recent African immigrant groups (e.g., Ethiopian) and where they
tended to settle in large numbers.
• major European immigrant groups who have come to America, locating their
countries of origin and where they tended to settle in large numbers (e.g., English,
Germans, Italians, Scots, Irish, Jews, Poles, and Scandinavians).
• major Spanish-speaking (e.g., Cubans, Mexicans) and Asian (e.g., Chinese,
Japanese, Korean, Vietnamese) immigrant groups who have come to
America in the 19th and 20th centuries, locating their countries of origin
and where they tended to settle in large numbers.
Common Summative Assessments:
Assessment Criteria
Performance Tasks:
World Geography
Grade 6
Pelham Memorial School
Pelham School District Curriculum Document
Course: Social Studies
Strand: Geography
Grade: Sixth
Learning Outcomes
Enduring Understandings:
Essential Questions:
Why are maps and globes the main tools of geography?
Maps and globes communicate information about the world.
What are geographic terms and what do they mean?
Why are using charts and graphs useful to understanding
geographic information?
What are different ways to locate cities and countries around the
world?
Why are atlases useful geographic tools?
What are ethnic, religious and linguistic groups?
Standards:
MA C&S 1. Use map and globe skills learned in prekindergarten to grade five to interpret different kinds of projections, as well as
topographic, landform, political, population, and climate maps. (G)
MA C&S 2. Use geographic terms correctly, such as delta, glacier, location, settlement, region, natural resource, human resource, mountain,
hill, plain, plateau, river, island, isthmus, peninsula, erosion, climate, drought, monsoon, hurricane, ocean and wind currents, tropics, rain forest,
tundra, desert, continent, region, country, nation, and urbanization. (G)
MA C&S 3. Interpret geographic information from a graph or chart and construct a graph or chart that conveys geographic
information (e.g., about rainfall, temperature, or population size data). (G)
MA C&S 4. Explain the difference between absolute and relative location and give examples of different ways to indicate relative
location for countries or cities across the world. (G)
MA C&S 5. Identify how current world atlases are organized and the kind of information they provide for each continent and
country. (G)
MA C&S 6. Identify what time zones are, when and how the precise measurement of longitude was scientifically and historically
determined, the function and location of the international date line, and the function of the Royal Observatory in Greenwich,
England, and give examples of differences in time in countries in different parts of the world. (G)
MA C&S 7. Use the following demographic terms correctly: ethnic group, religious group, and linguistic group. (G)
Content & Concepts
Students will know/understand…
Skills
Students will be able to…
Students will understand how to read and use maps to interpret
different data.
Students will be able to locate on a world a map the continents and
major geographic features.
Students will know how use geographic terms correctly.
Students will be able explain how absolute and relative locations
influenced settlement of major regions and countries of the world.
Students will know how to interpret and build graphs and charts
using geographic information.
Students will be able explain how the major physical characteristics
influenced settlement of major regions and countries of the world.
Students will be able understand how to use absolute and relative
location to discover where places are around the world.
Students will be able explain how the climate influenced settlement
of major regions and countries of the world.
Students will know what and how to use an atlas.
Common Summative Assessments:
Assessment Criteria
Performance Tasks:
Pelham School District Curriculum Document
Course: Social Studies
Grade: Sixth
Strand: Civics & Government: Nationhood and International Relations
Learning Outcomes
Enduring Understandings:
Essential Questions:
Nations are formed based on geographical areas.
What are some of the well-known international organizations?
International organizations help nations interact.
How are nations formed?
What are the forms of government?
Standards:
MA C&S 8. Define what a nation is and give examples of the different ways nations are formed. (C)
MA C&S 9. Give examples of several well-known international organizations (e.g., the North Atlantic Treaty Organization, the World
Bank, the International Monetary Fund, the British Commonwealth, and the United Nations) and explain their purposes and functions.
(C)
Content & Concepts
Students will know/understand…
Skills
Students will be able to…
Students will understand that international organizations make
decisions that impact the world.
Students will be able to give examples of well-known organizations
around the world.
Students will know how nations are formed around the world.
Students will describe the general level of education in nations
around the world.
Students will describe major ethnic and religious groups around the
world.
Students will describe why the government seeks control over
population growth and methods it uses to control population
growth in various countries around the world.
Students will be to explain how nations are formed around the
world.
Students will identify when countries became independent and
describe of independence was achieved.
Common Summative Assessments:
Assessment Criteria
Performance Tasks:
Pelham School District Curriculum Document
Course: Social Studies
Strand: Economics
Enduring Understandings:
Grade: Sixth
Learning Outcomes
Essential Questions:
Trade is impacted by resources, geography and international
systems.
Supply and demand is impacted by international relationships.
What is the law of supply and demand?
Why and how are different currencies used and exchanged?
What are the elements of a market economy?
Why are there different economic systems?
How do people live around the world?
Standards:
MA C&S 10.Provide examples of currencies from several countries and explain why international trade requires a system for
exchanging currency between nations. (E)
MA C&S 11. Give examples of products that are traded among nations, and examples of barriers to trade in these or other products. (E)
MA C&S 12.Define supply and demand and describe how changes in supply and demand affect prices of specific products. (E)
Supply is what producers or sellers want to sell or exchange. Demand is what consumers or buyers want to get in exchange or buy.
MA C&S 13.Identify the key elements of a market economy. (E)
In a market economy, the major decisions about production and distribution are made in a decentralized manner by individual households and
business firms following their own self-interest.
MA C&S 14.Describe how different economic systems (traditional, command, market, mixed) try to answer the basic economic
questions of what to produce, how to produce, and for whom to produce. (E)
MA C&S 15.Compare the standard of living in various countries today using gross domestic product per capita as an indicator. (E)
Content & Concepts
Students will know/understand…
Skills
Students will be able to…
Students will know how supply and demand affect the global
economy.
Students will be able apply the concepts of supply and demand.
Students will understand what makes up a market economy.
Students will be able to compare and contrast different economic
systems.
Students will understand that people live differently around the
world.
Students will describe the major obstacles to economic development
of many nations around the world.
Students will understand that nations have different economic
systems.
Common Summative Assessments:
Assessment Criteria
Performance Tasks:
Social Studies
Grade 7
Pelham Memorial School
Pelham School District Curriculum Document
Course: Social Studies
Strand: Geography
Enduring Understandings:
Grade: Seventh
Learning Outcomes
Essential Questions:
Students will understand that…
How do maps and globes describe our world?
People adapt to and modify their environment.
How do maps provide information about people, places, and
physical and cultural environments?
Movement and migration of people and ideas affects the
past, present, and future.
How does geography affect how and where people live?
Geography, climate, and natural resources affect the way
people live and work.
How did geographic factors affect political, social, and
economic aspects of life River Valley Civilizations, Greek,
Roman cultures?
“Where” can be measured in many different ways.
How do maps show the role geography played in the
development of early civilizations?
Standards:
MA C&S 1. Compare information shown on modern and historical maps of the same region. (G)
Content & Concepts
Students will know/understand…
Students will understand the pros and cons of
using different maps for different reasons.
Students will understand that geography,
climate, and natural resources affect the way
people live and work?
Students will know understand that
geographical factors contribute to the history,
and culture of world populations?
Skills
Students will be able to…
7.2 By using maps, students will identify sites in Africa where archaeologists have found evidence of the
origins of modern human beings and describe what the archaeologists found. (G, H)
7.7 Students will use a historical map, to locate the Tigris and Euphrates Rivers and identify Sumer,
Babylon, and Assyria as successive civilizations and empires in this region, and explain why the region is
sometimes called “the Fertile Crescent.” On a modern map of western Asia, identify the modern countries
in the region (Iraq, Iran, and Turkey). (H, G, E)
7.12 Students will use an historical map of the Mediterranean region, to locate the Mediterranean and Red
Seas, the Nile River and Delta, and the areas of ancient Nubia and Egypt. Identify the locations of ancient
Upper and Lower Egypt and explain what the terms mean. On a modern map, identify the modern
countries of Egypt and Sudan.(G)
7.17 Students will use a map of the ancient Mediterranean world to locate Greece, Asia Minor, Crete,
Phoenicia, the Aegean, and the Red Sea. On a modern map, locate Greece, Crete, Turkey, Lebanon, and
Syria. (G)
7.19 Students will use a historical map of the Mediterranean to locate Asia Minor, Greece and Mesopotamia,
the kingdoms of the Hittites and ancient Israel, and Egypt. On a modern map, locate Egypt, Greece, Israel,
Jordan, Lebanon, the area governed by the Palestinian Authority, Syria, and Turkey. (G)
7.20 Students will use a map to Identify the ancient Israelites, or Hebrews, trace their migrations from
Mesopotamia to the land called Canaan, and explain the role of Abraham and Moses in their history. (H, G)
7.24 On a historical map of the Mediterranean area, locate Greece and trace the extent of its influence to 300
BC/BCE. On a modern map of the Mediterranean area, Europe, England, the Middle East, and the Indian
subcontinent, locate England, France, Greece, Italy, Spain, and other countries in the Balkan peninsula,
Crete, Egypt, India, the Middle East, Pakistan, and Turkey. (H, G)
7.35 Students will use a historical map to identify ancient Rome and trace the extent of the Roman Empire to
500 AD/CE. (H, G)
7.36 Students will explain how the geographical location of ancient Rome contributed to the shaping of
Roman society and the expansion of its political power in the Mediterranean region and beyond. (H, G, E)
Common Summative Assessments:
Assessment Criteria
Performance Tasks:
Course: Social Studies
Strand: History: Timelines
Pelham School District Curriculum Document
Grade: Seventh
Learning Outcomes
Enduring Understandings:
Essential Questions:
Students will understand…
What is the significance and meaning of historical dates and time
frames?
And correctly explain the significance and meaning of
historical dates and time.
Be able to make and interpret timelines.
How do historians use calendars and dating to measure time?
How do historians use primary and secondary sources to piece together
credible evidence to interpret or explain events?
Different points of views about an event.
How are historical events linked by cause and effect.
And explain how historians use cause and effects links to
explain why events happen.
How do we search for and use evidence to learn about the past when
there are no written records?
And explain how archaeology helps scientists learn about
ancient civilizations.
Standards:
MA C&S 2. Use correctly the words or abbreviations for identifying time periods or dates in historical narratives (decade, age, era,
century, millennium, AD/CE, BC/BCE, c., and circa). Identify in BC/BCE dates the higher number as indicating the older year (that is,
3000 BC/BCE is earlier than 2000 BC/BCE) (H)
MA C&S 3. Construct and interpret timelines of events and civilizations studied. (H)
MA C&S 4. Distinguish between primary and secondary sources and describe how each kind of source is used in interpreting
history. (H)
MA C&S 5. Identify multiple causes and effects when explaining historical events. (H)
MA C&S 6. Describe ways of interpreting archaeological evidence from societies leaving no written records. (H)
Content & Concepts
Skills
Students will know/understand…
Students will be able to…
Students will understand how to compare
and relate to historical dates and passage
of time.
Students will know the meaning of
measuring time.
Students will be able to apply concepts of historical dates and time lines.
Students will organize and design timelines.
7.1 Students will describe the great climatic and environmental changes that
shaped the earth and eventually permitted the growth of human life. (H)
7.4 Students will explain the importance of the invention of metallurgy and
agriculture (the growing of crops and the domestication of animals). (H)
7.5 Students will describe how the invention of agriculture related to
settlement, population growth, and the emergence of civilization. (H)
7.9 Students will describe how irrigation, metal smithing, slavery, the
domestication of animals, and inventions such as the wheel, the sail, and the
plow contributed to the growth of Mesopotamian civilizations. (H, E)
7.2 Identify sites in Africa where archaeologists have found evidence of the
origins of modern human beings and describe what the archaeologists
found. (G, H)
7.3 Describe the characteristics of the hunter-gatherer societies of the
Paleolithic Age (their use of tools and fire, basic hunting weapons, beads and
other jewelry). (H)
Common Summative Assessments:
Course: Social Studies
Strand: Civics & Government
Assessment Criteria
Performance Tasks:
Pelham School District Curriculum Document
Grade: Seventh
Enduring Understandings:
Learning Outcomes
Essential Questions:
The actions of individuals and groups affect society
through intended and unintended consequences.
Rules provide order, security, and safety.
The form of government impacts the lives of its
citizenry.
What role should government play in the lives of people?
What are the roles and responsibilities of citizens?
What is power and how is it gained, used, and justified?
How are governments created, structured, maintained, and
changed?
Why do we have rules and laws?
Whose responsibility is it to make the rules/laws?
Who is responsible for enforcing the rules/laws?
What happens when rules and laws are broken?
Standards:
MA C&S 7. Define and use correctly words and terms relating to government such as city-state, dynasty, kingdom, empire,
republic, separation of powers, civic duty, rule of law, and military. (C)
Content & Concepts
Skills
Students will know/understand…
Students will be able to…
MA C&S 7.10 Describe the important achievements of
Mesopotamian civilization. (H, C, E)
The important achievements of the Mesopotamian
civilization and its system of writing and its importance in
7.14 Describe the role of the pharaoh as god/king, the
record keeping and tax collection.
concept of dynasties, the importance of at least one Egyptian
ruler, the relationship of pharaohs to peasants, and the role of
Who Hammurabi was and explain the basic principle of
slaves in ancient Egypt. (H, C)
justice in Hammurabi’s Code.
Why the government of ancient Athens is considered the
beginning of democracy in ancient Greece and define a
city-state.
7.26 Explain why the government of ancient Athens is
considered the beginning of democracy and explain the
democratic political concepts developed in ancient Greece.
