US History 2 Curriculum Notebook.docx

U.S. History 2 Curriculum Notebook
2017


Curriculum Notebook Table of Contents
Standards
Standards indicate the broad goals for a student to master in a course. Standards are typically set by a state or district school board.
Content Standards................................................................................................................................. Page 4 Reading standards for literacy in history/social studies........................................................................ Page 12 Writing standards for literacy in history/social studies......................................................................... Page 14
Essential Learning Standards
Particular standards/objectives/indicators that a school/district defines as critical for student learning. In fact, they are so critical that students will receive intervention if they are not learned. Essentials are chosen because they 1. have endurance, 2. have leverage, and 3. are important for future learning. ....................................................................................................................................................................... Page 17
Curriculum Resources
The materials teachers use to plan, prepare, and deliver instruction, including materials students use to learn about the subject. Such materials include texts, textbooks, tasks, tools, and media. Sometimes organized into a comprehensive program format, they often provide the standards, units, pacing guides, assessments, supplemental resources, interventions, and student materials for a course. ....................................................................................................................................................................... Page 18
Pacing Guide
The order and timeline of the instruction of standards, objectives, indicators, and Essentials over the span of a course (semester or year). ....................................................................................................................................................................... Page 21
Units
A plan for several weeks of instruction, usually based on a theme, that includes individual lesson plans. Units often also include: Standards, learning targets/goals, skills, formative and summative assessment, student materials, essential questions, big ideas, vocabulary, questions, and instructional methods.
Understanding by Design .............................................................................................................................. Page 22
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Assessment Standards
A set of criteria to guide the assessment of student learning in a course that is based on Standards/Essentials of the course; this might include formative assessment practices, summative assessments/practices, common assessment plans, feedback practices, and a schedule for testing.
Ethics ..................................................................................................................................................... Page 23
Intervention Standards
A set of criteria to guide teachers to provide additional instruction to students who did not master the content in Tier 1 instruction. This might include: commercial intervention programs, teacher-developed intervention materials, diagnostic testing, RTI/MTSS processes, and a list of essential knowledge/skills that will prompt intervention if the student does not demonstrate mastery.
RTI ......................................................................................................................................................... Page 25 MTSS...................................................................................................................................................... Page 27
Supplemental Resources
Instructional materials, beyond the main curricular materials, used to strategically fill gaps/weaknesses of the core program materials.
Provo Way Instructional Model ............................................................................................................ Page 29
Evidence-based Pedagogical Practices
A list of teaching strategies that are supported by adequate, empirical research as being highly effective.
John Hattie ............................................................................................................................................ Page 33
Glossary
Terms and acronyms used in this document ........................................................................................ Page 34
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Course Standards
Standards indicate the broad goals for a student to master in a course. Standards are typically set by a state or district school board.
United States History II addresses the making of modern America, highlighting the events and issues in United States history from the late Industrial Revolution to modern times. Topics include, but are not limited to, the Industrial Revolution, the Progressive movement, imperialism and foreign affairs, the World Wars, the Great Depression, the Cold War, the civil rights movements, the rise of terrorism, and modern social and political history.
The standards can be taught either chronologically or thematically, but are organized into chronological periods. Periodization is an organizational tool historians use to make connections and draw distinctions. Periods are flexible ways of making meaning, and sometimes overlap chronologically. Effort should be made to help students make connections between the events and ideas of the past and their lives today. Contextualizing the study of modern America by helping students make connections across the span of U.S. history can enrich and deepen their understanding of their own place in the American story.
Civic Preparation
One of the fundamental purposes for public schools is the preparation of young people for participation in America’s democratic republic. The future progress of our communities, state, nation, and world rests upon the preparation of young people to collaboratively and deliberatively address problems, to defend their own rights and the rights of others, and to balance personal preferences with the common good. Social studies and history classrooms are the ideal venues to nurture civic virtue, consider current issues, learn how to act civilly toward others, build a civic identity, and nurture global awareness. These skills, habits, and qualities of character will better prepare students to recognize and accept responsibility for preserving and defending their liberties.
To that end, throughout this course, students should have ample opportunities to:
• Engage in deliberative, collaborative, and civil dialogue regarding historical and current issues.
• Apply knowledge of governmental structure, historical concepts, geographic interrelationships, and
economic principles to analyze and explain current events.
• Identify local, state, national, or international problems; consider solutions to these problems; and
share their ideas with appropriate public and/or private stakeholders.
• Develop and demonstrate the values that sustain America’s democratic republic, such as open
mindedness, engagement, honesty, problem-solving, responsibility, diligence, resilience, empathy,
self-control, and cooperation.
• Engage in dialogue regarding American exceptionalism, in the sense of the special character of the
United States as a uniquely free nation based on democratic ideals and personal liberty.
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US History II, Strand 1: Industrialization
(Ca. 1880–1920)
The Industrial Revolution radically changed the daily lives of Americans. The immense industrial growth in the 19th century was fueled by technological innovations, abundant natural resources, and a large unskilled labor force. Migration, urbanization, and immigration are trends that continue into contemporary times.
Standards
1.1: Students will assess how innovations in transportation, science, agriculture,
manufacturing, technology, communication, and marketing transformed America in the 19th and early 20th centuries.
1.2: Students will explain the connections between the growth of industry, mining, and agriculture and the movement of people into and within the United States.
1.3: Students will analyze the causal relationships between industrialization and the challenges faced by the growing working classes in urban settings.
1.4: Students will use historical evidence to compare how industrial capitalist leaders used entrepreneurship, free markets, and strategies to build their businesses.
US History II, Strand 2: Reform movements
(Ca. 1880–1920)
Industrialization and urbanization changed American society in fundamental ways. Reform movements grew in response to these new realities. Urban settings made it easier for people to organize reform movements and recruit new members. The women’s suffrage movement, the Progressive movement, the rise of the temperance movement, and the growth of a number of additional labor, health, and educational reform movements developed as individuals and groups worked to solve society’s new challenges.
Standards
2.1: Students will use primary and secondary sources to identify and explain the
conditions that led to the rise of reform movements, such as organized labor, suffrage, and temperance.
2.2: Students will explain how social reform movements influenced Constitutional amendments and changes to laws and democratic processes.
2.3: Students will evaluate the methods reformers used to bring about change, such as imagery, unions, associations, writings, ballot initiatives, recalls, and referendums.
2.4: Students will evaluate the short- and long-term accomplishments and effectiveness of social, economic, and political reform movements.
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US History II, Strand 3: America on the global stage
(Ca. 1880–1920)
By the end of the 19th century, global and domestic events led the U.S. to reconsider the advantages of isolation versus intervention in world affairs. The U.S. increased its role in the world and became enmeshed in global conflicts. Decisions related to isolationism and interventionism continue to be made today.
Standards
3.1: Students will describe how the role of the U.S. in world affairs changed at the
turn of the 20th century, and evaluate the arguments used to promote or discourage involvement in world affairs, such as those of the “big stick,” Mahan, the Roosevelt Corollary, and the Anti-imperialist League.
3.2: Students will examine and evaluate the role of the media and propaganda in promoting involvement in foreign affairs, using events such as the Spanish American War and World War I.
3.3: Students will evaluate the positive and negative impacts of imperialism on the U.S. and the U.S. territorial interests, such as the Philippines, Cuba, Guam, Hawaii, Panama, and Puerto Rico.
3.4: Students will explain the causes for U.S. involvement in World War I and the effects of the war on the home front, such as migration, trade, sedition act, shortages, voluntary rationing, and the Spanish flu.
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US History II, Strand 4: Traditions and social change
(Ca. 1920–1970)
Traditions and cultural norms help bind people and nations together; sometimes, those holding fast to traditions find themselves in tension with others who push for reform. The 20th century was a time when these tensions were evident in many aspects of American culture, including the changes in social mores in the “roaring ‘20s” and the subsequent emergence and ascendency of social change and civil rights movements. Various counter-cultural movements have similarly questioned traditional values and governmental policies. Balancing tradition and reform continues to challenge Americans into the 21st century.
Standards
4.1: Students will develop and defend an interpretation of why cultural clashes
occurred in the 1920s, citing examples such as science vs. religion, rural vs. urban, Prohibition proponents vs. opponents, and nativism vs. immigration.
4.2: Students will use case studies involving African-American civil rights leaders and events to compare, contrast, and evaluate the effectiveness of various methods used to achieve reform, such as civil disobedience, legal strategies, and political organizing.
4.3: Students will identify the civil rights objectives held by various groups, assess the strategies used, and evaluate the success of the various civil rights movements in reaching their objectives, paying specific attention to American Indian, women, and other racial and ethnic minorities.
4.4: Students will identify significant counter-cultural movements of the 20th century as well as the reactions and counter-arguments to those movements, using examples such as the Beatniks, hippies, and the anti-Vietnam War movement.
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US History II, Strand 5: Economic boom, bust, and the role of the
government
(Ca. 1920–1940)
Economic cycles of expansion and contraction have had a profound impact on the lives of Americans. There have been a number of economic crises throughout U.S. history, but the Great Depression and the New Deal have had the most significant impact on redefining the role of the government in economic and social policy. The arguments for and against intervention continue to reverberate to the current day.
Standards
5.1: Students will investigate how individual and institutional decisions made during the 1920s,
such as over-production, buying on credit, poor banking policies, and stock market speculation helped lead to the boom of the 1920s and then the Great Depression.
5.2: Students will use evidence to investigate the effectiveness of the New Deal as a response to economic crises.