(H, C)
7.38 Describe the government of the Roman Republic and its
contribution to the development of democratic principles,
including separation of powers, rule of law, representative
government, and the notion of civic duty. (H, C)
Common Summative Assessments:
Assessment Criteria
Performance Tasks:
Course: Social Studies
Strand: Economics
Enduring Understandings:
Pelham School District Curriculum Document
Grade: Seventh
Learning Outcomes
Essential Questions:
Students will understand…
How does something acquire value?
What impact does scarcity have on goods and services?
Economic systems are structured to meet the needs
and wants of different societies.
Why do people work?
Economics affects all aspects of life.
Why do we have money?
Economic ideas and decisions made in the past have
influenced the present.
How can the choices we make affect the economy?
How does control of land and resources motivate peoples’
actions?
How do economic needs and wants affect decisions of
individuals, groups, and institutions (political and social)?
Standards:
MA C&S 8. Define and apply economic concepts learned in prekindergarten through grade 6: producers, consumers,
goods, services, buyers, sellers, natural resources, taxes, specialization, savings, entrepreneur, prices, markets, scarcity, trade,
barter, money, medium of exchange, supply, and demand. (E)
Content & Concepts
Skills
Students will be able to…
7.6 Identify the characteristics of civilizations. (H, G, E)
Students will know/understand…
The need for an economy to produce a food supply.
Why people needed to settle near fertile land, such as the
Fertile Crescent, to produce goods.
How inventions and specialization contributed to the
growth and economy of a civilization.
How geographic location allow an economy to trade and
barter.
7.7 On a historical map, locate the Tigris and Euphrates Rivers and
identify Sumer, Babylon, and Assyria as successive civilizations and
empires in this region, and explain why the region is sometimes
called “the Fertile Crescent.” On a modern map of western Asia,
identify the modern countries in the region (Iraq, Iran, and Turkey).
(H, G, E)
7.9 Describe how irrigation, metalsmithing, slavery, the
domestication of animals, and inventions such as the wheel, the sail,
and the plow contributed to the growth of Mesopotamian
civilizations. (H, E)
7.25 Explain how the geographical location of ancient Athens and
other city-states contributed to their role in maritime trade, their
colonies in the Mediterranean, and the expansion of their cultural
influence. (H, G, E)
7.36 Explain how the geographical location of ancient Rome
contributed to the shaping of Roman society and the expansion of its
political power in the Mediterranean region and beyond.
(H, G, E)
7.42 Explain how inner forces (including the rise of autonomous
military powers, political corruption, and economic and political
instability) and external forces (shrinking trade, attacks, and
invasions) led to the disintegration of the Roman Empire. (H, E)
Common Summative Assessments:
Assessment Criteria
Performance Tasks:
US History
Grade 8
Pelham Memorial School
Pelham School District Curriculum Document
Course: Social Studies
Grade: Eighth
Strand: History/Geography/Civics & Government/Economics: The political and intellectual origins of the American nation: the
revolution and the constitution, 1763–1789
Learning Outcomes
Enduring Understandings:
Essential Questions:
Students will understand…
Why did certain major historical events happen the way they did?
Groups of people can have a significant impact on government.
What makes some actions have an immediate effect on history
Certain events, large and small, can have a lasting impact on our while others have a long range affect?
history.
How can one small event affect the course of history?
Determining the accuracy of a historical account is crucial to
understanding.
How do we determine the accuracy of certain historical events?
How did the development of England’s government affect the
creation of the United States?
Standards:
MA C&S 5 – Explain how a cause and effect relationship is different from a sequence or correlation of events. (H, C, E)
MA C&S 6 – Distinguish between long-term and short-term cause and effect relationships. (H, G, C, E)
MA C&S 7 – Show connections, causal and otherwise, between particular historical events and ideas and larger social,
economic, and political trends and developments. (H, G, C, E)
MA C&S 10 – Distinguish historical fact from opinion. (H, E, C)
MA C&S 12 – Define and use correctly the following words and terms: Magna Carta, parliament, habeas corpus, monarchy, and
absolutism. (C)
Content & Concepts
Students will know/understand…
Skills
Students will be able to…
Students will be able to explain how a cause and effect relationship is different
from a sequence or correlation of events.
Students will be able to tell the difference between long term and short term
cause and effect relationships.
Students will be able to show how one particular event can effect social,
economic, and political developments on a large scale.
Students will be able to determine the difference between historical facts and
opinions.
Students will be able to define and use the following words correctly: Magna
Carta, parliament, habeas corpus, monarchy, and absolutism.
Students will be able to identify the impact on the colonies of the French and
Indian War, including how the war led to an overhaul of British imperial
policy from 1763 to 1775.
Students will be able to explain how freedom from European feudalism and
aristocracy and the widespread ownership of property fostered
individualism and contributed to the Revolution.
Students will be familiar with the Boston Massacre, the Boston Tea Party, the
Battles of Lexington and Concord and Bunker Hill, Sam Adams, John
Adams, and John Hancock in the context of the cause of the American
Revolution.
Students will understand major debates of the Constitutional Convention such
as the distribution of political power, the rights of individuals, the rights of
states and slavery.
Students will know the Founding Fathers such as Benjamin Franklin,
Alexander Hamilton, James Madison, and George Washington.
Students will understand the influence of the British concept of limited
government.
Students will know the particular ways in which the Bill of Rights protects
basic freedoms, restricts government power, and ensures rights to persons
accused of crimes.
MA USI.1 Students will be able to explain the political and economic factors that
contributed to the American Revolution. (H, C)
MA USI.2 Students will be able to explain the historical and intellectual
influences on the American Revolution and the formation and framework of the
American government. (H, C)
MA USI.3 Students will be able to explain the influence and ideas of the
Declaration of Independence and the political philosophy of Thomas Jefferson.
(H, C)
MA USI.4 Students will be able to analyze how Americans resisted British
policies before 1775 and analyze the reasons for the American victory and the
British defeat during the Revolutionary war. (H)
MA USI.5 Students will be able to explain the role of Massachusetts in the
Revolution, including important events that took place in Massachusetts and
important leaders from Massachusetts. (H)
MA USI.6 Students will be able to explain the reasons for the adoption of the
Articles of Confederation in 1781, including why its drafters created a weak
central government; analyze the shortcomings of the national government under
the Articles; and describe the crucial events (e.g., Shays’s Rebellion) leading to
the Constitutional Convention. (H, C)
MA USI.7 Students will be able to explain the roles of various founders at the
Constitutional Convention. Describe the major debates that occurred at the
Convention and the “Great Compromise” that was reached. (H, C)
MA USI.8 Students will be able to describe the debate over the ratification of the
Constitution between Federalists and Anti-Federalists and explain the key ideas
contained in the Federalist Papers on federalism, factions, checks and balances,
and the importance of an independent judiciary. (H, C)
MA USI.9 Students will be able to explain the reasons for the passage of the Bill
of Rights. (H, C)
MA USI.10 Students will be able to, on a map of North America, identify the first
13 states to ratify the Constitution. (H, G)
Common Summative Assessments:
Assessment Criteria
Performance Tasks:
Pelham School District Curriculum Document
Course: Social Studies
Grade: Eighth
Strand: History/Geography/Civics & Government/Economics: THE FORMATION AND FRAMEWORK OF AMERICAN DEMOCRACY
Learning Outcomes
Enduring Understandings:
Essential Questions:
Students will understand…
What makes some actions have an immediate effect on history
while others have a long range affect?
Groups of people can have a significant impact on government.
How can one small event affect the course of history?
Certain events, large and small, can have a lasting impact on our
history.
How do we determine the accuracy of certain historical events?
Determining the accuracy of a historical account is crucial to
understanding.
How did the development of England’s government affect the
creation of the United States?
The structure of a government will significantly impact the
economy.
How does the role of the United States government affect economic
development?
Standards:
MA C&S 6 – Distinguish between long-term and short-term cause and effect relationships. (H, G, C, E)
MA C&S 7 – Show connections, causal and otherwise, between particular historical events and ideas and larger social,
economic, and political trends and developments. (H, G, C, E)
MA C&S 10 – Distinguish historical fact from opinion. (H, E, C)
MA C&S 12 – Define and use correctly the following words and terms: Magna Carta, parliament, habeas corpus,
monarchy, and absolutism. (C)
MA C&S 25 – Explain the basic economic functions of the government in the economy of the United States. (E)
Content & Concepts
Students will know/understand…
Students will be able to tell the difference between long term and
short term cause and effect relationships.
Students will be able to show how one particular event can effect
social, economic, and political developments on a large scale.
Students will be able to determine the difference between
historical facts and opinions.
Students will be able to define and use the following words
correctly: Magna Carta, parliament, habeas corpus, monarchy,
and absolutism.
Students will be able to explain the basic functions of the US
Government.
Common Summative Assessments:
Skills
Students will be able to…
MA USI.11 Students will be able to describe the purpose and functions of
government. (H, C)
MA USI.12 Students will be able to explain and provide examples of different
forms of government, including democracy, monarchy, oligarchy, theocracy, and
autocracy. (H, C)
MA USI.13 Students will be able to explain why the United States government is
classified as a democratic government. (H, C)
MA USI.14 Students will be able to explain the characteristics of American
democracy, including the concepts of popular sovereignty and constitutional
government, which includes representative institutions, federalism, separation of
powers, shared powers, checks and balances, and individual rights. (H, C)
MA USI.15 Students will be able to explain the varying roles and responsibilities
of federal, state, and local governments in the United States. (H, C)
MA USI.16 Students will be able to describe the evolution of the role of the
federal government, including public services, taxation, economic policy, foreign
policy, and common defense. (H, C)
MA USI.19 Students will be able to explain the rights and the responsibilities of
citizenship and describe how a democracy provides opportunities for citizens to
participate in the political process through elections, political parties, and interest
groups. (H, C)
MA USI.20 Students will be able to explain the evolution and function of political
parties, including their role in federal, state, and local elections. (H, C)
MA USI.21 Students will be able to describe how decisions are made in a
democracy, including the role of legislatures, courts, executives, and the public.
(H, C)
Assessment Criteria
Performance Tasks:
Pelham School District Curriculum Document
Course: Social Studies
Grade: Eighth
Strand: History/Geography/Civics & Government/Economics: political democratization, westward expansion, and diplomatic
developments, 1790–1860
Learning Outcomes
Enduring Understandings:
Essential Questions:
Students will understand…
Historical events in one region can affect the entire world.
Groups of people can have a significant impact on government.
Certain events, large and small, can have a lasting impact on our
history.
How do chronological events show how the world is
interconnected?
Why did certain major historical events happen the way they did?
What makes some actions have an immediate effect on history
while others have a long range affect?
How can one small event affect the course of history?
Determining the accuracy of a historical account is crucial to
understanding.
How do we determine the accuracy of certain historical events?
Standards:
MA C&S 3 – Interpret and construct timelines that show how events and eras in various parts of the world are related to
one another. (H)
MA C&S 5 – Explain how a cause and effect relationship is different from a sequence or correlation of events. (H, C, E)
MA C&S 6 – Distinguish between long-term and short-term cause and effect relationships. (H, G, C, E)
MA C&S 7 – Show connections, causal and otherwise, between particular historical events and ideas and larger social,
economic, and political trends and developments. (H, G, C, E)
MA C&S 10 – Distinguish historical fact from opinion. (H, E, C)
Content & Concepts
Students will know/understand…
Students will be able to create and interpret a timeline showing how
events in US History relate to events in other parts of the world.
Students will be able to explain how a cause and effect relationship is
different from a sequence or correlation of events.
Students will be able to tell the difference between long term and short
term cause and effect relationships.
Students will be able to show how one particular event can effect
social, economic, and political developments on a large scale.
Students will be able to determine the difference between historical
facts and opinions.
Students will be able to understand the origins of the Federalist and
Democratic-Republican parties in the 1790s, the conflicting ideas of
Thomas Jefferson and Alexander Hamilton, the Alien and Sedition
Acts, and the Louisiana Purchase.
Students will be able to understand the spoils system, Jackson’s veto
of the National Bank, and Jackson’s policy of Indian Removal.
Students will understand the War of 1812, the purchase of Florida in
1819, the 1823 Monroe Doctrine, the Cherokees’ Trail of Tears, the
annexation of Texas in 1845, the concept of Manifest Destiny and its
relationship to westward expansion, the acquisition of the Oregon
Territory in 1846, the territorial acquisitions resulting from the
Mexican War, the search for gold in California and the Gadsden
Purchase of 1854.
Common Summative Assessments:
Skills
Students will be able to…
MA USI.22 S t u d e n t s w i l l b e a b l e t o summarize the
major policies and political developments that took
place during the presidencies of George Washington
(1789–1797), John Adams (1797–1801), and Thomas
Jefferson (1801–1809). (H, C)
MA USI.23 S t u d e n t s w i l l b e a b l e t o analyze the
rising levels of political participation and the expansion
of suffrage in antebellum America. (C, H)
MA USI.24 S t u d e n t s w i l l b e a b l e t o describe the election of
1828, the importance of Jacksonian democracy, and Jackson’s
actions as President. (H)
MA USI.25 S t u d e n t s w i l l b e a b l e t o trace the influence and
ideas of Supreme Court Chief Justice John Marshall and the
importance of the doctrine of judicial review as manifested in
Marbury v. Madison (1803). (H, C)
MA USI.26 S t u d e n t s w i l l b e a b l e t o describe the causes,
course, and consequences of America’s westward expansion and
its growing diplomatic assertiveness. Use a map of North
America to trace America’s expansion to the Civil War, including
the location of the Santa Fe and Oregon trails. (H, E, G)
Assessment Criteria
Performance Tasks:
Pelham School District Curriculum Document
Course: Social Studies
Grade: Eighth
Strand: History/Geography/Civics & Government/Economics: ECONOMIC GROWTH IN THE NORTH AND SOUTH, 1800–1860
Learning Outcomes
Enduring Understandings:
Essential Questions:
Students will understand…
How do we determine the accuracy of certain historical events?