5.3: Students will explain how economic and environmental conditions, including the Dust Bowl, affected daily life and demographic trends during the Great Depression.
5.4: Students will craft an argument regarding the role of government in responding to economic conditions after learning about capitalism and other economic systems, historic cycles of
boom and bust, and the New Deal.
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US History II, Strand 6: Another global conflict and the beginning of the cold war
(Ca. 1930–1950)
World War II transformed American society and redefined the United States’ role in global affairs. The war produced unprecedented levels of violence and human suffering. On the home front, trends both during and after the war would shape American society into the 21st century. The post-war era saw America emerge as one of two superpowers, engaged in a global “cold war” with the Soviet Union. This Cold War had implications for America both at home and abroad.
Standards
6.1: Students will assess the causes and consequences of America’s shift from
isolationism to interventionism in the years leading up to World War II.
6.2: Students will use primary sources to describe the impact of World War II on the home front and the long-term social changes that resulted from the war, such as the baby boom, women in the workplace, and teenage culture.
6.3: Students will cite and compare historical arguments from multiple perspectives regarding the use of “total war” in World War II, focusing on the changing objectives, weapons, tactics, and rules of war, such as carpet bombing, civilian targets, the Holocaust, and the development and use of the atom bomb.
6.4: Students will research and prioritize the most significant events in the United States and the USSR’s transition from World War II allies to Cold War enemies and superpowers.
6.5: Students will evaluate the impact of using international economic aid and diplomacy to secure national interests, specifically citing case studies of America’s investment in war-torn nations following the war, such as the Marshall Plan and the Berlin Airlift.
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US History II, Strand 7: The cold war era and a changing America
(Ca. 1950–2000)
Cold War ideologies have shaped American life and influenced foreign policy since the middle of the 20th century. Cold War rivalries escalated into hot wars in Korea and Vietnam. Alliances led to proxy wars in a number of contested areas. An arms race escalated fears. Eventually, American and Soviet leaders eased Cold War tensions, and the Soviet Union dissolved, ushering in a period of uncertainty in global affairs. American interests in the Middle East have complicated international policies. Differing political philosophies spurred debates over the size and role of government. Throughout the era, American society, education, culture, and politics were shaped by Cold War tensions, technological developments, and changing demographics.
Standards
7.1: Students will compare the causes, major events, military tactics, and outcomes of the Korean and Vietnam Wars.
7.2: Students will use government documents and other primary sources to investigate the motives behind a Cold War policy, event, or foreign operation, such as Truman Doctrine, containment, the domino theory, the Korean conflict, the Bay of Pigs invasion, the Cuban Missile Crisis, the Vietnam War, and Olympic boycotts.
7.3: Students will develop interpretations of the impact of the Cold War on American society and culture using evidence such as cultural artifacts from the Cold War era, oral histories, and primary sources.
7.4: Students will explain how Reagan’s neo-conservatism differed from the policies of previous presidential administrations of this era, most notably Johnson’s Great Society.
7.5: Students will use evidence to demonstrate how technological developments (such as television and social media), government policies (such as Supreme Court decisions), trends (such as rock ‘n’ roll or environmental conservation), and/or demographic changes (such as the growth of suburbs and modern immigration) have influenced American culture.
7.6: Students will use historical events and trends associated with American policies toward Israel and Middle Eastern nations and groups to make suggestions for current policies.
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US History II, Strand 8: The 21st century United States
(Ca. 2000–present)
The United States continues to confront social, political, and economic changes. The “War on Terror,” new threats from old rivals, and international humanitarian needs dominate foreign affairs. Continuing political themes surface in current events. Economic inequalities, racial tensions, environmental issues, and immigration and social reforms dominate domestic concerns. In addition, emerging technologies and innovations hold great promise, and the creativity and civic engagement of Americans continues to thrive. The next chapter in the story of the United States awaits.
Standards
8.1: Students will select the most historically significant events of the 21st century and
defend their selection.
8.2: Students will apply historical perspective and historical thinking skills to propose a viable solution to a pressing economic, environmental, or social issue, such as failing social security, economic inequalities, the national debt, oil dependence, water shortages, global climate change, pandemics, pollution, global terrorism, poverty, and immigration.
8.3: Students will use evidence from recent events and historical precedents to make a case for the most significant opportunities the country will have in the future.
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Utah Core State Standards for Literacy in History/Social Studies, Science, and Technical Subjects
College and Career Readiness Anchor Standards for Reading
The grades 6 – 12 standards on the following pages define what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number.
The CCR and grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate.
Key Ideas and Details
1. Read closely to determine what the next text says explicitly and make logical inferences from it; cite specific textural evidence when writing or speaking to support conclusions drawn from the text.
2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
Craft and Structure
4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
6. Assess how point of view or purpose shapes the content and style of a text.
Integration of Knowledge and Ideas
7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
10. Read and comprehend complex literary and informational texts independently and proficiently.
Note on Range and Content of
Student Reading
Reading is critical to building knowledge in history/social studies as well as in science and technical subjects. College and career ready reading in these fields requires an appreciation of the norms and conventions of each discipline, such as the kinds of evidence used in history and science; an understanding of domain-specific words and phrases; an attention to precise details; and the capacity to evaluate intricate arguments, synthesize complex information, and follow detailed descriptions of events and concepts.In history/social studies, for example, students need to be able to analyze, evaluate, and differentiate primary and secondary sources. When reading scientific and technical texts, students need to be able to gain knowledge from challenging texts that often make extensive use of elaborate diagrams and data to convey information and illustrate concepts. Students must be able to read complex informational texts in these fields with independence and confidence because a majority of reading in college and workforce training programs will be sophisticated nonfiction. It is important to note that these reading standards are meantto complement the specific content demands of the disciplines, not replace them.
Range of Reading and Level of Text Complexity
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Reading Standards for Literacy in RH History/Social Studies Grades 6-12
Key Ideas and Details
1. Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
3. Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
Craft and Structure
4. Determine the meaning of words and phrases as they are used in a text, including analyzing vocabulary describing political, social, or economic aspects of history/social studies.
5. Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.
6. Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.
Integration of Knowledge and Ideas
7. Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.
8. Assess the extent to which the reasoning and evidence in a text support the author’s claims.
9. Compare and contrast treatments of the same topic in several primary and secondary sources.
Range of Reading and Level of Text Complexity
10. By the end of grade 10, read and comprehend history/social studies texts in the grades 9-10 text complexity band independently and proficiently.
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Utah Core State Standards for Literacy in History/Social Studies, Science, and Technical Subjects
College and Career Readiness Anchor Standards for Writing
The grades 6 – 12 standards on the following pages define what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number.
The CCR and grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate.
Text Types and Purposes
1. Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.
2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences.
Production and Distribution of Writing
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
Research to Build and Present Knowledge
7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
Range of Writing
10. Write routinely over extended me frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Note on Range and Content of Student Writing
For students, writing is a key means of asserting and defending claims, showing what they know about a subject, and conveying what they have experienced, imagined, thought, and felt. To be college- and career-ready writers, students must take task, purpose, and audience into careful consideration, choosing words, information, structures, and formats deliberately. They need to be able to use technology strategically when creating, refining, and collaborating on writing. They have to become adept at gathering information, evaluating sources, and citing material accurately, reporting findings from their research and analysis of sources in a clear and cogent manner. They must have the flexibility, concentration, and fluency to produce high-quality first-draft text under a tight deadline and the capacity to revisit and make improvements to a piece of writing over multiple drafts when circumstances encourage or require it. To meet these goals, students must devote significant time and effort to writing, producing numerous pieces over short and long time frames throughout the year.
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Writing Standards for Literacy in
History/Social Studies, Science, and Technical Subjects 6-12
Text Types and Purposes
1. Write arguments focused on discipline-specific content.
a. Introduce precise, knowledgeable claim(s), establish the significance of the
claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence.
b. Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience’s knowledge level and concerns.
c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
e. Provide a concluding statement or section that follows from or supports the argument presented.
2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.
a. Introduce a topic and organize complex ideas, concepts, and information
so to make important connections and distinctions; including formatting (e.g., heading), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic with well-chosen, relevant and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts.
d. Usepreciselanguage,domain-specificvocabularytomanagethe complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers.
e. Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic).
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3. Not applicable as a separate requirement (Students’ narrative skills continue to grow in these grades. The standards require that students be able to incorporate narrative elements effectively into arguments and informative/exploratory texts. In history/social studies, students must be able to incorporate narrative accounts into their analyses of individuals or events of historical import. In science and technical subjects, students must be able to write precise enough descriptions of the step-by-step procedures they use in their investigations or technical work that others can replicate them and (possibly) reach the same results.
Production and Distribution of Writing
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link other information and to display information flexibly and dynamically.
Research to Build and Present Knowledge
7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
9. Draw evidence from informational texts to support analysis, reflection, and research.
Range of Writing
10. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
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Course Essential Learning Standards
Particular standards/objectives/indicators that a school/district defines as critical for student learning. In fact, they are so critical that students will receive intervention if they are not learned. Essentials are chosen because they 1. have endurance, 2. have leverage, and 3. are important for future learning.
Overarching Essentials (Knowledge):
Term 1: How did Industrialization and social reform affect immigration and
employment? (Strand 1, 2)
Term 2: What are the causes and consequences of isolationism and interventionism?