Certain events, large and small, can have a lasting impact on our
history.
How did the development of England’s government affect the
creation of the United States?
Determining the accuracy of a historical account is crucial to
understanding.
How do basic economic principles affect the development of the
United States?
The structure of a government will significantly impact the
economy.
Standards:
How does the role of the United States government affect economic
development?
MA C&S 10 – Distinguish historical fact from opinion. (H, E, C)
MA C&S 12 – Define and use correctly the following words and terms: Magna Carta, parliament, habeas corpus,
monarchy, and absolutism. (C)
MA C&S 16 – Define and use correctly gross domestic product, economic growth, recession, depression, unemployment,
inflation, and deflation. (E)
MA C&S 25 – Explain the basic economic functions of the government in the economy of the United States. (E)
Content & Concepts
Students will know/understand…
Students will be able to determine the difference between
historical facts and opinions.
Students will be able to define and use the following words
correctly: Magna Carta, parliament, habeas corpus, monarchy,
and absolutism.
Students will be able to define and use correctly gross domestic
product, economic growth, recession, depression,
unemployment, inflation, and deflation.
Students will be able to explain the basic functions of the US
Government.
Skills
Students will be able to…
MA USI.27 S t u d e n t s w i l l b e a b l e t o explain the
importance of the Transportation Revolution of the 19th
century (the building of canals, roads, bridges,
turnpikes, steamboats, and railroads), including the
stimulus it provided to the growth of a market economy.
(H, E)
MA USI.28 S t u d e n t s w i l l b e a b l e t o explain the
emergence and impact of the textile industry in New
England and industrial growth generally throughout
antebellum America. (H, E)
MA USI.29 S t u d e n t s w i l l b e a b l e t o describe the rapid
growth of slavery in the South after 1800 and analyze slave life
and resistance on plantations and farms across the South, as well
as the impact of the cotton gin on the economics of slavery and
Southern agriculture. (H)
Students will know the technological improvements and
inventions that contributed to industrial growth, the causes
and impact of the wave of immigration from Northern Europe
to America in the 1840s and 1850s, the rise of a business class of
merchants and manufacturers and the roles of women in New
England textile factories.
Assessment Criteria
Common Summative Assessments:
Performance Tasks:
Pelham School District Curriculum Document
Course: Social Studies
Grade: Eighth
Strand: History/Geography/Civics & Government/Economics: SOCIAL, POLITICAL, AND RELIGIOUS CHANGE, 1800–1860
Learning Outcomes
Enduring Understandings:
Essential Questions:
Students will understand…
Why did certain major historical events happen the way they did?
Historical events in one region can affect the entire world.
What makes some actions have an immediate effect on history
Groups of people can have a significant impact on government.
while others have a long range affect?
Certain events, large and small, can have a lasting impact on our
history.
Determining the accuracy of a historical account is crucial to
understanding.
How can one small event affect the course of history?
How do we interpret historical events without imposing 21st
century norms and values?
How do we determine the accuracy of certain historical events?
Historical events are often compared to modern day happenings.
Standards:
MA C&S 5 – Explain how a cause and effect relationship is different from a sequence or correlation of events. (H, C, E)
MA C&S 6 – Distinguish between long-term and short-term cause and effect relationships. (H, G, C, E)
MA C&S 7 – Show connections, causal and otherwise, between particular historical events and ideas and larger social,
economic, and political trends and developments. (H, G, C, E)
MA C&S 8 – Interpret the past within its own historical context rather than in terms of present-day norms and values.
(H, E, C)
MA C&S 10 – Distinguish historical fact from opinion. (H, E, C)
Content & Concepts
Students will know/understand…
Students will be able to explain how a cause and effect
relationship is different from a sequence or correlation of events.
Students will be able to tell the difference between long term and
short term cause and effect relationships.
Students will be able to show how one particular event can effect
social, economic, and political developments on a large scale.
Students will understand that different historical time periods
had different social and political values than we have today.
Students will be able to determine the difference between
historical facts and opinions.
Students will know reformers such as Frederick Douglass,
William Lloyd Garrison, Sojourner Truth, and Harriet Tubman.
Students will understand the increase in the number of
Protestant denominations, the Second Great Awakening and
the influence of these trends on the reaction of Protestants to
the growth of Catholic immigration.
Students will know people and events involved in the suffrage
movement such as the 1848 Seneca Falls convention, Susan B.
Anthony, Lucretia Mott and Elizabeth Cady Stanton.
Common Summative Assessments:
Skills
Students will be able to…
MA USI.30 S t u d e n t s w i l l b e a b l e t o summarize
the growth of the American education system and
Horace Mann’s campaign for free compulsory public
education. (H)
MA USI.31 S t u d e n t s w i l l b e a b l e t o describe the formation
of the abolitionist movement, the roles of various abolitionists,
and the response of southerners and northerners to abolitionism.
(H)
MA USI.32 S t u d e n t s w i l l b e a b l e t o describe important
religious trends that shaped antebellum America. (H)
MA USI.33 S t u d e n t s w i l l b e a b l e t o analyze the goals and
effect of the antebellum women’s suffrage movement. (H)
MA USI.34 S t u d e n t s w i l l b e a b l e t o analyze the emergence
of the Transcendentalist movement through the writings of
Ralph Waldo Emerson and American literature, including the
contributions of Henry David Thoreau and Ralph Waldo
Emerson. (H)
Assessment Criteria
Performance Tasks:
Pelham School District Curriculum Document
Course: Social Studies
Grade: Eighth
Strand: History/Geography/Civics & Government/Economics: THE CIVIL WAR AND RECONSTRUCTION, 1860–1877
Learning Outcomes
Enduring Understandings:
Essential Questions:
Students will understand…
Why did certain major historical events happen the way they did?
Historical events in one region can affect the entire world.
What makes some actions have an immediate effect on history
Groups of people can have a significant impact on government.
while others have a long range affect?
Certain events, large and small, can have a lasting impact on our
history.
Determining the accuracy of a historical account is crucial to
understanding.
How can one small event affect the course of history?
How do we interpret historical events without imposing 21st
century norms and values?
How do we determine the accuracy of certain historical events?
Historical events are often compared to modern day happenings.
Standards:
MA C&S 5 – Explain how a cause and effect relationship is different from a sequence or correlation of events. (H, C, E)
MA C&S 6 – Distinguish between long-term and short-term cause and effect relationships. (H, G, C, E)
MA C&S 7 – Show connections, causal and otherwise, between particular historical events and ideas and larger social,
economic, and political trends and developments. (H, G, C, E)
MA C&S 8 – Interpret the past within its own historical context rather than in terms of present-day norms and values.
(H, E, C)
MA C&S 10 – Distinguish historical fact from opinion. (H, E, C)
Content & Concepts
Students will know/understand…
Students will be able to explain how a cause and effect relationship is
different from a sequence or correlation of events.
Students will be able to tell the difference between long term and short term
cause and effect relationships.
Students will be able to show how one particular event can effect social,
economic, and political developments on a large scale.
Students will understand that different historical time periods had different
social and political values than we have today.
Students will be able to determine the difference between historical facts and
opinions.
Students will understand the events leading up to the Civil War such as the
Missouri Compromise (1820), the South Carolina Nullification Crisis (1832–
1833), the Wilmot Proviso (1846), the Compromise of 1850, the publication of
Harriet Beecher Stowe’s Uncle Tom’s Cabin (1851–1852), the KansasNebraska Act (1854), the Dred Scott Supreme Court case (1857), the
Lincoln-Douglas debates (1858), John Brown’s raid on Harper’s Ferry (1859),
the election of Abraham Lincoln (1860).
Students will know Civil War leaders and battles such as Jefferson Davis,
Ulysses S. Grant, Robert E. Lee, Shiloh, Antietam, Vicksburg and
Gettysburg.
Students will understand the effects of the Civil War such as physical and
economic destruction, the increased role of the federal government, and the
greatest loss of life on a per capita basis of any U.S. war before or since.
Students will understand the basic concepts of Reconstruction such as
Presidential and Congressional Reconstruction, the impeachment of
President Johnson, the 13th, 14th, and 15th Amendments, the opposition
of Southern whites to Reconstruction, the accomplishments and failures of
Radical Reconstruction, the presidential election of 1876 and the end of
Reconstruction, the rise of Jim Crow laws and the Supreme Court case,
Plessy v. Ferguson (1896).
Common Summative Assessments:
Skills
Students will be able to…
MA USI.35 S t u d e n t s w i l l b e a b l e t o describe how the
different economies and cultures of the North and South
contributed to the growing importance of sectional politics in the
early 19th century. (H)
MA USI.36 S t u d e n t s w i l l b e a b l e t o summarize the critical
developments leading to the Civil War. (H)
MA USI.37 S t u d e n t s w i l l b e a b l e t o on a map of North
America, identify Union and Confederate States at the outbreak
of the war. (H, G)
MA USI.38 S t u d e n t s w i l l b e a b l e t o analyze Abraham
Lincoln’s presidency, the Emancipation Proclamation (1863), his
views on slavery, and the political obstacles he encountered. (H,
C)
MA USI.39 S t u d e n t s w i l l b e a b l e t o analyze the roles and
policies of various Civil War leaders and describe the important
Civil War battles and events. (H)
MA USI.40 S t u d e n t s w i l l b e a b l e t o provide examples of the
various effects of the Civil War. (H, E)
MA USI.41 S t u d e n t s w i l l b e a b l e t o explain the policies and
consequences of Reconstruction. (H, C)
Assessment Criteria
Performance Tasks:
World Geography
Pelham High School
Pelham School District Curriculum Document
Course: Social Studies: World Geography
Grade: 9 (freshmen)
Strand: Geography: Graphic Tools (The World in Spatial Terms)
Learning Outcomes
Competencies:
Essential Questions:
Students will demonstrate the ability to use and evaluate graphic How do diverse government systems affect global issues?
tools and technologies to acquire, process, report, and analyze
geographic information.
How do diverse economic systems affect global issues?
Enduring Understandings:
Students will understand government systems
Students will understand economic systems
Students will understand the roots of conflict surrounding
politics, ethnicity and religion
Students will understand the relationship between global
cultures and the physical world
Standards:
How does conflict impact social conditions?
How does the physical environment impact cultural diffusion and
national identity?
SS:GE:1: The World in Spatial Terms
Students will demonstrate the ability to use maps, mental maps, globes, and other graphic tools and technologies to acquire, process, report,
and analyze geographic information.
SS:GE:12:1.1: Use graphic tools to depict geographic issues, e.g., ice production in the Philippines or voting patterns in the United
States.
SS:GE:12:1.2: Demonstrate how mental maps reflect the human perception of places, e.g., people's decisions to migrate or attitudes
towards other cultures.
SS:GE:12:1.3: Analyze spatial interactions and models of spatial organization, e.g., trade flows between countries or location of industry
in areas of low production costs.
MA:HG:12.3: Interpret and construct timelines that show how events and eras in various parts of the world are related to one
another. (H)
MA:HG:12.4: Interpret and construct charts and graphs that show quantitative information. (H, C, G, E)
Content & Concepts
Students will know/understand…
Students will know and understand the use and importance of
maps, globes, charts, graphs, timelines and other graphic tools in
communicating geographic information for the following regions
and their component sub-regions:
Europe
Africa
Asia
Australia/Oceania
Antarctica
Students will know and understand how mental maps reflect
human perception of places, including global, regional and local
localities.
Students will know and understand the various climate and
vegetation regions of the globe.
Students will know and understand the use and importance of
the Five Themes of Geography in communicating global issues.
Common Summative Assessments:
Skills
Students will be able to…
Students will be able to construct, analyze and evaluate maps,
globes, charts, graphs, timelines and other graphic tools to
communicate geographic information for the following regions and
their component sub-regions:
Europe
Africa
Asia
Australia/Oceania
Antarctica
Students will be able to construct and evaluate their own mental
maps to demonstrate their perception of global, regional and local
localities.
Students will be able to analyze and evaluate the impact of climate
and vegetation regions on the people of Earth.
Students will be able to analyze and evaluate global issues using
the Five Themes of Geography.
Assessment Criteria
Performance Tasks:
Climate and Vegetation Book
Common Final Exam
Common Final Project
Pelham School District Curriculum Document
Course: Social Studies: World Geography
Strand: Geography: Place (Places and Regions)
Grade: 9 (freshmen)
Learning Outcomes
Competencies:
Essential Questions:
Students will demonstrate an understanding of and evaluate the How do diverse government systems affect global issues?
physical and human geographic features that define places and
How do diverse economic systems affect global issues?
regions as well as how culture and experience influence people's How does conflict impact social conditions?
perceptions of places and regions.
How does the physical environment impact cultural diffusion and
national identity?
Enduring Understandings:
Students will understand government systems
Students will understand economic systems
Students will understand social movements
Students will understand the roots of conflict surrounding
politics, ethnicity and religion
Students will understand the relationship between global
cultures and the physical world
Standards:
SS:GE:2: Places and Regions
Students will demonstrate an understanding of the physical and human geographic features that define places and regions as well as how
culture and experience influence people's perceptions of places and regions.
SS:GE:12:2.1: Discuss the changing meaning and significance of place, e.g., London as a Roman outpost in Britain or as the center of a
global empire in the 1800s.
SS:GE:12:2.2: Investigate how relationships between humans and the physical environment lead to the formation of ‘place,” e.g.,
terracing of hillsides or oasis agriculture.