(Strand 3)
How have personal freedoms and cultures changed over time for different
groups? (Strand 4)
Term 3: How did economic boom and bust affect governmental policies (The New Deal)
and different groups of people? (Strand 5)
What are the causes and effects of World War II? (Strand 6)
Term 4: How did the Cold War shape domestic policies, foreign policies and pop
culture? (Strand 7)
How does technology and social media impact our current perceptions of
history? (Strand 8)
ALL Terms: What connections between the events and ideas of the past impact my life
today? (Strand 1-8)
Overarching Essentials (Skills):
1. I can write an argumentative essay; a. Thesis Statement
b. Topic Sentences/Reasons support Thesis c. Evidence
d. Commentary
2. I can read and analyze Historical Documents; a. Historical Context
b. Intended Audience
c. Purpose of Document d. Point of View/Bias
3. I can read and interpret maps, charts, graphs, and prose. a. Identify a key
b. Use scale properly
c. Interpret the purpose
4. I can explain long/short term causes and effects of historical events;
a. Link 2 historical events by listing 3 events that connect the two 5. I can research Historical questions.
a. Proper Source Citations (MLA)
b. Assess Validity of sources
c. Identify Bias/POV of sources
d. Proper Bibliographic sources (MLA)
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Curriculum Resources
The materials teachers use to plan, prepare, and deliver instruction, including materials students use to learn about the subject. Such materials include texts, textbooks, tasks, tools, and media. Sometimes organized into a comprehensive program format, they often provide the standards, units, pacing guides, assessments, supplemental resources, interventions, and student materials for a course.
STRAND 1: Industrialization
Possible Guiding Questions to Consider:
• How did daily life change for many Americans as industrialization developed?
• What role does industrialization play in the United States today?
• What key events laid the framework for the growth of industry, mining, agriculture, and
human movement?
• How did employment opportunities influence immigration and internal migration patterns?
• What were the major “push” and “pull” factors influencing migration to and within the United
States, and how did immigrants change culture and politics?
• What challenges in employment did immigrants face?
• What is the relationship between industrialism and the rise of consumerism in the U.S.?
• Why is the Industrial Revolution sometimes considered to be two events? What was distinct
about “Second Industrial Revolution”?
• How could industrial leaders be considered both “captains of industry” and “robber barons”?
STRAND 2: Reform Movements
Possible Guiding Questions to Consider:
• Why do people turn to reform movements?
• What conditions must exist for a reform movement to begin?
• Why were some methods used to bring about change more successful than others?
• How have today’s social and political reforms been affected by those that took place
from the 1880s to the 1920s?
• How is daily life today influenced by earlier social and political reform movements?
• What process is required to amend the U.S. Constitution?
• What inferences can we make about U.S. history by studying amendments to the
Constitution?
STRAND 3: America on the global stage
Possible Guiding Questions to Consider:
• How does the U.S. decide when and why to intervene in world affairs?
• What were the arguments made for the United States’ expansion into territories?
• What cases can be made for isolationism and interventionism?
• What are some examples of unintended consequences that result from each?
• How did the cultural diversity of the U.S. change during this era?
• How did America’s involvement in World War I change American history?
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STRAND 4: Traditions and social change
Possible Guiding Questions to Consider:
• How have opportunities and personal freedoms changed over time for different groups of Americans?
• How do historians determine causal factors that lead to social changes?
• What functions do traditions serve in communities and cultures?
• Why do historians refer to the 1920s as “roaring”?
• To what degree have the main objectives of the various civil rights movements from
this period been attained?
• Why did the Vietnam War inspire counter-cultural movements?
STRAND 5: Economic boom, bust and the role of government
Possible Guiding Questions to Consider:
• What were the post-World War I economic conditions and policies that led to the economic boom of the 1920s?
• What are the pros and cons of government involvement during economic crises?
• How and why are segments of a population affected differently by periods of economic boom and
bust?
• What was the impact of New Deal policies on the Great Depression?
• What is the relationship between economic factors and international conflicts?
• How did the Great Depression affect families?
• What role did the Great Depression and the Dust Bowl play in the extensive internal migration of
this era?
STRAND 6: Another global conflict and the beginnings of the cold war
Possible Guiding Questions to Consider:
• How did decisions that leaders made during World War II change the rules of warfare?
• What arguments were made for employing the tactics of “total war”?
• How do local conflicts escalate to become global conflicts?
• What were the interests and primary objectives of the U.S. in entering into World War II?
• How was the impact of World War II reflected in the culture of the United States home front?
• How did the events of World War II set the stage for the Cold War?
• How did the United States seek to halt the spread of communism in Europe?
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STRAND 7: The cold war era and a changing America
Possible Guiding Questions to Consider:
• How did the Cold War shape domestic policies, foreign policies, and popular culture?
• What lessons can be learned from the Vietnam and Korean Wars?
• How was McCarthyism a reflection of Cold War tensions?
• How did wartime technologies lead to peacetime innovations, such as nuclear
weapons/power, space exploration, computers, and communication?
• What were the main goals of President Johnson’s Great Society?
• What philosophy regarding the role of government influenced President Reagan’s New
Federalism?
• How did America’s relationship with Israel affect its relationship with other Middle Eastern
nations?
• How has American culture been influenced by technological developments?
• How did the Watergate crisis demonstrate the strengths and weaknesses of modern U.S.
politics?
STRAND 8: The 21st century United States
Possible Guiding Questions to Consider:
• How are newspapers, magazines, blogs, and other contemporary expressions the “rough drafts” of history?
• How do we know what events or trends are of historical significance when we are living in the middle of them?
• How has U.S. foreign policy had an effect on the War on Terror?
• What is the most appropriate role for America to play in foreign affairs after the fall of
the Soviet Union?
• How does the U.S. dependency on oil shape foreign policy decision making?
• In what ways has social media affected the continuity and change of reform
movements?
• How has global trade transformed local communities (e.g., “mom and pop” stores,
jobs, manufacturing)?
• How do people work and organize to respond to systemic domestic problems such as
economic inequality, racism, or environmental degradation?
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Course Pacing Guide
The order and timeline of the instruction of standards, objectives, indicators, and Essentials over the span of a course (semester or year).
TERM 1:
Strand 1: Industrialization
TERM 2:
Strand 2: Reform movements
Strand 3: America on the global stage
Strand 4; Traditions and Social Change
TERM 3:
Strand 5: Economic boom and bust
Strand 6: Global conflict, cold war begins
TERM 4:
Strand 7: Cold war and changing America
Strand 8: 21st century America
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Units
A plan for several weeks of instruction, usually based on a theme, that includes individual lesson plans. Units often also include: Standards, learning targets/goals, skills, formative and summative assessment, student materials, essential questions, big ideas, vocabulary, questions, and instructional methods.
Planning Guide: Jay McTighe, an expert in unit planning and author of Understanding by Design, has written four point to consider when planning units. They are presented below.
UbD Design Standards Stage 1 – To what extent does the design:
1. focus on the “Big ideas” of targeted content? Consider: are . . .
– the targeted understandings enduring, based on transferable, big ideas at the heart of the
discipline and in need of “uncoverage”?
– the targeted understandings framed as specific generalizations?
– the “big ideas” framed by questions that spark meaningful connections, provoke genuine
inquiry and deep thought, and encourage transfer?
– appropriate goals (e.g., content standards, benchmarks, curriculum objectives) identified? – valid and unit-relevant knowledge and skills identified?
Stage 2 – To what extent do the assessments provide:
2. fair, valid, reliable and sufficient measures of the desired results? Consider: are . . .
– students asked to exhibit their understanding through “authentic” performance tasks? – appropriate criterion-based scoring tools used to evaluate student products and
performances?
– a variety of appropriate assessment formats provide additional evidence of learning? Stage 3 – To what extent is the learning plan:
3. effective and engaging? Consider: will students . . .
– know where they’re going (the learning goals), why (reason for learning the content), and
what is required of them (performance requirements and evaluative criteria)?
– be hooked – engaged in digging into the big ideas (e.g., through inquiry, research, problem- solving, experimentation)?
– have adequate opportunities to explore/experience big ideas and receive instruction to equip them for the required performance(s)?
– have sufficient opportunities to rethink, rehearse, revise, and/or refine their work based upon timely feedback?
– have an opportunity to self-evaluate their work, reflect on their learning and set future goals? Consider: the extent to which the learning plan is:
– tailored and flexible to address the interests and learning styles of all students?
– organized and sequenced to maximize engagement and effectiveness?
Overall Design – to what extent is the entire unit:
4. coherent, with the elements of all 3 stages aligned?
Grant Wiggins and Jay McTighe 2005
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Assessment Standards
A set of criteria to guide the assessment of student learning in a course that is based on Standards/Essentials of the course; this might include formative assessment practices, summative assessments/practices, common assessment plans, feedback practices, and a schedule for testing.
Ethical Assessment Practices (USBE ethics training)
Licensed Utah Educators should:
1. Ensure students are enrolled in appropriate courses and receive appropriate instruction
2. Provide instruction to the intended depth and breadth of the course curriculum
3. Provide accommodations throughout instruction to eligible students as identified by an
ELL, IEP, or 504 team.
4. Use a variety of assessments methods to inform instructional practices
5. Introduce students to various test-taking strategies throughout the year
6. Provide students with opportunities to engage with available training test to ensure that
they can successfully navigate online testing systems, and to ensure that local
technology configurations can successfully support testing.
7. Use formative assessments throughout the year using high-quality, non-secure test
questions aligned to Utah Standards.
Licensed Utah Educators shall ensure that:
1. An appropriate environment reflective of an instructional setting is set for testing to limit distractions from surroundings or unnecessary personnel.
2. All students who are eligible for testing are tested.
3. A student is not discouraged from participating in state assessments, but upon a
parent’s opt-out request (follow LEA procedures), the student is provided with a
meaningful educational activity.
4. Tests are administered in-person and testing procedures meet all test administration
requirements.
5. Active test proctoring occurs: walking around the room to make sure that each student
has or is logged into the correct test; has appropriate testing materials available to
them; and are progressing at an appropriate pace.
6. No person is left alone in a test setting with student tests left on screen or open.
7. The importance of the test, test participation, and the good faith efforts of all students
are not undermined.
8. All information in the Test Administration Manual (TAM) for each test administered is
reviewed and strictly followed (see 53A-1-608; R277-404).
9. Accommodations are provided for eligible students, as identified by an ELL, IEP, or 504
team. These accommodations should be consistent with accommodations provided
during instruction throughout the instructional year.
10. Any electronic devices that can be used to access non-test content or to
record/distribute test content or materials shall be inaccessible by students (e.g., cell phones, recording devices, inter-capable devices). Electronic security of tests and student information must not be compromised.
11. Test materials are secure before, during and after testing. When not in use, all materials shall be protected, where students, parents cannot gain access.
No one may enter a student’s computer-based test to examine content or alter a student’s response in any way either on the computer or a paper answer document for any reason.
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Unethical Assessment Practices (USBE ethics training)
It is unethical for educators to jeopardize the integrity of an assessment or the validity of student responses.
Unethical practices include (but are not limited to):
1. Providing students with questions from the test to review before taking the test.
2. Changing instruction or reviewing specific concepts because those concepts appear on
the test.
3. Rewording or clarifying questions, or using inflection or gestures to help students
answer.
4. Allowing students to use unauthorized resources to find answers, including dictionaries,
thesauruses, mathematics tables, online references, etc.
5. Displaying materials on walls or other high visibility surfaces that provide answer to
specific test items (e.g., posters, word walls, formula charts, etc.).
6. Reclassifying students to alter subgroup reports.
7. Allowing parent volunteers to assist with the proctoring of a test their child is taking or
using students to supervise other students taking a test.
8. Allowing the public to view secure items or observe testing sessions.
9. Reviewing a student’s response and instructing the student to, or suggesting that the
student should, rethink his/her answers.
10. Reproducing, or distributing, in whole or in part, secure test content (e.g., taking
pictures, copying, writing, posting in a classroom, posting publically, emailing).
11. Explicitly or implicitly encouraging students to not answer questions, or to engage in
dishonest testing behavior.
12. Administering tests outside of the prescribed testing window for each assessment.
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Intervention Standards
A set of criteria to guide teachers to provide additional instruction to students who did not master the content in Tier 1 instruction. This might include: commercial intervention programs, teacher-developed intervention materials, diagnostic testing, RTI/MTSS processes, and a list of essential knowledge/skills that will prompt intervention if the student does not demonstrate mastery.
PCSD MTSS/RTI Model
Provo City School District's Academic MTSS (Multi-Tiered Systems of Support) details the system for providing Tier 1, 2, and 3 instruction; interventions; and assessment to help each student receive appropriate support. It is detailed below.
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PCSD MTSS/RTI Model Provo City School District's Academic MTSS (Multi-Tiered Systems of Support) details the system for providing Tier 1, 2, and 3 instruction; interventions; and assessment to help each student receive appropriate support. It is detailed below.
Unpacking the Complexity of MTSS Decision Making
Successful MTSS implementation is a highly complex process that involves the following tasks:
1. Gathering accurate and reliable data
2. Correctly interpreting and validating data
3. Using data to make meaningful instructional changes for students
4. Establishing and managing increasingly intensive tiers of support
5. Evaluating the process at all tiers to ensure the system is working
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Utah’s Multi-Tiered System of Supports USBE website:
http://www.schools.utah.gov/umtss/UMTSS-Model.aspx
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Supplemental Resources
Instructional materials, beyond the main curricular materials, used to strategically fill gaps/weaknesses of the core program materials.
Instructional materials, beyond the main curricular materials, used to strategically fill gaps/weaknesses of the core program materials.
The Provo Way Instructional Model
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1. Student focus
2. Educator credibility
3. Meeting norms
4. Professional Learning Communities (PLC)/Collaboration 5. Civility policy
6. Appearance and interactions
7. Continual Leaning
8. Testing ethics
9. Research orientation
10. Policy adherence
1. Culture
2. Safety–emotional and physical 3. Physical classroom space
4. Relationships
5. Family connections
6. Procedures
7. Classroom management
8. Student artifacts
9. Student focus
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1. Formative evaluation
2. Summative evaluation
3. Feedback:
4. Performance of understanding 5. Self-reported grades
6. Student self-evaluation 7. Testing ethics
8. Differentiation
9. Data analysis
10. Response to interventions (RTI)/Multi-tiered system of success (MTSS)
1. Lesson design
2. Teacher clarity: share LT, share SC, share PoU
3. Evidence-based instructional strategies
4. Based on data
5. Student engagement
6. DOK – Depth of Knowledge
7. Differentiation
8. Student ownership of learning
9. Curriculum notebook
10. RTI/MTSS
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1. State standards
2. Curriculum map/pacing guide 3. Units
4. Objectives
5. Curriculum Notebooks
6. Course essentials
7. Current
8. Planning
Professional Associations Websites
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Evidence-based Pedagogical Practices
A list of teaching strategies that are supported by adequate, empirical research as being highly effective.
Hattie's Visible Learning
John Hattie, creator of Visible Learning, is a leading education researcher who has analyzed meta analyses in order to rank education practices (and factors) from most effective to least effective.
Hattie's list of highest ranking factors can be found at: https://visible-learning.org/hattie-ranking-influences-effect-sizes-learning-achievement/
or
https://visible-learning.org/nvd3/visualize/hattie-ranking-interactive-2009-2011-2015.html
Hattie's original book on the topic can be found at:
https://www.amazon.com/Visible-Learning-Synthesis-Meta-Analyses- Achievement/dp/0415476186
Definitions of Hattie's factors can be found at:
https://www.amazon.com/Visible-Learning-Synthesis-Meta-Analyses- Achievement/dp/0415476186
Learning Targets
Provo City School District employs the use of learning targets, success criteria, formative assessment, and feedback. A basis of study on these topics is the book, Learning Targets, by Connie Moss and Susan Brookhart, can be found at: https://www.amazon.com/Learning-Targets-Helping-Students-Understanding- ebook/dp/B008FOKP5S.
The district has produced four videos that demonstrate elements of learning target instruction and can be found at:
http://provo.edu/teachingandlearning/learning-targets-videos/
Teacher Resource Guide
Provo City School District's Teacher Resource Guide helps teachers meet the Utah Effective Teaching Standards and includes effective teaching practices. It can be found at: http://provo.edu/teachingandlearning/wp-content/uploads/sites/4/2016/01/11182016-TRG- fixed.pdf
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Glossary
Terms and Acronyms used in this document
Assessment Standards
College and Career Readiness
Curriculum Resources
Essential Learning Standards
Evidence-based Pedagogical Practices
Intervention Standards
Learning Target
A set of criteria to guide the assessment of student learning in a course that is based on Standards/Essentials of the course; this might include formative assessment practices, summative assessments/practices, common assessment plans, feedback practices, and a schedule for testing.
The College and Career Readiness (CCR) anchor standards
and grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate.
The materials teachers use to plan, prepare, and deliver instruction, including materials students use to learn about the subject. Such materials include texts, textbooks, tasks, tools, and media. Sometimes organized into a comprehensive program format, they often provide the standards, units, pacing guides, assessments, supplemental resources, interventions, and student materials for a course.
These are also known as power standards. They are particular standards/objectives/indicators that a school/district defines as critical for student learning. In fact, they are so critical that students will receive intervention if they are not learned. Essentials are chosen because they: 1. have endurance, 2. have leverage, and 3. are important for future learning.
A list of teaching strategies that are supported by adequate, empirical research as being highly effective.
A set of criteria to guide teachers to provide additional instruction to students who did not master the content in Tier 1 instruction. This might include: commercial intervention programs, teacher- developed intervention materials, diagnostic testing, RTI/MTSS processes, and a list of essential knowledge/skills that will prompt intervention if the student does not demonstrate mastery.
(LT) A Learning Target is a target that is shared and actively used by both the teacher and the students as a classroom learning team. (Moss & Brookhart, 2012).
MTSS
Multi-Tiered Systems of Support is an approach to academic and
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Pacing Guide
Performance of Understanding.
Provo Way Instructional Model
RTI
Success Criteria
Standards
Supplemental Resources
Units
behavioral intervention. It is part of the intervention standards.
The order and timeline of the instruction of standards, objectives, indicators, and Essentials over the span of a course (semester or year).
(PoU). Student results that provide compelling evidence that the student has acquired the learning target. (Brookhart, 2012).
The five areas of expectations for successful instruction identified by Provo City School District.
Response to Intervention is an approach to academic and behavioral intervention. It is part of the Intervention standards.
Detailed explanation requirements for different levels of quality. They are also referred to as “student-fors” to be used during the formative learning cycle in the day’s lesson (Moss & Brookhart, 2012).
Standards indicate the broad goals for a student to master in a course. Standards are typically set by a state or district school board.
Instructional materials, beyond the main curricular materials, used to strategically fill gaps/weaknesses of the core program materials.
A plan for several weeks of instruction, usually based on a theme, that includes individual lesson plans. Units often also include: Standards, learning targets/goals, skills, formative and summative assessment, student materials, essential questions, big ideas, vocabulary, questions, and instructional methods.
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