SS:GE:12:2.3: Describe the structure of regional systems, e.g., how small cities are linked to larger cities.
SS:GE:12:2.4: Utilize regions to analyze geographic issues, e.g., the cotton South v. the industrial North prior to the Civil War or
tensions within the European Union.
SS:GE:12:2.5: Recognize that places and regions serve as symbols for individuals and societies, e.g., Mecca or Salt Lake City.
MA:HG:12.8: Interpret the past within its own historical context rather than in terms of present-day norms and values. (H, E, C)
Content & Concepts
Students will know/understand…
Students will know and understand how physical geography
affects the cultures living in the following regions and their
component sub-regions:
Europe
Africa
Asia
Australia/Oceania
Students will know and understand how Chinese philosophies
such as Buddhism, Confucianism, Taoism and Maoism
influenced the cultures of East Asia.
Students will know and understand how religion is both a
unifying and dividing factor among the people of Central and
Southwest Asia.
Students will know and understand how places such as
Jerusalem, Mecca and the Ganges River serve as symbols for
individuals and societies.
Students will know and understand how cultural traits such as
Hinduism and Buddhism shape the character of South Asia.
Common Summative Assessments:
Common Final Exam
Common Final Project
Skills
Students will be able to…
Students will be able to analyze and evaluate how physical
geography affects the cultures living in the following regions and
their component sub-regions:
Europe
Africa
Asia
Australia/Oceania
Students will be able to analyze and evaluate the influences of
Chinese philosophies on the cultures of East Asia.
Students will be able to analyze and evaluate the effects of religion
as a unifying and dividing factor among the people of Central and
Southwest Asia.
Students will be able to analyze and evaluate the symbolism of
places in individual and societal lives.
Students will be able to analyze and evaluate how cultural traits
such as Hinduism and Buddhism shape the character of South Asia.
Assessment Criteria
Performance Tasks:
Pelham School District Curriculum Document
Course: Social Studies: World Geography
Grade: 9 (freshmen)
Strand: Geography: Cooperation and Conflict (Human Systems)
Learning Outcomes
Competencies:
Students will demonstrate an understanding of and evaluate economic, social,
and political forces of cooperation and conflict among people.
Essential Questions:
How do diverse government systems affect global issues?
How do diverse economic systems affect global issues?
How does conflict impact social conditions?
How does the physical environment impact cultural diffusion and national
identity?
Enduring Understandings:
Students will understand government systems
Students will understand economic systems
Students will understand social movements
Students will understand the roots of conflict surrounding politics, ethnicity
and religion
Students will understand the relationship between global cultures and the
physical world
Standards:
SS:GE:4: Human Systems
Students will demonstrate an understanding of human migration; the complexity of cultural mosaics; economic interdependence; human settlement patterns; and the
forces of cooperation and conflict among peoples.
SS:GE:12:4.1: Identify world population trends in both numbers and patterns, e.g., urban development or the availability of water.
SS:GE:12:4.2: Distinguish how culture traits shape the character of a region, e.g., Buddhism in Southeast Asia or the French language in Quebec.
SS:GE:12:4.3: Recognize the increasing economic interdependence of the world's countries, e.g., the geographic consequences of an international debt crisis or the
location of oil reserves.
SS:GE:12:4.4: Classify the functions, sizes, and spatial arrangements of urban areas, e.g., how cities differ from towns and villages.
SS:GE:12:4.5: Demonstrate how cooperation and conflict are involved in shaping the distribution of social, political, and economic spaces on Earth at different
scales, e.g., the reunification of Germany or the Hutus and Tutsis in Rwanda.
SS:GE:12:4.6: Identify economic activities in more developed or less developed countries and their evolution, e.g., primary, secondary, tertiary, and quaternary
economic activities.
MA:HG:12.5: Explain how a cause and effect relationship is different from a sequence or correlation of events. (H, C, E)
MA:HG:12.6: Distinguish between long-term and short-term cause and effect relationships. (H, C, G, E)
MA:HG:12.7: Show connections, causal and otherwise, between particular historical events and ideas and larger social, economic, and political trends and
developments. (H, G, C, E)
MA:HG:12.8: Interpret the past within its own historical context rather than in terms of present-day norms and values. (H, E, C)
MA:HG:12.10: Distinguish historical fact from opinion. (H, E, C)
MA:HG:12.12: Define and use correctly the following words and terms: Magna Carta, parliament, and monarchy. (C)
MA:HG:12.16: Define and use correctly gross domestic product, economic growth, recession, depression, unemployment, inflation, and deflation. (E)
MA:HG:12.25: Explain the basic economic functions of the government in the economy of the United States. (E)
Content & Concepts
Students will know/understand…
Students will know and understand how cultural differences
cause conflict among peoples.
Students will know and understand how international
cooperation through organizations such as the European Union
can ease tensions of Europe’s past and present.
Students will know and understand how Russian expansion
affected the region’s people.
Students will know and understand how the fall of the Soviet
Union affected the region.
Students will know and understand the role that foreign
intervention and colonialism has played in Africa’s development.
Students will know and understand how religion acts as both a
unifying and dividing factor among the people of Central and
Southwest Asia.
Students will know and understand how oil affects the political
and economic issues of Central and Southwest Asia.
Students will know and understand how rapid changes in the
economy and politics affect the people of East Asia.
Students will know and understand how foreign powers affected
Southeast Asia, Oceania and Antarctica.
Common Summative Assessments:
Common Final Exam
Common Final Project
Skills
Students will be able to…
Students will be able to analyze and evaluate the cultural
differences that lead to conflict among peoples.
Students will be able to analyze and evaluate the processes and
results of international cooperation in attempts to ease tensions of
Europe’s past and present.
Students will be able to analyze and evaluate the effects of Russian
expansion on the region’s people.
Students will be able to analyze and evaluate the effects of the fall
of the Soviet Union on the region.
Students will be able to analyze and evaluate the role that foreign
intervention has played in Africa’s development.
Students will be able to analyze and evaluate how religion acts as
both a unifying and dividing factor among the people of Central
and Southwest Asia.
Students will be able to analyze and evaluate the effects of oil on
the political and economic issues of Central and Southwest Asia.
Students will be able to analyze and evaluate the effects of rapid
changes to the economy and politics of East Asia.
Students will be able to analyze and evaluate the effects of foreign
powers on the lives of the people of Southeast Asia, Oceania, and
Antarctica.
Assessment Criteria
Performance Tasks:
Pelham School District Curriculum Document
Course: Social Studies: World Geography
Grade: 9 (freshmen)
Strand: Geography: Human-Environment Interaction (Environment and Society)
Learning Outcomes
Competencies:
Students will demonstrate an understanding of and evaluate the connections
and consequences of the interactions between Earth's physical and human
systems.
Enduring Understandings:
Students will understand government systems
Students will understand economic systems
Students will understand social movements
Students will understand the roots of conflict surrounding politics, ethnicity
and religion
Students will understand the relationship between global cultures and the
physical world
Standards:
Essential Questions:
How do diverse government systems affect global issues?
How do diverse economic systems affect global issues?
How does conflict impact social conditions?
How does the physical environment impact cultural diffusion and national
identity?
SS:GE:5: Environment and Society
Students will demonstrate an understanding of the connections and consequences of the interactions between Earth's physical and human systems.
SS:GE:12:5.1: Appraise the significance of the global impact of human modification of the physical environment, e.g., the dispersal of animal and plant species
worldwide or soil degradation.
SS:GE:12:5.2: Explain how changes in the physical environment can diminish its capacity to support human activity, e.g., the rainforests in central Africa or the
Great Plains Dust Bowl.
SS:GE:12:5.3: Consider how humans perceive and react to natural hazards, e.g., flood plains in New Hampshire or earthquake zones.
SS:GE:12:5.4: Examine how the spatial distribution of resources affects patterns of human settlement, e.g., the creation of ghost towns in mining areas of Colorado
or the growth of Johannesburg, South Africa.
SS:GE:12:5.5: Explore how the use and development of natural resources use change over time, e.g., energy sources in Siberia or the changes in the use of
petroleum.
SS:GE:12:5.6: Evaluate the management and use of renewable, non-renewable, flow and potential resources, e.g., over fishing or recycling.
MA:HG:12.5: Explain how a cause and effect relationship is different from a sequence or correlation of events. (H, C, E)
MA:HG:12.6: Distinguish between long-term and short-term cause and effect relationships. (H, C, G, E)
MA:HG:12.7: Show connections, causal and otherwise, between particular historical events and ideas and larger social, economic, and political trends and
developments. (H, G, C, E)
MA:HG:12.8: Interpret the past within its own historical context rather than in terms of present-day norms and values. (H, E, C)
MA:HG:12.10: Distinguish historical fact from opinion. (H, E, C)
Content & Concepts
Students will know/understand…
Students will know and understand the relationships between
people and the land in the following regions and their
component sub-regions:
Europe
Africa
Asia
Australia/Oceania
Antarctica
Students will know and understand how oil has affected the
political and economic issues in Central and Southwest Asia.
Students will know and understand how desertification affects
the lives of the people of Africa.
Students will know and understand issues surrounding the
management and use of renewable, non-renewable, flow and
potential resources.
Students will know and understand how the spatial distribution
of resources affects patterns of human settlement.
Common Summative Assessments:
Common Final Exam
Common Final Project
Skills
Students will be able to…
Students will be able to analyze and evaluate the relationships
between people and the land in the following regions and their
component sub-regions:
Europe
Africa
Asia
Australia/Oceania
Antarctica
Students will be able to analyze and evaluate the effects of oil on
the political and economic issues in Central and Southwest Asia.
Students will be able to analyze and evaluate the effects of
desertification on the lives of the people of Africa.
Students will be able to analyze and evaluate issues surrounding
the management and use of renewable, non-renewable, flow and
potential resources.
Students will be able to analyze and evaluate the effects of the
spatial distribution of resources on human settlement.
Assessment Criteria
Performance Tasks:
Economics and Civics
Pelham High School
Pelham School District Curriculum Document
Course: Social Studies: Economics
Strand: Economics: Economics and You
Competencies:
Grade: 10 ( Sophomore )
Learning Outcomes
Essential Questions:
Students will demonstrate an understanding of and evaluate
their roles in the United States economy.
What are the roles of the individuals in the American and world
economic systems?
Students will demonstrate an understanding and evaluate the
impacts of their economic decisions on the economy.
How do individual economic decisions impact the broad economy?
Students will demonstrate an understanding and evaluate how
changes in the United States and world economies impact them.
Standards:
How can an individual positively react to changes in economic
conditions?
SS:EC:12:1.1: Examine the roles of workers and consumers in factor and production markets
SS:EC:12:1:2: Conceptualize how events in the business cycle impact individual lives
E.1.10 Formulate a savings or financial investment plan for a future goal.
E.2.2 Describe the role of buyers and sellers in determining the equilibrium price
E.3.10 Identify skills individuals needs to be successful in the workplace
E.6.6 Research and monitor financial investments such as stocks, bonds, and mutual funds.
E.6.7 Formulate a credit plan for purchasing a major item such as a car or home, comparing different interest rates.
Content & Concepts
Students will know/understand…
The nature of circular flow in the American economy.
A. Factor Markets
B. Product Markets
C. Roles of Producers, Government, Households
D. Impacts of taxation
E. Impacts of transfer payments
The causes of the changes in the business cycle
A. Recession
B. Depression
C. Recovery
D. Prosperity
Skills
Students will be able to…
Students will be able to describe and evaluate the impacts of
individual economic decisions in factor and product markets.
Students will be able to describe and analyze the impacts of
changes in taxation policies and transfer payments in factor and
product markets.
Students will be able to describe the business cycle and analyze the
causes and impacts of changes in the business cycle.
Students will be able to describe and evaluate the roles of
individuals in the broad economy.
The impact of individual economic decisions in the broad
economy.
Assessment Criteria
Common Summative Assessments:
Common Summative Assessments
Common Final Examination Project
Common Final Examination
Pelham School District Curriculum Document
Course: Social Studies: Economics
Grade: 10 (Sophomore)
Strand: Economics: Economic Concepts (Basic Economic Concepts)
Learning Outcomes
Competencies:
Essential Questions:
What are the basic economic issues and problems?
Students will demonstrate an understanding and evaluate the
Why does economics involve choices?
pillars of a free market economy and the market mechanism.
What is productivity and do changes in productivity impact our
economic lives?
What are the characteristics and benefits of a free market?
What forces lead to the development of non free markets?
How does competition create economic growth?
What are the benefits and costs of differing business organizations?
Standards:
SS:EC:12:2:1: Explain how the allocation of resources impact productivity and ultimately economic growth.
SS:EE:12:2:2: Use a circular flow model to explain the interdependence of business, government, and households in factor and production markets.
SS:EC:12:2:3: Interpret demand and supply schedules/graphs including the influence on price elasticity.
SS:EC:12:2:4: Describe the similarities and differences among monopoly, oligopoly, monopolistic and pure competition.
SS:EC;12:2:5: Analyze the similarities and differences among sole proprietorship, partnerships, and corporations.
E.1.1 Define each of the productive resources and explain why they are necessary for the production of goods and services.
E.1.2 Explain how consumers and producers confront the condition of scarcity, by making choices that involve opportunity costs and tradeoffs.
E.1.7 Compare and contrast how various economic systems try to answer the questions: What to produce? How to produce? And for whom to
produce?
E.1.9 Use a production possibilities curve to explain the concepts of choice, scarcity, opportunity cost, tradeoff, unemployment, productivity, and
growth.
E.2.1 Define supply and demand
E.3.2 Identify the three basic ways that firms finance operations and explain the advantages and disadvantages of each.
E.3.3 Recognize the role of economic institutions in market economies
E.3.5 Explain how competition among many sellers lowers costs and prices and encourages producers to produce more.
E.3.6 Demonstrate how firms with marker power can determine price and output through marginal analysis
E.3.5 Explain ways that firms engage in price and non price competition
E.3.8 Illustrate how investment in research and development, equipment and technology, and training of workers increases productivity
E3.9 Describe how the earnings of workers are determined by the market value of the product produced and workers’ productivity
Content & Concepts
Students will know/understand…
The causes and results of scarcity.
Skills
Students will be able to…
Students will be able to describe and evaluate the causes of scarcity,
shortage, opportunity cost, and tradeoffs.
The types of business organizations.
The nature, benefits, and disadvantages of each of the forms of
markets.
How differing economic systems attempt to resolve the basic
economic issues.
Identify the various productive resources and the impacts of
changes in productivity.
Common Summative Assessments:
Common Summative Assessments
Common Final Examination Project
Common Final Examination
Students will be able to describe the various types of business
organizations and analyze the advantages and disadvantages of
each.
Students will be able to describe the various forms of markets
(monopoly, oligopoly, monopolistic competition, and pure
competition) and evaluate the advantages and disadvantages of
each to businesses and consumers.
Students will be able to describe the various economic systems,
how they attempt to resolve the basic economic issues, and analyze
their effectiveness in doing so.
Students will analyze the causes and impacts of changes in
productivity.
Assessment Criteria
Performance Tasks:
Pelham School District Curriculum Document
Course: Social Studies: Economics
Grade: 10 (Sophomore)
Strand: Economics: Economic Cycles (Cycles in the Economy)
Learning Outcomes
Competencies:
Essential Questions:
Students will demonstrate an understanding and evaluate the
business cycle and trends in economic activity over time.
What are the causes for changes in the business cycle?
How are changes in the business cycle recognized and predicted?
What are the causes and impacts of inflation?
What are the causes and impacts of the various types of
unemployment?
Standards:
SS:EC:12:3:1: Recognize the economic indicators that create or reflect changes in the business cycle.
SS:EC:12:3:2: Explain the different types of inflation.
SS:EC:12:3:3: Apply the consumer price index to demonstrate comparative values over time.
SS:EC:12:3:4: Explain the different types of unemployment.
E.5.1 Define aggregate supply and demand, Gross Domestic Product (GDP), economic growth, unemployment, and inflation.
E.5.2 Explain how Gross Domestic Product (GDP), economic growth, unemployment, and inflation are calculated.
E.5.3 Analyze the impact of events in United States history, such as wars and technological developments, on business cycles.
E.5.4 Identify the different causes of inflation, and explain who profits and who loses because of inflation.
E.5.5 Recognize that a country’s overall level of income, employment, and prices are determined by the individual spending and production
decisions of households, firms, and government.
E.5.6 Illustrate and explain how the relationship between aggregate supply and aggregate demand is an important determinant of the levels of
unemployment and inflation in an economy
Content & Concepts
Students will know/understand…
How Gross Domestic Product is calculated.
Skills
Students will be able to…
Students will be able to define Gross Domestic Product, and
analyze the impacts of changes in Gross Domestic Product.
The relationship between leading, concurrent, and lagging
economic indicators and changes in the business cycle.
The differing causes of inflation and the different ways it impacts
different individuals and businesses.
The different types of unemployment, their causes, and their
impacts on the economy and individuals.
What are aggregate supply and aggregate demand and how
changes in them impact the economy and on individuals.
Common Summative Assessments:
Common Summative Assignments
Common Final Project
Common Final Examination
Students will be able to identify leading, concurrent, and lagging
economic indicators and evaluate the impacts of changes in them
on the business cycle.
Students will be able to define and identify the different causes of
inflation, and analyze inflation’s impacts on the economy and
different individuals and groups within the economy.
Students will be able to identify the different types of
unemployment, the causes of each, and analyze the impacts of each
on the economy and on individuals.
Students will be able to define and identify aggregate supply and
aggregate demand and analyze the impacts of changes in them on
the economy and on individuals.
Assessment Criteria
Performance Tasks:
Pelham School District Curriculum Document
Course: Social Studies: Economics
Strand: Economics: Public Policy and Global Economy
Grade: 10 (Sophomore)
Learning Outcomes
Competencies:
Students will demonstrate an understanding and evaluate issues
pertaining to public policy and the global economy.
Standards:
Essential Questions:
What are the roles of the government in the economy?
What are the nature and impacts of fiscal policy and monetary policy on
the economy?
What are the costs and benefits of international trade?
What is globalization?
What are the costs and benefits of globalization
SS:EC:12:4:1: Analyze the effect of government actions on financial institutions.
SS:EC:12:4:2: Explain the components of the money supply.
SS:EC:12:4:3: Distinguish between monetary policy and fiscal policy and how they influence the economy.
SS:EC:12:5:1: Explain how comparative advantage affects trade decisions.
SS:EC:12:5:2: Analyze the reasons for changes in international currency values.
SS:EC:12:5:3: Examine how various national economic policies have led to changes in the international economy
E.4.1 Explain how government responds to perceived social needs by providing public goods and services
E.4.2 Describe major revenue and expenditure categories and their respective proportions of local, state, and federal budgets
E.4.3 Identify laws and regulations adopted in the United States to promote competition among firms.
E.4.5 Define progressive, proportional, and regressive taxes
E.4.7 Predict how changes in federal spending and taxation would affect budget deficits and surpluses and the national debt.
E.4.8 Define and explain fiscal and monetary policy
E.4.9 Analyze how the government uses taxing and spending decisions to promote price stability, full employment, and economic growth.
E.4.10 Analyze how the Federal Reserve uses monetary tools to promote price stability, full employment, and economic growth
E.6.1 Explain the basic functions of money
E.6.2 Identify the composition of the money supply of the United States.
E.6.3 Explain the role of banks and other financial institutions in the economy of the United States
E.6.4 Describe the organization and functions of the Federal Reserve System
E.7.1 Explain the benefits of trade among individuals, regions, and countries.
E.7.2 Define and distinguish between absolute and comparative advantage and explain how most trade occurs because of a comparative advantage in the production of a particular
good or service
E.7.3 Define trade barriers.
E.7.4 Explain why countries erect barriers to trade.
E.7.5 Explain the difference between balance of trade and balance of payments.
E.7.6 Compare and contrast labor productivity trends in the United States and other developed countries.
E.7.7 Explain how changes in exchange rates impact the purchasing power of people in the United States and other countries.
E.7.8 Evaluate arguments for and against free trade.
Content & Concepts
Students will know/understand…
The nature and components of the money supply of the United
States.
Monetary policy, fiscal policy and the impacts of changes in
them.
The various revenues and expenditures of the United States
government
Skills
Students will be able to…
Students will be able to identify the components of the money
supply and analyze the impacts of changes in the size of the money
supply.
Students will be able to distinguish between monetary policy, fiscal
policy, who controls each, and will be able to analyze the impacts of
changes in each of them on the economy and on individuals.
Absolute advantage, comparative advantages, and the impacts of
each on international trade.
Students will be able to identify the tax base for the United States
government and the major expenditure areas of the United States
government budget and evaluate the impacts of changes in each on
the economy and on individuals.
How and why governments attempt to regulate international
trade.
What is globalization and how it impacts individuals.
Students will be able to identify the factors that create absolute
advantage, comparative advantage, and evaluate their impacts on
international trade.
Students will identify different types of trade barriers and analyze
why governments attempt to impose them.
Common Summative Assessments:
Common Summative Assignments
Students will define globalization, explain the forces creating it, and
evaluate the impacts of globalization on society and individuals.
Assessment Criteria
Performance Tasks:
Common Final Examination Project
Common Final Examination
Course: Social Studies: Economics
Grade: 10 ( Sophomore )
Strand: Economics: Personal Finance
Competencies:
Learning Outcomes
Essential Questions:
Students will demonstrate an understanding of and evaluate risk
management and financial investment.
Students will demonstrate an understanding of and evaluate
benefits and disadvantages of liquidity.
How do your saving and investment choices affect your future?
How do individual saving and investment choices impact the
American economy?
Students will demonstrate an understanding of and evaluate
credit worthiness issues.
Standards:
SS:EC:12:6:1 Compare the risk, rate of return, and liquidity of investment
SS:EC:12:6:2 Identify and analyze sources of consumer credit
SS:EC:12:6:3 Explain the factors that affect credit worthiness and identify ways to avoid and correct credit problems
SS:EC:12:6:4 Describe how insurance and other risk management strategies protect against financial loss.
E:6:3 Explain the role of banks and other financial institutions in the economy of the United States.
E:6.5 Compare and contrast credit, savings, and investment services available to the consumer from financial institutions.
E.6.6 Research and monitor financial investments such as stocks, bonds, and mutual funds.
Content & Concepts
Students will know/understand…
Skills
Students will be able to…
Savings and investments:
A. Assets
B. Financial Intermediaries
C. Liquidity
D. Return
Students will be able to describe and evaluate the personal impact
of individual economic decisions in saving and investment options.
Buying stock and stock trade
A. Stock Exchanges
B. Bull and Bear Markets
C. Stock Performance
Students will be able to analyze the impact of free enterprise and
the business cycle on personal investments and evaluate its impact.
Students will be able to describe and analyze the impact of changes
in the stock market on personal risk.
Students will be able to describe and evaluate the role of individual
savings and investment decisions on the well-being of the national
economy.
Assessment Criteria
Common Summative Assessments:
Common Summative Assessments
Common Final Examination Project
Common Final Examination
Pelham School District Curriculum Document
Course: Social Studies: Civics & Government
Grade: 10 (Sophomore)
Strand: Civics & Government: The Nature and Purpose of Government
Learning Outcomes
Competencies:
Essential Questions:
What are the purposes and functions of governments?
Students will demonstrate an understanding and evaluate the
What is meant by “rule of law”?
nature of governments, and the fundamental ideals of
How do the various forms and types of government differ from
government of the United States.
each other?
What is a constitution? What are the benefits of a written
constitution?
What forces and ideals influenced the formation of the United
States government?
Standards:
SS:CV:12:1:1: Identify the structures and functions of government at various levels
SS:CC:12:1:2: Examine how institutions and individuals make, apply, and enforce rules and laws.
SS:CV:12:1:3: Evaluate how the purposes of government have been interpreted
SS:CV:12:1:4: Explain how in the United States legitimate authority derives from custom, law, and consent of the governed.
USG.1.3 Describe the purposes and functions of government.
USG.1.4 Define and provide examples of different forms of government, including direct democracy, representative democracy, republic, monarchy,
oligarchy, and autocracy.
USG.1.5 Explain how the rule of law, embodied in a constitution, limits government to protect the rights of individuals.
USG.1.6 Explain how a constitutional democracy provides majority rule with equal protection for the rights of individuals, including those in the
minority, through limited government and the rule of law.
USG.1.7 Distinguish limited from unlimited government, and provide examples of each type of government.
USG.1.8 Explain how civil society contributes to the maintenance of limited government in a representative democracy or democratic republic such
as the United States.
USG.1.9 Examine fundamental documents in the American political tradition to identify key ideas regarding limited government and individual rights.
USG.2.2 Analyze and interpret central ideas on government, individual rights, and the common good in founding documents of the United States.
USG.2.3 Identify and explain elements of the social contract and natural rights theories in United States founding era documents.
Content & Concepts
Students will know/understand….
Skills
Students will be able to…
The nature and purposes of government.
Students will be able to define and describe the nature and
purposes of government and analyze how government achieves its
goals.
Students will be able to define and describe the various forms and
systems of government and evaluate the benefits and drawbacks of
each.
Students will be able to describe the characteristics of a written
constitution and analyze the benefits and limitations of it.
Students will be able to define the concept of “rule of law” and
evaluate the reasoning for basing government on rule of law.
Students will be able to explain the concept of majority rule within
a constitutional democracy and analyze how a written constitution
can balance the basic premise of majority with protections for
minority rights.
Students will be able to describe and evaluate the impacts of Pre
Enlightenment and Enlightenment ideals on the formation of the
government of the United States.
The various forms and systems of government.
The characteristics and benefits of a written constitution.
The concept of “rule of law.”
The concepts of majority rule and the constitutional protections
for minority rights
Which Pre-Enlightenment and Enlightenment ideals influenced
the formation of the United States’ government.
Common Summative Assessments:
Common Summative Assessments
Common Final Examination Project
Common Final Examination
Assessment Criteria
Performance Tasks:
Pelham School District Curriculum Document
Course: Social Studies: Civics & Government
Grade: 10 (Sophomore)
Strand: Civics & Government: Structure and Function of United States and New Hampshire Government
Learning Outcomes
Competencies:
Students will demonstrate an understanding and evaluate major
provisions of the United States and New Hampshire Constitutions, and
the organization and operation of government at all levels including
the legislative, executive, and judicial branches.
Essential Questions:
How are the roles of the legislative, executive, and judicial branches
defined in both the United States and the New Hampshire constitutions?
Students will demonstrate and understanding of the structures and
functions on government at the national, state, and local levels.
How does the United States Constitution provide for the limitation of
federal authority?
How does both the United States and New Hampshire constitutions
provide for the existence of three coequal branches of government?
How does the New Hampshire constitution provide for the limitation of
state government authority?
How are the rights of the citizen protected in both the United States and
the New Hampshire constitutions?
Standards:
SS:CV:12:2:1: Describe how the fundamental ideals and principles of American government are incorporated in the United States Constitution and the New
Hampshire Constitution.
SS:CV:12:2:2: Analyze the evolution of the United States Constitution as a living document.
SS:CV:12:2:3: Describe the roles and responsibilities of the United States and the New Hampshire judicial systems.
SS:CV:12:2:4: Evaluate how individual rights have been extended in the United States.
USG.3.1 Compare and contrast governments that are unitary, confederate, and federal.
USG.3.2 Identify and describe provisions of the United States Constitution and the New Hampshire Constitution that define and distribute powers
and authority of the federal and state government.
USG.3.3 Explain the constitutional principles of federalism, separation of powers among three branches of government, the system of checks and
balances, republican government or representative democracy, and popular sovereignty. Provide examples of these principles in the governments
of the United States and the state of New Hampshire.
USG.3.4 Explain the functions of the courts of law in the governments of the United States and the state of New Hampshire with emphasis on the
principles of judicial review and an independent judiciary.
USG.3.5 Distinguish among the enumerated and implied powers in the United States Constitution and the New Hampshire Constitution.
USG.3.6 Explain the functions of departments or agencies of the executive branch in the governments of the United States and the state of New
Hampshire.
USG.3.9 Explain the formal process of how a bill becomes a law in both the federal government and the New Hampshire state government.
Content & Concepts
Students will know/understand…
The basic structures and major provisions of the United States
and New Hampshire constitutions.
Skills
Students will be able to…
Students will be able to outline the basic structures and major
provisions of both the United States and New Hampshire
constitutions and analyze how both provide for a flexible living
The roles and interrelationships of the three major branches in
document.
both the United States and New Hampshire governments.
Students will be able to describe the powers and limitations of each
of the three branches of government and evaluate how both the
How the United States Constitution provided for limitations on
United States and the New Hampshire constitutions provide for a
federal government powers.
system of three coequal branches.
Students will be able to describe and evaluate how the United
The roles and powers of the state and local governments in New States Constitution ensures the protections of civil liberties of the
Hampshire.
people and the sovereignty of the states.
Students will be able to describe the responsibilities of the
The roles of the judiciary and the concept of judicial review in
government of the state of New Hampshire and that of local
both the United States government and the New Hampshire
government and analyze how the New Hampshire Constitution
government.
protects the rights of the people and enshrines the concept of local
control.
Students will be able to describe the concept of judicial review and
evaluate its role in both the United States government and the New
Hampshire government.
Assessment Criteria
Common Summative Assessments:
Performance Tasks:
Common Summative Assessments
Common Final Examination Project
Common Final Examination
Pelham School District Curriculum Document
Course: Social Studies: Civics & Government
Strand: Civics & Government: Global Interaction
Grade: 10 (Sophomore)
Learning Outcomes
Competencies:
Essential Questions:
What powers and tools does the United States Constitution provide
Students will demonstrate an understanding and evaluate the
for America’s interaction with other nations?
relationship of the United States to other countries, and the role
of the United States in world affairs.
What factors and forces influence American interaction with other
nations?
How does the United States employ both governmental and non
governmental bodies to interact with other nations?
Standards:
SS:CV:12:3:1: Discuss the impact on world affairs and the United states’ response to environmental, economic, and technological issues.
SS:CV:12:3:2: Discuss the relationship between domestic and foreign policy.
SS:CV:12:3:3: Discuss the impact of United States’ contributions to the ideals of democracy and representative government on world affairs.
USG.4.1 Describe how the world is divided politically, and give examples of the ways nation states interact, including trade, tourism, diplomacy,
treaties and agreements, and military action.
USG.4.2 Analyze reasons for conflict among nation states, such as competition for resources and territory, differences in system of government,
and religious or ethnic conflicts.
USG.4.3 Identify and explain powers that the United States Constitution gives to the President and Congress in the area of foreign affairs
USG.4.4 Describe the tools used to carry out United States foreign policy.
USG.4.5 Examine the different forces that influence U.S. foreign policy, including business and labor organizations, interest groups, public opinion,
and ethnic and religious organizations.
USG.4.6 Differentiate among various governmental and nongovernmental international organizations, and describe their purposes and functions.
Content & Concepts
Students will know/understand…
The constitutional provisions and structures designed to support
American interactions with other nations.
The domestic considerations impact foreign policy.
The forces that give rise to international competition and conflict.
Skills
Students will be able to…
Students will be able to describe and analyze how the United States
Constitution provides the federal government with the tools and
powers to interact with other nations and the international
community.
Students will be able to describe and analyze how domestic
conditions, organizations, interest groups, and public opinion
shape American interaction with other nations and international
organizations.
Students will be able to describe and analyze the causes of
international competition and conflict and how the United States
attempts to resolve these conflicts.
Common Summative Assessments:
Common Summative Assessments
Common Final Examination Project
Common Final Examination
Assessment Criteria
Performance Tasks:
Pelham School District Curriculum Document
Course: Social Studies: Civics & Government
Strand: Citizenship
Grade: 10 (Sophomore)
Learning Outcomes
Competencies:
Essential Questions:
Students will demonstrate an understanding and evaluate the
What are the roles of the citizen in a democratic society?
rights and responsibilities of citizenship, and the ability to apply
their knowledge of local, state, and national government through How has the judiciary shaped the rights of the people?
the political process and citizen involvement.
What are the obligations of the citizen in preserving the rights of a
free people in a democracy?
Other than voting, how can a citizen influence the decisions of the
legislative, executive, and judicial branches of government on the
state and national levels?
Standards:
SS:CV:12:4:1: Demonstrate responsible practices within the political process.
SS:CV:12:4:2: Investigate how knowledgeable and engaged citizens have acted to preserve and extend their liberties.
SS:CV:12:4:3: Explain why the preservation of liberty requires the participation of knowledgeable and engaged citizens.
USG. 1.1 Distinguish among civic, political, and private life.
USG.1.2 Define the terms of citizenship, politics, and government and give examples of how political solutions to public policy problems are
generated through interactions of citizens and civil associations with their government
USG.5.1 Explain the meaning and responsibilities of citizenship in the United States and New Hampshire.
USG.5.2 Describe roles of citizens in New Hampshire and the United States, including voting in public elections, participating in voluntary
associations to promote the common good, and participating in political activities to influence public policy decisions of government.
USG.5.3 Describe how citizens can monitor and influence local, state, and national government as individuals and members of interest groups.
USG.5.6 Identify specific ways for individuals to serve their communities and participate responsibly in civil society and the political process at local,
state, and national levels of government.
USG.5.7 Analyze and evaluate judicial decisions about individual rights.
Content & Concepts
Students will know/understand…
The roles of the citizen in a democratic society.
Skills
Students will be able to…
Students will be able to describe and evaluate the roles of the
citizen in a democratic society.
How the judiciary had preserved and extended the rights of the
people.
How, other than through voting, the people can influence the
decisions of the legislative, executive, and judicial branches of
government on both the state and national levels.
That rights also engender responsibilities on the part of the
citizenry.
Common Summative Assessments:
Common Summative Assessments
Common Final Examination Project
Common Final Examination
Students will be able to describe and analyze how the judiciary has
preserved and extended the rights of the people.
Students will be able to develop and analyze practices that people
can engage in to influence the legislative, executive, and judicial
branches of government on both the state and national levels.
Students will be able to describe the responsibilities of the citizen
and evaluate the impacts of citizens both fulfilling and failing to
fulfill these responsibilities.
Assessment Criteria
Performance Tasks:
Western Civilization
Pelham High School
Pelham School District Curriculum Document
Course: Social Studies: Western Civilization
Grade: 10 (sophomore)
Strand: World History: Political Foundations and Developments
Learning Outcomes
Competencies:
Students will demonstrate an understanding and evaluation of major
ideas, issues, and events pertaining to the history of governance.
Enduring Understandings
Essential Questions:
What are the historical and philosophical roots of political power, law,
and government?
What are the causes and effects of revolution?
Students will understand government systems.
Students will understand the roots of conflict surrounding political,
economic, and social issues.
What are the foundations and relevance of political, social, and economic
ideas and ideologies?
What are the historical roots of contemporary issues?
Students will understand social issues.
Students will understand economic issues.
Standards:
SS:WH:1: Political Foundations and Developments
Students will demonstrate an understanding of major events, ideas and issues pertaining to the history of governance.
SS:WH:12:1.1: Describe the development of different political systems.
WHII.1 Describe the growing consolidation of political power in Europe from 1500 to 1800 as manifested in the rise of nation-states ruled by
monarchs. H,C,E)
WHII.2 Explain why England was the main exception to the growth of absolutism.(H,C)
WHII.3 Summarize the important causes and events of the French Revolution. (W,C,E)
WHII.4 Summarize the major effects of the French Revolution.(H)
SS:WH:12:1.2: Evaluate the strengths and weaknesses of international and regional political organizations.
SS:WH:12:1.3: Analyze the impact of modern weapons of mass destruction on world relations during eras.
SS:WH:12:1.4: Analyze the impact on political institutions of mass movements.
SS:WH:12:1.5: Evaluate the influence of religion on political systems.
WHII.8 Describe the rise and significance of antislavery sentiment in Britain, including the abolition of the slave trade by the British Parliament in
1807, the abolition of slavery within the British Empire in 1833, and the role of various antislavery societies.(H)
WHII.9 Explain the impact of various social and political reforms and reform movements in Europe.
WHII.21 Describe the rise and goals of totalitarianism in Italy, German, and the Soviet Union and analyze the policies and main ideas of Mussolini,
Hitler, Lenin, and Stalin.(H)
WHII. 22 Summarize the consequences of Soviet communism to 1945.(H,E)
Content & Concepts
Students will know/understand…
Skills
Students will be able to…
The rise of the French monarchy, including the policies and influence of Louis
XIV.
Students will be able to analyze and evaluate causes, effects and issues
surrounding Absolutism in France.
The Thirty Years War and the Peace of Westphalia.
The causes, essential events, and results of the English Civil War and the
Glorious Revolution of 1688.
French Revolution
Causes
A. The effect of Enlightenment political thought
B. Economic troubles and the rising influence of the middle class
Events
A. The role of the Estates General and the National Assembly
B. The storming of the Bastille on July 14, 1789
C. The 1789 Declaration of the Rights of Man and the Citizen
D. The execution of Louis XVI in 1793
E. The Terror
Students will be able to analyze and evaluate causes, effects and issues
surrounding religious diversity in Europe.
Students will be able to analyze and evaluate causes, effects, and issues
surrounding Constitutionalism in Britain.
Students will be able to analyze and evaluate causes, effects and issues
surrounding the French Revolution
Students will be able to analyze and evaluate causes, effects and issues
surrounding 19th century European reform movements.
Effects
A. Contributions to modern nationalism and its relationship to
totalitarianism
Reform Movements
A. Liberalism
B. The expansion of voting rights
C. Anti-slavery
D. Jewish liberation
E. Women’s rights
Assessment Criteria
Common Summative Assessments:
Performance Tasks:
Common Final Examination Project
Common Final Examination
Pelham School District Curriculum Document
Course: Social Studies: Western Civilization
Grade: 10 (sophomore)
Strand: World History: Contacts, Exchanges & International Relations
Learning Outcomes
Competencies:
Students will demonstrate an understanding and evaluation of major ideas, issues, and
events pertaining to the history of governance.
Enduring Understandings
Students will understand government systems
Students will understand the roots of conflict surrounding. political, economic, and
social issues.
Students will understand social issues.
Students will understand economic issues.
Essential Questions:
What are the historical and philosophical roots of political power, law, and government?
What are the causes and effects of revolution?
What are the foundations and relevancy of political, social, and economic ideas and
ideologies?
What are the historical roots of contemporary issues?
Standards:
SS:WH:2: Contacts, Exchanges & International Relations
Students will demonstrate their understanding of the interactions of peoples and governments over time.
SS:WH:12:2.1: Describe how traders and merchants have been instrumental in spreading ideas and beliefs to new areas.
SS:WH:12:2.2: Evaluate how military encounters have often led to cultural exchanges.
SS:WH:12:2.3: Assess the impact of migrations of peoples on the receiving societies.
SS:WH:12:2.4: Evaluate the effectiveness of attempts to regulate warfare and sustain peaceful contacts.
WHII.10 Summarize the causes, course, and consequences of the unification of Italy and Germany. (H)
WHII.11 Describe the causes of 19th century European Imperialism. (H,E)
WHII.17 Describe the relative importance of economic and imperial competition, Balkan nationalism, German militarism and aggression, and the power vacuum in Europe due to
the declining power of Russian, Austrian, and Ottoman Empires in causing World War I (H,E)
WHII.18 Summarize the major events and consequences of World War I. (H,E)
WHII.20 Describe the various causes and consequences of the global depression of the 1930’s and analyze how governments responded to the Great Depression. (H,E)
WHII.23 Describe the German, Italian, and Japanese drives for empire in the 1930’s (H)
WHII.24 Summarize the key battles and events of World War II. (H)
WHII.25 Identify the goals, leadership, and post-war plans of the allied leaders. (H)
WHII.26 Describe the background, course, and consequences of the Holocaust, including its roots in the long tradition of Christian anti-Semitism, 19th century ideas about race and
nation, and Nazi dehumanization of the Jews. (H)
WHII.28 Explain the consequences of World War II. (H,E)
WHII.29 Describe reasons for the establishment of the United Nations in 1945 and summarize the main ideas of the Universal Declaration of Human Rights. (H)
WHII.30 Summarize the factors that contributed to the Cold War, including Soviet expansionism in Eastern Europe and the differences between democracy and communism. ((H,C)
WHII.31 Describe the policy of containment, including the Truman Doctrine, the Marshall Plan, and NATO, as America’s response to Soviet expansionist policies. (H)
WHII.32 Describe the development of the arms race and the key events of the Cold War era. (H)
WHII.35 Describe the global surge in economic productivity during the Cold War and describe its consequences. (H,E)
WHII.36 Explain the various factors that contributed to post-World War II economic and population growth. (H,E)
WHII.40 Identify the causes for the decline and collapse of the Soviet Union and the communist regimes of Eastern Europe. (H,E)
WHII.41 Explain the role of various leaders in transforming the Soviet Union and Eastern Europe. (H,C)
WHII.42 Analyze the consequences of the Soviet Union’s breakup. (H,E)
WHII.43 Identify the sources of ethnic and religious conflicts in Northern Ireland and the Balkans. (H)
WHII.46 Explain how the computer revolution contributed to economic growth and advances in science, medicine, and communications. (H)
Content & Concepts
Students will know/understand…
Skills
Students will be able to…
The role of Cavour and Bismarck in the unification of Italy and Germany
Students will be able to analyze and evaluate causes, effects and issues
surrounding unification of Italy and Germany.
Imperialism
The desire for economic gain and resources
The missionary impulse and the search for strategic advantage and national
pride
World War I
A. Physical and economic destruction
B. The League of Nations and attempts at disarmament
C. The collapse of the Romanov and subsequent Bolshevik Revolution and
Civil War in Russia
D. Post-war economic and political instability in Germany
E. The unprecedented loss of life
Students will be able to analyze and evaluate causes, effects and issues
surrounding European Imperialism
Students will be able to analyze and evaluate causes, effects and issues
surrounding World War I.
Students will be able to analyze and evaluate causes, effects and issues
surrounding the Great Depression.
Students will be able to analyze and evaluate causes, effects and issues
surrounding World War II.
Great Depression
A. Restrictive monetary policies
B. Unemployment and inflation
C. Political instability
D. The influence of the ideas of John Maynard Keynes
Students will be able to analyze and evaluate causes, effects and issues
surrounding the fighting of World War II.
World War II
Rise of Hitler
Germany’s militarization of the Rhineland, annexation of Austria, and
aggression against Czechoslovakia, the Stalin-Hitler Pact of 1939, and the
German attack on Poland
Students will be able to analyze and evaluate causes, effects and issues
surrounding the consequences of World War II.
The German conquest of continental Europe
The Battles for the Atlantic and of Britain
D-Day
Students will be able to analyze and evaluate causes, effects and issues
surrounding the end of the Cold War.
Winston Churchill
Franklin D. Roosevelt
Joseph Stalin
Physical and economic destruction
The enormous loss of life, including millions of civilians through the bombing
of population centers and the slaughter of political opponents and ethnic
Students will be able to analyze and evaluate causes, effects and issues
surrounding the roles of the allied leaders in World War II.
Students will be able to analyze and evaluate causes, effects and issues
surrounding the Cold War.
minorities
The emergence of the U.S. and the Soviet Union as the world’s two
superpowers
Cold War
A. The 1956 uprising in Hungary
B. Conflicts involving Cuba and Berlin
C. The “Prague Spring”
D. The Soviet war in Afghanistan
E. The long post-war peace between democratic nations
F. The policies of international economic organizations
Breakup of the Soviet Block
Mikhail Gorbachev
Vaclav Havel
Andrei Sakharov
Aleksander Solzhenitsyn
Lech Walesa
Development of market economies
Political and social instability
Common Summative Assessments:
Common Final Examination Project
Common Final Examination
Assessment Criteria
Performance Tasks:
Pelham School District Curriculum Document
Course: Social Studies: Western Civilization
Grade: 10 (sophomore)
Strand: World History: World Views and Value systems and their Intellectual and Artistic Expressions
Learning Outcomes
Competencies:
Essential Questions:
Students will demonstrate an understanding and evaluation of
social and cultural values, beliefs, and expressions.
What are the historical and philosophical roots of political power,
law, and government?
Enduring Understandings
Students will understand the roots of conflict surrounding.
political, economic, and social issues.
What are the causes and effects of revolution?
Students will understand social issues.
What are the historical roots of contemporary issues?
Students will understand economic issues.
What are the foundations and relevancy of political, social, and
economic ideas and ideologies?
Standards:
SS:WH:3: World Views and Value systems and their Intellectual and Artistic Expressions
Students will demonstrate their understanding of conceptions of reality, ideals, guidelines of behavior and their forms of
expression.
SS:WH:12:3.1: Describe how people’s differences in religion have often led to conflict in regions of the world
SS:WH:12:3.2: Analyze how philosophic systems and social theories are powerful forces throughout history
SS:WH:12:3.3: Examine how gender and ethnicity have been conceptualized in the arts
SS:WH:12:3.4: Consider how art, music, and literature often reflect or influence major ideas, values and conflicts of particular time
periods the Renaissance, or eras of intense nationalism.
Content & Concepts
Students will know/understand…
The art movements of Europe including the paintings, drawings,
sculptures, music and literature, and the artists.
Renaissance
Baroque
Rococo
Neoclassical
Romantic
Realism
Impressionism
Pointillism
Cubism
Expressionism
Abstract
Dada
Surrealism
Abstract Expressionism
Common Summative Assessments:
Common Final Examination Project
Common Final Examination
Skills
Students will be able to…
Students will be able to analyze and evaluate causes, effects and
issues surrounding the art movements of Western Civilization from
the Renaissance to the modern era.
Assessment Criteria
Performance Tasks:
Pelham School District Curriculum Document
Course: Social Studies: Western Civilization
Strand: World History: Social/Cultural
Competencies:
Grade: 10 (sophomore)
Learning Outcomes
Essential Questions:
Students will demonstrate an understanding and evaluation of
social and cultural values, beliefs, and expressions.
What are the historical and philosophical roots of political power,
law, and government?
Enduring Understandings
What are the causes and effects of revolution?
Students will understand the roots of conflict surrounding.
political, economic, and social issues.
What are the foundations and relevancy of political, social, and
economic ideas and ideologies?
Students will understand social issues.
What are the historical roots of contemporary issues?
SS:WH:5 Social/Cultural
Students will demonstrate their understanding of the diversity of values, beliefs, and practices of individuals and groups over time
SS:WH:12:5.1: Assess the impact of urbanization on the world environment.
SS:WH:12:5.2: Examine the role and impact of religious ideas on daily life and social norms,
Content & Concepts
Students will know/understand…
Urbanization
Skills
Students will be able to…
Students will be able to analyze and evaluate causes, effects and
issues surrounding urbanization is industrial and post industrial
Europe
Growing religious and cultural diversity in modern Europe
Students will be able to analyze and evaluate causes, effects and
issues surrounding the immigration of former colonial peoples to
20th c and 21st c Europe.
Common Summative Assessments:
Common Final Examination Project
Common Final Examination
Assessment Criteria
Performance Tasks:
Pelham School District Curriculum Document
Course: Social Studies: Western Civilization
Grade: 10 (sophomore)
Strand: World History: Economic Systems & Technology
Learning Outcomes
Competencies:
Essential Questions:
Students will demonstrate an understanding and evaluation of
What are the historical and philosophical roots of political power,
economic patterns over time.
law, and government?
Enduring Understandings
What are the causes and effects of revolution?
Students will understand government systems
What are the foundations and relevancy of political, social, and
Students will understand the roots of conflict surrounding.
economic ideas and ideologies?
political, economic, and social issues.
What are the historical roots of contemporary issues?
Students will understand social issues.
Students will understand economic issues.
Standards:
SS:WH:4: Economic Systems & Technology
Students will demonstrate their understanding of the changing forms of production, distribution and consumption of goods and
services over time.
WHII.5 Identify the causes of the Industrial Revolution. (H,E)
SS:WH:12:4.1: Analyze various systems of distributing wealth.
WHII.7 Describe the rise of unions and socialism, including the ideas and influence of Robert Owen and Karl Marx. (H,E)
SS:WH:12:4.2: Analyze the impact of the Industrial Revolution around the world.
WHII.6 Summarize the social and economic impacts of the Industrial Revolution. (H,E)
SS:WH:12:4.3: Analyze the development and impact of various labor systems.
SS:WH:12:4.4: Examine the development and impact of medical innovations.
SS:WH:12:4.5: Consider the relationship between weapons development and political or economic power.
Content & Concepts
Students will know/understand…
Agricultural Revolution
Rise in agricultural productivity
Skills
Students will be able to…
Students will be able to analyze and evaluate causes, effects and
issues surrounding changes in agricultural techniques,
technologies, and crops.
Economic concepts of Adam Smith
Industrial Revolution
Transportation improvements such as canals and railroads
New sources of energy such as coal and technological innovation
such as the steam engine
Increases in productivity and wealth
Population growth and urban development
Growth of a middle class
Problems caused by urbanization and harsh working conditions
Common Summative Assessments:
Common Final Examination Project
Common Final Examination
Students will be able to analyze and evaluate causes, effects and
issues surrounding the development of a free market economy.
Students will be able to analyze and evaluate causes, effects and
issues surrounding the creation of an industrial Europe.
Assessment Criteria
Performance Tasks:
US History
Pelham High School
Pelham School District Curriculum Document
Course: Social Studies: United States History
Grade: 11
Strand: History: Political Systems (Political Foundations and Development)
Learning Outcomes
Competencies:
Essential Questions:
Students will demonstrate an understanding of and evaluate the
How did political ideology (government systems and conflict)
major ideas, issues, and events pertaining to the history of
play a role in the causes of war between 1898 and 2013?
governance.
How do changing economic conditions and challenges impact
Enduring Understanding:
contemporary America?
Students will understand government systems.
Students will understand the roots of conflict surrounding
political, economic, and social issues.
Students will understand social issues.
Students will understand economic issues.
Standards:
SS:HI:1: Political Foundations and Development
Students will demonstrate an understanding of the major ideas, issues and events pertaining to the history of governance in our state and
nation.
SS:HI:12:1.1: Account for the rise and fall of political parties and movements and their impact, e.g., the Whig Party or the Progressive
Movement.
SS:HI:12:1:2 Analyze how religion has influenced the political life of the nation, e.g. separation of church and state in early New
Hampshire or the rise of the Moral Majority.
SS:HI:12:1.3: Analyze the roots and application of the federal system of government by examining key documents and events, e.g., the
Articles of Confederation or the New Deal.
SS:HI:12:1.4: Examine the impact of sectionalism on national crises and United States government policies, e.g., Hartford Convention
or Brown v. Board of Education.
MA.USII.17 Explain important domestic events that took place during war.
MA.USII.23 Analyze the domestics policies of President Truman and Eisenhower
MA.USII.28 Analyze the important domestic policies and events that took place during the presidencies of Presidents Kennedy,
Johnson, and Nixon.
MA.USII.29 Analyze the presidency of Ronald Reagan
MA.USII.31 Analyze the important domestic policies and events of the Clinton Presidency
Content & Concepts
Students will know/understand…
Skills
Students will be able to…
Students will know and understand the causes and effects of
primary domestic policy issues of the following presidencies:
Students will be able to analyze and evaluate causes, effects and
issues surrounding the following presidencies:
Woodrow Wilson
Franklin Delano Roosevelt
Harry Truman
Dwight Eisenhower
John Kennedy
Lyndon Johnson
Richard Nixon
Jimmy Carter
Ronald Reagan
William Clinton
George Bush
Barack Obama
Common Summative Assessments:
Final Exam Project
Final Exam
Woodrow Wilson – The League of Nations , Women’s Suffrage
Franklin Delano Roosevelt - The New Deal
Harry Truman-The Fair Deal
Dwight Eisenhower -The Military- Industrial Complex
John Kennedy -The New Frontier, the Space Race
Lyndon B. Johnson -The Great Society, War on Poverty, Warren
Court, and Civil Rights
Richard Nixon –Roe v. Wade, Watergate, EPA, Silent Majority
Jimmy Carter – Oil Embargo, Economic Recession
Ronald Reagan- Great Delegator, Reaganomics
William Clinton-Budget Surplus, Environmental Policy,
Impeachment
George Bush –September 11, 2001, Terrorism
Barack Obama – Universal Healthcare , Economic Recession
Assessment Criteria
Performance Tasks:
Pelham School District Curriculum Document
Course: Social Studies: United States History
Grade: 11
Strand: History: Political Systems (Contacts, Exchanges & International Relations)
Learning Outcomes
Competencies:
Students will demonstrate an understanding and evaluate the major ideas,
issues, and events pertaining to the history of governance.
Essential Questions:
How did political ideology play a role in the cause of war between 1898 and
2013?
Enduring Understandings:
Students will understand the roots of conflict surrounding economic, social,
and political issues.
Students will understand political systems.
Students will understand economic systems.
How does increasing globalization change America?
Standards:
SS:HI:2: Contacts, Exchanges & International Relations
Students will demonstrate an understanding of the events, actions and policies of our nation in relation to other peoples and governments over time.
SS:HI:12:2.1: Examine the role of New Hampshire in international diplomacy, e.g., the Webster-Ashburton Treaty or the Bretton Woods Economic Conference.
SS:HI:12:2.2: Analyze how United States foreign policy has varied from periods of international involvement, to isolationism, to exerting power and dominance at
different time periods, e.g., the Era of the French Revolution and Napoleonic Wars or the two World Wars.
SS:HI:12:2.3: Decide to what extent democratic ideals, economic motives and empire building have influenced U.S. foreign policy in events and policies, e.g.,
Jefferson’s Embargo Act or the Spanish American War.
SS:HI:12:2.4: Determine the extent to which Manifest Destiny has been a driving force behind American ideology, e.g.,
Roger Williams and the founding of
Rhode Island and the Providence Plantations or the Roosevelt Corollary to the Monroe Doctrine.
SS:HI:12:2.5: Investigate United States involvement in and/or conflict with regional and international organizations, e.g., the League of Nations or the North
Atlantic Treaty Organization (NATO).
MA.USII.6 Analyze the causes and course of America’s growing role in world affairs from 1877 until WWI
MA.USII.7 Explain the course and significance of President Wilson’s wartime diplomacy, his Fourteen Points, the League of Nations, and the failure of the
Versailles Treaty.
MA.USII.14 Explain the strength of American isolationism after WWI and analyze its impact on US foreign policy.
MA.USII.15 Analyze how German aggression in Europe and Japanese aggression in Asia contributed to the start of WWII and summarize the major battles and
events of war. On a map of the world, locate the Allied Powers ( Britain, France, Soviet Union, and the United States) and Axis Powers ( Germany, Italy and Japan)
MA.USII.16 Explain the reasons for the dropping of the Atom Bombs on Japan and their short and long term effects.
MA.USII.18 Analyze the factors that contributed to the Cold War and describe the policy of containment as America’s response to Soviet expansionist policies.
MA.USII.19 Analyze the sources and, with a map of the world, locate the areas of Cold War conflict between the US and the Soviet Union.
MA.USII.20 Explain the causes, course, and consequences of the Vietnam War and summarize the diplomatic and military policies of President’s Eisenhower,
Kennedy, Johnson, and Nixon.
Content & Concepts
Students will know/understand…
Skills
Students will be able to…
Students will know and understand the causes and effects of early American
Imperialism
Students will be able to analyze and evaluate the causes and impact of early American
Imperialism of the following:
Hawaiian Annexation
Spanish-American War
Open Door Policy
Roosevelt Corollary to Monroe Doctrine
Panama Canal
Dollar Diplomacy
Wilson intervention in Mexico
Students will understand the causes and effects of WWI
Students will understand the causes and effects of WWII
Students will understand the causes and effects of the Cold War
Students will understand the causes and consequences of contemporary U.S.
diplomacy.
Students will be able to analyze and evaluate the economic, social, and political causes and
impact of WWI
Students will be able to analyze and evaluate the Treaty of Versailles.
Students will be able to analyze and evaluate the failure of Senate ratification of the
League of Nations.
Students will be able to analyze and evaluate the economic, social, and political causes and
impact of WWII.
Students will be able to analyze and evaluate the importance of the following events:
German rearmament and militarization of Rhineland
German seizure of Austria and Czechoslovakia
German invasion of Poland
Holocaust
Japan’s invasion of China
Pearl Harbor
Midway, Guadalcanal, Okinawa
D-Day
Battle of the Bulge
Iwo Jima
Yalta and Potsdam Conferences
Students will be able to analyze and evaluate the importance of the following Cold War
events and policy areas:
Soviet aggression in Eastern Europe
NATO, SEATO
Korean War
Decolonization – Asia, Africa
Cuban Missile Crisis
Vietnam War
Fall of Communism
Students will analyze and evaluate the following diplomatic events and geo- political
regions:
Persian Gulf War
Political realignment of Eastern Europe
Israeli - Palestinian Conflict
Terrorism
Afghanistan
War in Iraq
Arab Spring
Latin America
Common Summative Assessments:
Assessment Criteria
Performance Tasks:
Common Final Exam Project
Common Final Exam
Pelham School District Curriculum Document
Course: Social Studies: United States History
Grade: 11
Strand: History: Social and Cultural Systems (World Views and Value systems and their Intellectual and Artistic Expressions)
Learning Outcomes
Competencies:
Essential Questions:
Students will demonstrate an understanding and evaluation of
How does increasing globalization change the cultural landscape
social and cultural values, beliefs, and expressions.
of America?
Enduring Understandings:
Students will understand government systems.
Students will understand economic systems.
Students will understand social systems.
Students will understand global culture and the physical world.
How do the social, political, and civil rights movements of the late
19th and 20th centuries impact Modern America?
Standards:
SS:HI:3: World Views and Value systems and their Intellectual and Artistic Expressions
Students will demonstrate an understanding of conceptions of reality, ideals, guidelines of behavior and forms of expression.
SS:HI:12:3.1: Evaluate how individuals have developed ideas that have profoundly affected American life, e.g., transcendentalism or
relativism.
SS:HI:12:3.2: Analyze how the arts and science often reflect and/or influence major ideas, values and conflicts of particular time
periods, e.g., the impact of the Enlightenment on the founding of our nation or the Harlem Renaissance.
SS:HI:12:3.3: Critique how the art, music and literature of our nation have been influenced by groups, e.g., the Spanish colonists in the
Southwest or the 60s counter culture movement
SS:HI:12:3.4: Analyze the spread of American ideas and culture around the world using examples, e.g., the Bill of Rights or popular
music
MA.USII.8 Analyze the origins of Progressivism and important Progressive leaders, and summarize the major accomplishments of Progressivism.
MA.USII.10 Describe how the battle between traditionalism and modernity manifested itself in the major historical trends and events after WWI and
throughout the 1920’s.
MA.USII.22 Analyze the causes and consequences of important domestic Cold War trends.
MA.USII.24 Analyze the roots of domestic anti-communism as well as the origins and consequences of McCarthyism
Content & Concepts
Students will know/understand…
Skills
Students will be able to…
Students will know and understand competing political values and the
challenges to traditional political parties.
Students will be able to analyze and evaluate the reasons for the rise and
impact of the development of political parties:
Populist Party
Progressive Party (Initiative, Referendum, Recall)
Socialist Party
Green Party
Students for a Democratic Society
Communist Party
Students will know and understand the challenges to American ideas
and ideals.
Students will be able to analyze and evaluate the following social and
political challenges to mainstream American ideals:
Social Darwinism
Plessy v. Ferguson
Scopes Trial
Harlem Renaissance
Fascism
Red Scare
Sacco and Vanzetti
McCarthyism
Rosenberg Trial
House Committee on Un-American Activities
Arms Race/Military Industrial Complex
Equal Rights Amendment
Non-Violence Movements
Countercultural Expression
Communication Revolution
Common Summative Assessments:
Common Final Exam Project
Common Final Exam
Assessment Criteria
Performance Tasks:
Pelham School District Curriculum Document
Course: Social Studies: United States History
Grade: 11
Strand: History: Social and Cultural Systems (Social/Cultural)
Learning Outcomes
Competencies:
Essential Questions:
Students will demonstrate an understanding and evaluation of
How do the social, political, and civil rights movements of the late
social and cultural values, beliefs, and expressions.
19th and 20th centuries impact Modern America?
Enduring Understandings:
How do changing economic conditions and challenges impact
Students will understand social systems.
contemporary America?
Students will understand economic systems
How does increasing globalization change the cultural landscape of
Students will understand the roots of conflict surrounding
America?
politics, ethnicity, and religion.
How do changing economic conditions and challenges impact
Students will understand global culture and the physical world. contemporary America?
Standards:
SS:HI:5: Social/Cultural
Students will demonstrate an understanding of the interaction of various social groups, including their values, beliefs and practices, over
time.
SS:HI:12:5.1: Explore the tensions between the values of unity and pluralism in defining our national identity, e.g., the Puritans v
Anne Hutchinson or the counter-culture vs. the silent majority.
SS:HI:12:5.2: Evaluate the changing roles of gender in society, e. the ideal of “Republican Motherhood” or Title IX.
SS:HI:12:5.3: Explore attitudes toward diversity held by and groups and individuals, e.g., antebellum Southerners or Eleanor Roosevelt
SS:HI:12:5.4: Examine the impact of social class on life in the United States, e.g., democracy in the Age of Jackson or public education.
SS:HI:12:5.5: Analyze how religious ideas of morality have impacted social change, e.g., the Abolitionist Movement or the debate over
legalized abortion.
MA.USII.4 Analyze the causes of Westward expansion and the impact of this migration on Native Americans.
MA.USII.9 Analyze the post –Civil War struggles of African Americans and women to gain basic civil rights.
MA.USII.25 Analyze the origins , goals, and key events of the Civil Rights Movement
MA.USII.26 Describe the accomplishments of the Civil Rights Movement.
MA.USII.27 Analyze the causes and course of the Women’s Rights Movement in the 20th and 21st century.
MA.USII.30 Describe some of the major social trends of the late 20th and 21st century.
MA.USII.33 Analyze the causes and consequences of America’s recent diplomatic initiative.
Content & Concepts
Students will know/understand…
Skills
Students will be able to…
Students will know and understand the causes and effects of early 20th
century social change.
Students will be able to analyze and evaluate the causes and impact of :
Urbanization
New Deal Coalition
Women’s entry into the workforce
Japanese-American internment
Students will know and understand the causes and effects of Affluent
America.
Students will be able to analyze and evaluate the impact of the The Baby
Boom
Ascendency of the middle class
Suburbia and home ownership
Rise in educational opportunity and value
Mass media and consumerism
Johnson’s Great Society
Students will know and understand the causes and effects of the Civil
Rights Movement.
Students will be able to analyze and evaluate the reasons for and the
impact of the following civil rights events, leaders, and issues.
Civil Rights Act 1964
Voting Rights Act 1965
Civil Rights Movement (Rosa Parks, Martin Luther King,
Malcolm X, Eldridge Cleaver, Thurgood Marshall)
National Association for the Advancement of Colored People
Brown v. Board of Education, Little Rock, Arkansas
Montgomery Bus Boycott 1955-1956
Little Rock School Crisis 1957-1958
Greensboro, NC Sit-In 1960
Birmingham, AL Protest 1963
March on Washington 1963
Selma, AL Protest 1965
Students will know and understand the cases and effects of the
Feminist Movement
Students will be able to analyze and evaluate the impact of the following:
Betty Friedan
Gloria Steinem
The National Organization for Women
Students will know and understand the causes and effects of the Anti -
Students will be able to analyze and evaluate the impact of the following:
War Movement and of Countercultural Expression
Vietnam Protest
Student Protest,
Hippie and Yippie Constituencies
Rainbow Coalition
Woodstock
1960s Protest Music.
Students will know and understand the causes and effects of the Gay
Rights Movement.
Common Summative Assessments:
Final Exam Project
Final Exam
Students will be able to analyze and evaluate the reasons for and impact
of Gay Rights issues.
Assessment Criteria
Performance Tasks:
Pelham School District Curriculum Document
Course: Social Studies: United States History
Grade: 11
Strand: History: Economic Systems (Economic Systems & Technology)
Learning Outcomes
Competencies:
Essential Questions:
Students will demonstrate an understanding and evaluation of
How do changing economic conditions and challenges impact
economic patterns over time.
contemporary America?
Enduring Understandings:
Students will understand economic systems.
Students will understand government systems.
Students will understand social systems.
Standards:
SS:HI:4: Economic Systems & Technology
Students will demonstrate an understanding of the changing forms of production, distribution and consumption of goods and services over time.
SS:HI:12:4.1: Analyze how westward movement led to increased personal opportunities and a more diverse economy as seen in events, e.g., the Northwest
Ordinance or Alaskan statehood.
SS:HI:12:4.2: Evaluate the impact of major developments and changes in American economic productivity, e.g., the factory system or the emergence of a servicebased economy.
SS:HI:12:4.3: Explain how the development of technology has both simplified and complicated work, e.g., the development of interchangeable parts or the
“paperless” office.
SS:HI:12:4.4: Examine how economic interactions have occurred on an increasingly global scale, e.g., mercantilism or North American Free Trade Agreement (
NAFTA).
SS:HI:12:4.5: Explain how the economy over time has shaped the distribution of wealth, e.g., the development of the middle class or the recent outsourcing of
United States’ jobs
MA.USII.1 Explain the various causes of the Industrial Revolution
MA.USII.2 Explain the important consequences of the Industrial Revolution
MA.USII.3 Describe the causes of immigration in late 19th and 20th centuries and the role of these immigrants in the industrialization of America.
MA.USII.5 Explain the formation and goals of unions and the rise of new political parties during the Industrial Era
MA.USII.11 Describe the various causes and consequences of the global depression of the 1930’s, and analyze how Americans responded to the Great Depression.
MA.USII.12 Analyze the important policies, institutions, and personalities of the New Deal era.
MA.USII.13 Explain how the Great Depression and the New Deal affected American society.
MA.USII.21 Analyze how the failure of Communist economic policies as well as US sponsored resistance to Soviet military and diplomatic initiatives contributed
to ending the Cold War.
MA.USII.30 Describe some of the major economic trends of the late 20thcentury and 21st century.
MA.USII.33 Analyze the causes and consequences of America’s recent diplomatic initiative
Content & Concepts
Students will know/understand…
Skills
Students will be able to…
Students will know and understand the impact of technology and
scientific advances
Students will be able to analyze and evaluate the Computer Revolution,
military weapon systems, and medical advances.
Students will know and understand the role of American Free
Enterprise in contemporary America.
Students will be able to analyze and evaluate the impact of entrepreneurs,
inventors, and the growth of big business.
Students will know and understand foundations of American
economic policy
Students will be able to analyze and evaluate the impact of Keynesian
Economics and monetary policy on the US economy.
Students will know and understand sources of American economic
challenges.
Students will be able to analyze and evaluate the impact of the following
on economic change:
Labor Unions (Knights of Labor, American Federation of Labor,
AFL-CIO)
Child labor protection
Consumer reform (Sherman Anti-Trust Act, Pure Food and Drug Act
1906, Meat Packing Act, 1906)
New Deal Reform: FDIC, SEC, TVA, Social Security, National
Labor Relations Act, Works Progress Administration, Fair
Labor Standards Act)
Taft-Hartley Act 1947
Military-Industrial Complex
Economic Systems Models: Capitalist, Command, Socialist,
Mixed
Economic challenges: sustained growth, unemployment ,
poverty
Common Summative Assessments:
Common Final Exam Project
Common Final Exam
Assessment Criteria
Performance Tasks: