Ms. Ellis Social Studies Classes

Civics and Economics Honors

 

Curriculum Guide

Northampton County High School – East

 

Ms. Ellis

 

Grade 10

 

COURSE DESCRIPTION

 

Through the study of Civics and Economics Honors, students will acquire the skills and knowledge necessary to become responsible and effective citizens in an interdependent world. Students will need a practical understanding of these systems of civics and economics that affect their lives as consumers and citizens. Furthermore, this course serves as a foundation for United States History Honors. It is recommended that this course, Civics and Economics Honors, directly precede the eleventh grade United States History Honors course to maintain continuity and build historical perspective.

 

As informed decision-makers, students will apply acquired knowledge to real life experience. When studying the legal and political systems, students will become aware of their rights and responsibilities and put this information into practice. The economic, legal, and political systems are balanced for presentation and, like other social studies subjects; this course lends itself to interdisciplinary teaching. The goals and objectives are drawn from disciplines of political science, history, economics, geography, and jurisprudence.

 

Civics and Economics Honors should cover the material in greater complexity, novelty, acceleration, or pacing, and reflect a defensible differentiated curriculum. Honors students should learn to express and defend their ideas while attaining the distance necessary to accept constructive criticism. Teachers should incorporate opportunities for each student to become a reflective thinker who possesses the potential to become an initiator of learning and accomplishments, exploring areas of his/her interests within the designated course of study. Civics and Economics Honors is distinguished by a difference in the quality of the work expected, not merely an increase in quantity.

 

 

TENTH GRADE CIVICS AND ECONOMICS HONORS NC SCOS

 

 

Competency Goal 1

The learner will investigate the foundations of the American political system and explore basic values and principles of American democracy.

 

Objectives

1.01 Describe how geographic diversity influenced economic, social, and political life in colonial North America.

1.02 Trace and analyze the development of ideas about self-government in British North America.

1.03 Examine the causes of the American Revolution.

1.04 Elaborate on the emergence of an American identity.

1.05 Identify the major domestic problems of the nation under the Articles of Confederation and assess the extent to which they were resolved by the new Constitution.

1.06 Compare viewpoints about government in the Federalist and the Anti-Federalist Papers.

1.07 Evaluate the extent to which the Bill of Rights extended the Constitution.

1.08 Compare the American system of government to other forms of government.

Competency Goal 2

The learner will analyze how the government established by the United States Constitution embodies the purposes, values, and principles of American democracy.

 

Objectives

2.01 Identify principles in the United States Constitution.

2.02 Explain how the United States Constitution defines the framework, organization and structure of the three branches of government at the national level.

2.03 Explain how the United States Constitution grants and limits the authority of public officials and government agencies.

2.04 Describe how the United States Constitution may be changed and analyze the impact of specific changes.

2.05 Analyze court cases that illustrate that the United States Constitution is the supreme law of the land.

2.06 Analyze court cases that demonstrate how the United States Constitution and the Bill of Rights protect the rights of individuals.

2.07 Identify modern controversies related to powers of the federal government that are similar to the debates between Federalists and Anti-Federalists over ratification of the United States Constitution.

2.08 Examine taxation and other revenue sources at the national level of government.

2.09 Describe the services provided by selected government agencies and how funding is provided.

Competency Goal 3

The learner will analyze how state and local government is established by the North Carolina Constitution.

 

Objectives

3.01 Identify the principles in the North Carolina Constitution and local charters.

3.02 Explain how the North Carolina Constitution and local charters define the framework, organization, and structure of government at the state and local level.

3.03 Explain how the state constitution grants and limits the authority of public officials and government agencies.

3.04 Describe how the state constitution and local charters may be changed, and analyze the impact of specific changes.

3.05 Analyze court cases that illustrate that the North Carolina Constitution is the law of the state.

3.06 Analyze how the Fourteenth Amendment extends the Bill of Rights' protection to citizens of a state.

3.07 Identify modern controversies related to powers of the state government.

3.08 Examine taxation and other revenue sources at the state and local level.

3.09 Describe the services provided by state and local government agencies and how funding is provided.

Competency Goal 4

The learner will explore active roles as a citizen at the local, state, and national levels of government.

 

Objectives

4.01 Examine the structure and organization of political parties.

4.02 Describe the election process and the qualifications and procedures for voting.

4.03 Analyze information on political issues and candidates seeking political office.

4.04 Demonstrate active methods of promoting and inhibiting change through political action.

4.05 Analyze consequences of compliance or noncompliance with laws governing society.

4.06 Describe the benefits of civic participation.

4.07 Analyze costs and benefits of jury service, voting, seeking office, and civic action at the local, state, and national level.

4.08 Participate in civic life, politics, and /or government.

4.09 Utilize various methods of resolving conflicts.

Competency Goal 5

The learner will explain how the political and legal systems provide a means to balance competing interests and resolve conflicts.

 

Objectives

5.01 Evaluate the role of debate, consensus, compromise, and negotiation in resolving conflicts.

5.02 Identify the jurisdiction of state and federal courts.

5.03 Describe the adversarial nature of the judicial process.

5.04 Evaluate the role of debate and compromise in the legislative process.

5.05 Explain how local government agencies balance interest and resolve conflicts.

5.06 Analyze roles of individual citizens, political parties, the media, and other interest groups in public policy decisions, dispute resolution, and government action.

Competency Goal 6

The learner will explain why laws are needed and how they are enacted, implemented, and enforced at the national, state, and local levels.

 

Objectives

6.01 Trace the development of law in American society.

6.02 Cite examples of common, criminal, civil, constitutional, administrative, and statutory law.

6.03 Identify the various procedures in the enactment, implementation, and enforcement of law.

6.04 Identify ways citizens can be informed about the laws.

6.05 Investigate the role and responsibility of government to inform the citizenry.

6.06 Analyze the role of lobby groups and special interest groups in the enactment of legislation.

6.07 Compare responsibilities, jurisdictions, and methods of law enforcement agencies.

6.08 Evaluate methods used by society to address criminal and anti-social behaviors.

Competency Goal 7

The learner will investigate how and why individuals and groups make economic choices.

 

Objectives

7.01 Describe the basic factors of production such as land, labor, capital, and entrepreneurial skills and their impact on economic activities.

7.02 Explain how scarcity influences producers and consumers to make choices.

7.03 Compare examples of tradeoffs and opportunity costs of economic choices.

7.04 Analyze the impact on economic activities of specialization, division of labor, consumption and production increases.

7.05 Explain the impact of investment on human, capital, productive, and natural resources.

7.06 Compare and contrast how different economic systems address key economic factors.

Competency Goal 8

The learner will analyze features of the economic system of the United States.

 

Objectives

8.01 Compare characteristics of command, market, traditional, and mixed economies.

8.02 Describe how the free enterprise system encourages private ownership of property and promote individual initiative.

8.03 Explain the circular flow of economic activities and how interactions determine the prices of goods and services.

8.04 Illustrate how supply and demand affects prices.

8.05 Predict how prices change when there is either a shortage or surplus.

8.06 Explain how changes in the level of competition can affect price and output levels.

8.07 Identify and describe the roles and functions of various economic institutions and business organizations.

8.08 Evaluate the investment decisions made by individuals, businesses, and the government.

8.09 Describe the role of money in trading, borrowing, and investing.

Competency Goal 9

The learner will analyze factors influencing the United States economy.

 

Objectives

9.01 Identify phases of the business cycle and the economic indicators used to measure economic activities and trends.

9.02 Describe the impact of government regulation on specific economic activities.

9.03 Explain the impact of the movement of human and capital resources on the United States economy.

9.04 Assess how current events impact decisions made by consumers, producers, and government policy makers.

9.05 Explain the impact on the United States economy of international trade and global products.

9.06 Investigate the ways that domestic and international economies are interdependent.

9.07 Analyze the short- and long-term effects of fiscal and monetary policy on the United States economy.

9.08 Analyze the influence of environmental factors, economic conditions, and policy decisions on individual economic activities.

Competency Goal 10

The learner will develop, defend, and evaluate positions on issues regarding the personal responsibilities of citizens in the American constitutional democracy.

 

Objectives

10.01 Explain the distinction between personal and civic responsibilities and the tensions that may arise between them.

10.02 Develop, defend, and evaluate positions on issues regarding diversity in American life.

10.03 Evaluate the importance of supporting, nurturing, and educating oneself in the United States society.

10.04 Demonstrate characteristics of effective citizenship.

10.05 Describe examples of recurring public problems and issues.

10.06 Discuss the consequences and/or benefits of the freedom of economic, legal, and political choices.

 

 

 

 

 

ESSENTIAL QUESTIONS

 

Essential questions are the guiding questions that promote inquiry and deeper exploration of a subject and lead students to use the factual knowledge to draw conclusions and ultimately deduce the desired generalization. Because the goal of the essential questions is to get students to understand the generalizations, the two are related and questions are written to support the generalization.

 

 

 

Essential Questions by Objectives

Competency Goal  1

Objective 1.01
  1. How did the unique geographic landscape of each region cause the colonies to develop differently?
  2. In what ways did the purpose and focus of settlement affect the development of each colony?
  3. How did the diversity of the populations in each region lead to varied experiences economically, socially, and politically?

 

Objective 1.02

  1. How did the colonists’ experiences under the British government influence them to establish a system of self-government?
  2. Which documents and people influenced the colonists’ viewpoints on self-government?
  3. How did the successes and failures of the colonial governments influence the colonists’ attitude about self-government?

 

Objective 1.03
  1. What events and actions led the colonies to rebel against Great Britain?
  2. How did colonists react to the treatment they received from the British government?
  3. How did the events of the Revolutionary time period influence the formation of a national identity?

 

Objective 1.04

A.     How did land acquisition after the Revolutionary War lead to conflicts?

B.     How did colonists justify taking land from Native Americans and owning slaves during the time of the 1st Great Awakening?

C.    Why was the Treaty of Paris significant in creating a national identity?

 

 

Objective 1.05
  1. How were the Virginia Plan and New Jersey Plan both incorporated in the compromise of the Connecticut Plan?
  2. To what extent were the compromises made during the Constitutional Convention necessary and appropriate?
  3. How was the role of government different under the new Constitution as compared to the Articles of Confederation?

 

Objective 1.06

A.     What were the contrasting viewpoints of the Federalists and Anti-Federalists?

B.     How would society be different today if the new Constitution had incorporated only the viewpoints of the Federalists or Anti-Federalists?

C.    What arguments exist today that may be similar to those that occurred between the Federalists and Anti-Federalists?

 

Objective 1.07

A.     How does the Bill of Rights offer protection for citizens?

B.     Was the Bill of Rights needed in to guarantee freedoms to citizens?

C.    How are rights granted in the Bill of Rights limited by the interpretation of the judiciary branch?

 

Objective 1.08

  1. What affect do the various forms of government have on people around the world?
  2. How do various forms of government provide for individual freedom?
  3. What will likely happen if a government denies all power to the people it governs?

Competency Goal  2

Objective 2.01

  1. How does the system of checks and balances limit the power of government officials?
  2. How is the idea of limited government promoted in the United States Constitution?
  3. Should Congress be able to pass a law that is unpopular with citizens?

 

Objective 2.02
  1. How do the three branches of government work together in order to provide leadership for the people?
  2. How does the Constitution provide for leadership within each of the three branches of government?
  3. Should Supreme Court Justices be elected by the people?
Objective 2.03
  1. In what ways does the U.S. Constitution limit the power of public officials?
  2. What limits does the U.S. Constitution place on the powers of Congress?
  3. Should the Supreme Court be the ultimate authority in interpreting the Constitution?

 

Objective 2.04
  1. How has the Constitution provided the government the ability to adjust to a changing society?
  2. How have constitutional amendments changed suffrage rights throughout the United States’ history?
  3. Is it necessary to treat all people the same in order to ensure justice and equality?

 

Objective 2.05
  1. How has the Supreme Court used its power of judicial review to ensure equality for all citizens?
  2. How has the Supreme Court changed its views to adjust to changing times?
  3. Is the Supreme Court the most powerful of the three branches of government?

 

Objective 2.06

A.     How has the U.S. Supreme Court protected the rights of citizens under the age of 18?

B.     In what ways has the U.S. Supreme Court protected unpopular speech?

C.    Should criminals have the same rights as law-abiding citizens?

 

Objective 2.07
  1. How are modern political conflicts similar to the issues debated by the Federalists and Anti-Federalists?
  2. In what ways have civil liberties been limited by the government during times of crisis?
  3. Should states have certain rights over the federal government?

 

Objective 2.08
  1. How can the different types of revenue impact the government’s ability to operate in the best interest of its citizenry?
  2. How might the government’s power to tax impact citizens of varying degrees of wealth?
  3. Should everyone be forced to pay taxes?

 

Objective 2.09
  1. In what ways do government agencies protect the safety of citizens?
  2. How are various government agencies funded?
  3. Should immigration to the United States be limited?

Competency Goal  3

Objective 3.01
  1. What role does the North Carolina government play in the creation of local governments?
  2. What basic principles do the North Carolina and U.S. Constitutions have in common?
  3. Should local government decisions always be subordinate to the will of the state government?

 

Objective 3.02
  1. How does the North Carolina Constitution structure state government?
  2. What are the ways in which city governments can be organized?
  3. Should a person be forced to pay taxes on personal property?

 

Objective 3.03
  1. How does the North Carolina Constitution limit the authority of public officials?
  2. What public offices are created by the North Carolina Constitution?
  3. Should all public officials be elected by the people?

 

Objective 3.04
  1. How can the North Carolina Constitution be amended?
  2. Can governments be changed by the will of the people?
  3. What kinds of issues are most suitable for a referendum?

 

Objective 3.05
  1. Why must all local governments submit to the authority of the N.C. Constitution?
  2. What role does the North Carolina Supreme Court play in protecting the rights of individuals?
  3. How should funding be dispersed to school districts to reflect the needs of all students in North Carolina?”

 

Objective 3.06
  1. What does “equal protection under the law” mean?
  2. How does the 14th Amendment extend rights to all citizens?
  3. Should citizens ever be denied their civil rights?

 

Objective 3.07
  1. Why is the education of citizens a primary responsibility of state government?
  2. What alternatives to traditional schooling are available to citizens of North Carolina?
  3. Should North Carolina continue to raise revenue through a lottery?

 

Objective 3.08
  1. What are the different sources of revenue for North Carolina government?
  2. How do states prioritize funding for various programs?
  3. On what should North Carolina spend a budget surplus?

 

Objective 3.09
  1. How do state and local governments impact the lives of individuals?
  2. What are some services provided by state government?
  3. Should tax dollars be used to support art galleries and museums?

Competency Goal  4

Objective 4.01
  1. How are political parties organized at the local and national levels?
  2. How do political parties promote civic responsibility?
  3. Should all citizens be required to belong to a political party?

 

Objective 4.02
  1. What are the qualifications and procedures for voting in North Carolina?
  2. What are the different types of elections?
  3. Should we do away with the Electoral College and choose the President by popular vote?

 

Objective 4.03
  1. How can citizens best learn about candidates and public issues?
  2. What role does the media play in shaping public opinion?
  3. Should exit polling results be announced on election night?

 

Objective 4.04
  1. What are the characteristics of an active citizen?
  2. How can lobbyists influence government?
  3. Should violence ever be used to force change in government?

 

Objective 4.05
  1. Why do most people voluntarily comply with the law?
  2. Should civil disobedience be used to secure civil rights?
  3. Are mandatory sentencing laws fair?

 

Objective 4.06
  1. How does the community as a whole benefit from public service?
  2. What role does volunteerism play in a democratic form of government?
  3. Should it be a graduation requirement for students to volunteer in their community for a certain number of hours?

 

Objective 4.07
  1. How do citizens become and remain informed members of society?
  2. What are the advantages and disadvantages of seeking political office?
  3. Should citizens be forced to perform jury duty?

 

Objective 4.08
  1. Why is civic involvement important for a society?
  2. How does individual participation in court proceedings impact the judicial process as a whole?
  3. What is the best way for individuals to get involved in the civic and political life of the nation?

 

Objective 4.09
  1. What types of conflict resolution are utilized by individuals and groups?
  2. Why is compromise important in a democratic form of government?
  3. Is conflict a necessary component of effective government?

Competency Goal  5

Objective 5.01
  1. What steps are necessary in order for two or more competing groups to resolve a conflict?
  2. Should individuals compromise on their core beliefs in order to resolve a conflict?
  3. How do societies resolve conflicts?

 

 

Objective 5.02
  1. What types of cases are handled in the various state and federal courts?
  2. What circumstances determine if a case may be appealed?
  3. What is the purpose of a tiered court system?

 

Objective 5.03
  1. Should judges be elected by the people or appointed by the government?
  2. How have the decisions of the Supreme Court changed the principle of due process and impacted the rights of the accused?
  3. What factors influence the way a judge rules in a case?

 

Objective 5.04
  1. Why is the seniority system a source of debate?
  2. Why is compromise essential to the law making process?
  3. What role do committees play in the legislative process?

 

Objective 5.05
  1. How do counties and cities work together to meet the needs of citizens?
  2. What are the advantages of disadvantages of a city annexing county property?
  3. How do local government officials balance competing interests and resolve conflicts?

 

Objective 5.06
  1. What role do citizens play in influencing government policies and actions?
  2. Should political parties and interest groups have the ability to sway public policy decisions?
  3. Which methods of influencing government are most effective?

Competency Goal  6

Objective 6.01
  1. How have legal codes changed over time?
  2. What role have philosophers played in the development of law in the United States?
  3. Should moral codes play a role in society?

 

Objective 6.02
  1. What types of crimes fall under the various categories of law?
  2. Why do violations of some laws carry higher penalties than others?
  3. What are similarities and differences in procedure for deciding criminal and civil cases?

 

Objective 6.03
  1. How do laws impact people’s lives?
  2. Why are so many agencies needed in order to effectively enforce the laws?
  3. How do American methods of law enforcement compare to those of other countries?

 

Objective 6.04
  1. Whose responsibility is it to inform citizens about laws?
  2. Should citizens be held accountable for following the laws, even if they do not know they exist?
  3. How does an informed citizenry lead to a safer society?

 

Objective 6.05
  1. To what extent should the government keep it citizenry informed?
  2. What role do political debates play in a democratic society?
  3. Is an informed citizenry always in a better position to make sound decisions about matters affecting the nation?

 

Objective 6.06
  1. Are lobby groups a benefit or a disadvantage to the process of democracy?
  2. What techniques do interest groups use to influence others?
  3. Why was legislation (the Federal Election Campaign Act) needed in order to protect public interests from private interests?

 

Objective 6.07
  1. Why is it necessary to have different law enforcement agencies?
  2. What methods do the law enforcement agencies use to maintain peace and curtail criminal activity?
  3. How does jurisdiction play a major role in deciding which law enforcement agency is responsible for enforcing the law?

 

Objective 6.08
  1. How have methods used by society to address criminal behaviors changed over time?
  2. What does the rate of recidivism in America imply about our society’s effectiveness in dealing with criminals?
  3. What factors determine how criminal and anti-social behavior will be addressed?

Competency Goal  7

Objective 7.01
  1. How do the basic factors of production influence the choices made by producers and consumers?
  2. What effects do limited natural resources have on the choices made by producers and consumers?
  3. How are the four factors of production used in satisfying wants and needs?

 

Objective 7.02
  1. Why is scarcity the biggest problem faced by all economies?
  2. How does scarcity affect price and the production and consumption of goods?
  3. How can scarcity affect economic interdependence?

 

Objective 7.03
  1. Should a government offer economic incentives to a company considering locating to a particular area?
  2. What factors influence producers to increase or decrease output?
  3. What factors influence consumers to increase or decrease the consumption of goods?

 

Objective 7.04
  1. How has mass production changed the way goods are produced and how does this affect markets?
  2. What effects do new technology, innovation and increased investment have on producers and consumers?
  3. What is the significance of education and training on the workforce?

 

Objective 7.05
  1. How can increased investment in capital goods and human capital lead to lower prices for the consumer?
  2. What effect does education and training for the workforce have on the quality of goods and services?
  3. How might an increase in the Producer Price Index impact consumers?

 

Objective 7.06
  1. What are the advantages and disadvantages for a society that practices Adam Smith’s “Invisible Hand” theory?
  2. Should the government become involved in the economy and what are the advantages and disadvantages of its involvement?
  3. How do economic decisions in a non-capitalistic system impact consumers?

Competency Goal  8

Objective 8.01
  1. How does a market economy protect consumers?
  2. What are the advantages and disadvantages to consumers when the government intervenes in the economy?
  3. Why might a nation choose one economic system over another?

 

Objective 8.02
  1. Why is the private ownership of resources a vital part of the free enterprise system?
  2. What roles do security and freedom play in the free enterprise system?
  3. How does the government protect individual initiative and what are the advantages and disadvantages of these protections?

 

Objective 8.03
  1. How would a disruption in any segment of the circular flow of economic activity impact the other parts?
  2. How does the capitalist system of economic exchange promote economic interdependence?
  3. What impact does government regulation have on the circular flow model?

 

Objective 8.04
  1. How does the government affect supply and demand schedules in the U.S. economy?
  2. Why do consumers choose substitute goods and how do these goods impact price?
  3. What factors affect a household’s disposable income?

 

Objective 8.05
  1. What are the pros and cons of wage and price controls and what affect do these have on the economy?
  2. How do consumers and markets react to both shortages and surpluses?
  3. What role does the government play when either a shortage or surplus of goods and services exists?

 

Objective 8.06
  1. Why is competition good for consumers?
  2. What impact can the government have on competition and how does its influence affect both consumers and producers?
  3. What are the advantages and disadvantages of a globally competitive market for consumers and domestic companies?

 

Objective 8.07
  1. What role does organized labor play in protecting workers and how does it impact prices and consumers?
  2. How does the government protect consumers and small businesses and ensure fair competition?
  3. How do sole proprietorships contribute to the spirit of the United States’ economic system?

 

Objective 8.08
  1. How does fiscal policy impact investment decisions made by individuals and businesses?
  2. How does the U.S. economic system allow for individual freedom and economic security?
  3. What impact does investment by businesses and the government have on prices and consumers?

 

Objective 8.09
  1. What ensures the value of the American dollar and how does its value impact prices, international trade, and investment decisions?
  2. What impact does credit have on individual and businesses?
  3. How might the overuse of credit affect a consumer?

Competency Goal  9

Objective 9.01
  1. How are economic indicators used to measure trends in the economy?
  2. Which aspects of the business cycle are prime for investment and which ones signal a slow down?
  3. How do producers and consumers impact the rise and fall of the business cycle?

 

Objective 9.02
  1. How is the conflict between private interests and government regulation resolved?
  2. What measures are in place to ensure fair labor practices in the US economy?
  3. What impact does government regulation have on production and consumption in the United States?

 

Objective 9.03
  1. Why do population shifts have a significant impact on the economy both in terms of resources and labor?
  2. How has the United States been affected by the shift from a focus on manufacturing to service?
  3. What effects do current immigration trends have on local economies?

 

Objective 9.04
  1. How do advances in technology influence the choices made by consumers and producers?
  2. To what extent has terrorist activity affected the national government’s economic decisions and impacted local economies?
  3. How has outsourcing affected manufacturing in North Carolina?

 

Objective 9.05
  1. How are the interests of free trade and protectionism resolved in the global economy?
  2. What impact do trade surpluses and deficits have on the national and the international economies?
  3. What effect do the limited labor and environmental regulations of foreign countries have on the economy of the United States?

 

Objective 9.06
  1. What impact do developing nations play in the global economy?
  2. What responsibility do developed nations have in assisting weaker nations to grow economically?
  3. How are international financial and economic organizations used to maintain stability in the global economy?

 

Objective 9.07
  1. How does the Federal Reserve use monetary policy to ensure balance and stability in the US economy?
  2. What role does government spending play in maintaining a stable and solid economy?
  3. How does the federal government accrue revenue and determine its distribution?

 

Objective 9.08
  1. How should government balance the needs of industry with those of protecting the environment and natural resources? and what are the consequences of favoring one over the other?
  2. How does local government make decisions about maintaining property and development, while balancing the effects on the economy?
  3. How does government regulation of the national economy impact local economies and the economic choices of individuals?

Competency Goal  10

Objective 10.01
  1. What responsibilities does the individual have to the community and the community to the individual?
  2. What is the difference between a civic and personal responsibility?
  3. What would be the likely result of citizens refusing to fulfill their responsibilities?

 

Objective 10.02
  1. What consequences may result from a lack of tolerance for diversity among individuals?
  2. What led to the shift in thinking of America as a “melting pot” to that of a “tossed salad”?
  3. What forms of discrimination exist in America today?

 

Objective 10.03
  1. What effect might an uninformed electorate have on the election process?
  2. How does education contribute to the betterment of society?
  3. Should citizens remain educated and informed after graduating from high school?

 

Objective 10.04
  1. What are the characteristics of a responsible citizen?
  2. Should community responsibility come at the expense of personal freedom?
  3. What impact will there be on the nation if citizens do not exhibit effective citizenship?

 

Objective 10.05
  1. What problems tend to reoccur in a society?
  2. Who should play a role in solving the recurring problems of society?
  3. How should a nation decide which problems to focus time, energy, and resources?

 

 

Objective 10.06
  1. How can an individual’s choices affect the liberty and happiness of others?
  2. What are some of the consequences that come with having so many freedoms in America?
  3. How do the freedoms experienced in America compare to freedoms enjoyed in other countries?

 

 

ASSIGNMENTS

 

  • The instructor requires students to read and/or interact to a wide spectrum of more challenging, thought provoking, relevant instructional materials including, but not limited to, multiple texts, primary sources and multimedia.
  • The instructor utilizes appropriate pacing.
  • The instructor requires evidence of higher level thinking from students.
  • The instructor uses appropriate technology.
  • The instructor encourages students to take greater responsibility and increase self-direction in their own learning.
  • The instructor includes opportunities for a variety of activities, such as panels, debates, reaction/reflection groups, scholarly dialogue, group investigations, and seminars.
  • The instructor requires students to engage in self-directed, advanced historical research.
  • The instructor provides multiple opportunities for real world and experiential learning opportunities.
  • The instructor requires students to develop and defend a position on a historical issue.

 

 

TIMETABLES AND DEADLINES

 

  • Problem-based collaborative investigation products must be submitted by the end of each nine-weeks grading period.
  • Independent and group investigation s are due at the end of each month.
  • Notebook checks, essays and miscellaneous projects are due every third week.

 

 

PACING GUIDE

 

 

Day 1

Pre-Test

Day 2

What is Civics?

Day 3

Citizenship

Day 4

Duties and Responsibilities

Day 5

Rights of Citizens

Day 6

Who are Americans?

Day 7

TEST 1

Day 8

Beginnings of America

Day 9

Colonies in America

Day 10

Colonial Life

Day 11

TEST 2

Day 12

Stirrings of Rebellion

Day 13

Beginnings of Rebellion

Day 14

Independence Declared

Day 15

Revolutionary War

Day 16

TEST 3

Day 17

Our 1st Governments

Day 18

Constitutional Convention

Day 19

Constitution

Day 20

Constitutional Principles

Day 21

Changing the Constitution

Day 22

TEST 4

Day 23

Bill of Rights

Day 24

Amendments

Day 25

Constitution Debated

Day 26

TEST 5

Day 27

US Congress

Day 28

Powers of Congress

Day 29

How Congress Works?

Day 30

Passing Laws

Day 31

TEST 6

Day 32

President

Day 33

Roles of the President

Day 34

Executive Offices

Day 35

Executive Departments

Day 36

Executive Departments

Day 37

Independent Agencies

Day 38

Bureaucracy

Day 39

TEST 7

Day 40

Review

Day 41

Mid-Term Test

Day 42

Political Parties

Day 43

U.S. Political

Day 44

Party Organization

Day 45

Today’s Political Parties

Day 46

Interest Groups

Day 47

TEST 8

Day 48

Federal Courts

Day 49

Lower Federal Courts

Day 50

Supreme Court

Day 51

Court Decisions

Day 52

Court Cases 

Day 53

TEST 9

Day 54

Right to Vote

Day 55

Election Campaigns

Day 56

Election Day

Day 57

TEST 10

Day 58

State Government

Day 59

Local Government

Day 60

Community Issues

Day 61

TEST 11

Day 62

Types of Laws

Day 63

Legal Rights

Day 64

Civil and Criminal Court

Day 65

Criminal Court

Day 66

TEST 12

Day 67

Flow of Economic Activity

Day 68

Economic Basics

Day 69

Factors of Demand

Day 70

Factors of Supply

Day 71

Economics Terms

Day 72

Economic Systems

Day 73

Types of Businesses

Day 74

TEST 13

Day 75

Economic Performance      

Day 76

Government and Economy

Day 77

Business and Labor

Day 78

Government Revenues

Day 79

TEST 14

Day 80

Government and Budgets

Day 81

Personal Finance

Day 82

U.S. and the World

Day 83

TEST 15

Day 84

Review

Day 85

Review

Day 86

Review

Day 87

EOC / EXAM

Day 88

EOC / EXAM

Day 89

EOC / EXAM

Day 90

EOC / EXAM

 

 

ASSESSMENTS

 

  • There are multiple types of assessment, including formal and informal evaluation.
  • Assessment can be conducted by a variety of individuals, including self, peers, instructors and outside experts.

 

 

RUBRICS

 

Civics and Economics Honors Writing Assessment Rubrics

 

Score 4 - This response shows understanding of the content, question, and/or problem. The response is insightful, integrates knowledge, and demonstrates powerful application.

  • The application shows powerful evidence of higher order thinking skills.
  • Concepts are accurate and well supported.
  • There are no misconceptions.
  • The response is comprehensive.

Score 3 - This response shows some understanding of the content, question, and/or problem. The response includes appropriate application that demonstrates evidence of higher order thinking skills.

  • The application shows some evidence of higher order thinking skills.
  • Concepts are accurate and supported.
  • There are no interfering misconceptions.
  • The response may not develop all parts equally.

Score 2 - This response shows knowledge of the content, question, and/or problem. The response is acceptable with some key ideas. The response shows little or no evidence of application.

  • The response includes some basic ideas.
  • The response provides little or no support.
  • There are minimal misconceptions.

Score 1 - This response shows minimal knowledge of the content, question, and/or problem. The response is related to the question, but it is inadequate.

  • The response includes incomplete or fragmented ideas or knowledge.
  • There may be significant misconceptions.

Score 0 - The response is completely incorrect or irrelevant. There may be no response.

 

Civics and Economics Honors Oral Presentation Rubric

 

 

 

5

4

3

2

1

Argument:
addresses thesis, question complexity, source analysis, thoroughness of evidence

Thesis is well-developed and clearly focused; acknowledges the complexity of the question itself; confrontation and discussion of conflicting sources and information

Thesis must be consistent and controlled; may not be as focused as in top category

Limited or partially developed thesis which addressed question somewhat; more descriptive than analytic; may not discuss entire question

Confused, unsupported, poorly developed thesis; limited understanding of question; ineffective or inaccurate analysis

No thesis or an irrelevant one; inadequate or inaccurate understanding of question

Presentation:
quality of interaction with audience

Loud and clear, rehearsal evident, consistent eye contact, cooperative effort, good group communication, visuals are integrated and purposeful, answer audience questions with insight, exceeds requirements; effective style and tone, capitalizes on audience level of interest and knowledge

Loud and clear, rehearsed but may need polish in areas, eye contact, good visuals, answers most questions, everyone contributes but not necessarily equally; style and tone consistent with audience level of interest and knowledge

Some eye contact, meets minimum requirements, one leader/speaker (not a group effort), some parts are effective but not consistent, attempts audience questions; style and tone sometimes appropriate, sporadically acknowledges audience interest and knowledge

May read to class, lacking eye contact, speaking not always clear, mispronunciations, not cooperative effort, needs rehearsal, lacking visuals if required, not used if present; style and tone seldom appropriate, rarely acknowledges audience interest and knowledge

Haven't taken assignment seriously, joking or arguing with group, choppy lacking rehearsal and organization; mispronunciations, can't answer questions lacking eye contact, doesn't even meet minimum requirements; no awareness of audience

 

 

 

 

 

 

 

 

 

Civics and Economics Honors Class Discussion Rubric

 

 

 

5

4

3

2

1

Quality of Comments

Timely and appropriate comments, thoughtful and reflective, responds respectfully to other student's remarks, provokes questions and comments from the group

Volunteers comments, most are appropriate and reflect some thoughtfulness, leads to other questions or remarks from student and/or others

Volunteers comments but lacks depth, may or may not lead to other questions from students

Struggles but participates, occasionally offers a comment when directly questioned, may simply restate questions or points previously raised, may add nothing new to the discussion or provoke no responses or question

Does not participate and/or only makes negative or disruptive remarks, comments are inappropriate or off topic

Resource/ Document Reference

Clear reference to text being discussed and connects to it to other text or reference points from previous readings and discussions

Has done the reading with some thoroughness, may lack some detail or critical insight

Has done the reading; lacks thoroughness of understanding or insight

Has not read the entire text and cannot sustain any reference to it in the course of discussion

Unable to refer to text for evidence or support of remarks

Active Listening

Posture, demeanor and behavior clearly demonstrate respect  and attentiveness to others

Listens to others most of the time, does not stay focused on other's comments (too busy formulating own) or loses continuity of discussion. Shows consistency in responding to the comments of others

Listens to others some of the time, does not stay focused on other's comments (too busy formulating own) or loses continuity of discussion. Shows some consistency in responding to the comments of others

Drifts in and out of discussion, listening to some remarks while clearly missing or ignoring others

Disrespectful of others when they are speaking; behavior indicates total non-involvement with group or discussion

 

Civics and Economics Honors Cooperative Learning Rubric

 

 

 

5

4

3

2

1

Works toward the achievement of group goals

Actively and consistently understands and works toward group goals

Consistently understands and works toward group goals

Consistently understands and sporadically works towards group goals

Sporadically understands and works toward group goals

Rarely, if ever, understands and works toward group goals

Demonstrates effective interpersonal skills

Actively and consistently helps promote effective group interaction and expresses ideas and opinions in ways that are sensitive to the feelings or knowledge base of others

Consistently participates in group interaction without prompting and expresses ideas and opinions in ways that are sensitive to the feelings and knowledge base of others

Consistently participates and sporadically expresses ideas and opinions in ways that are sensitive to the feelings and knowledge base of others

Sporadically participates in group interaction without prompting and sporadically expresses ideas and opinions in ways that are sensitive to the feelings and knowledge base of others

Rarely, if ever, participates in group interaction without prompting and expresses ideas and opinions in ways that are sensitive to the feelings and knowledge base of others

Contributes to group maintenance

Actively and consistently helps the group identify changes or modifications necessary in group processes and works toward carrying out those changes

Consistently implements changes or modifications necessary in group processes

Consistently helps implement changes or modifications necessary in group processes

Sporadically helps implement changes or modifications necessary in group processes

Rarely, if ever, helps implement changes or modifications necessary in group processes

Effectively performs a variety of roles within a group

Fulfills all obligations of assigned role

Fulfills most obligations of assigned role

Fulfills some obligations of assigned role

Fulfills few obligations of assigned role

Fulfills no obligations of assigned role

 

 

 

 

Civics and Economics Honors PowerPoint Presentation Rubric

 

 

 

6

5

4

3

2

1

Argument:

addresses thesis, question complexity, source analysis, thoroughness of evidence

 

Thesis is well-developed and clearly focused; demonstrates insight and original thinking, connections to own experience and/or prior knowledge

Thesis is well-developed and clearly focused; acknowledges the complexity of the question itself; confrontation and discussion of conflicting sources and information

Thesis must be consistent and controlled; may not be as focused as in top category

Limited or partially developed thesis which addressed question somewhat; more descriptive than analytic; may not discuss entire question

Confused, unsupported, poorly developed thesis; limited understanding of question; ineffective or inaccurate analysis

No thesis or an irrelevant one; inadequate or inaccurate understanding of question

Presentation:

quality of interaction with audience

 

Loud and clear, rehearsal evident, consistent eye contact, cooperative effort, good group communication, answer audience questions with insight; effective style and tone, capitalizes on audience level of interest and knowledge; exceeds requirements

Loud and clear, rehearsal evident, consistent eye contact, cooperative effort, good group communication, answer audience questions with insight;

Loud and clear, rehearsed but may need polish in areas, eye contact,  answers most questions, everyone contributes but not necessarily equally; style and tone consistent with audience level of interest and knowledge

Some eye contact, meets minimum requirements, one leader/speaker (not a group effort), some parts are effective but not consistent, attempts audience questions; style and tone sometimes appropriate, sporadically acknowledges audience interest and knowledge

May read to class, lacking eye contact, speaking not always clear, mispronunciations, not cooperative effort, needs rehearsal, style and tone seldom appropriate, rarely acknowledges audience interest and knowledge

Haven't taken assignment seriously, joking or arguing with group, choppy lacking rehearsal and organization; mispronunciations, can't answer questions lacking eye contact, doesn't even meet minimum requirements; no awareness of audience

PowerPoint:

use of visual devices

 

Sustained and seamless use of technical devices and content relevant visuals establishes a clear visual pattern that aids audience understanding

Purposeful use of animations and devices; main points are evident on slides and expanded through presentation; good, relevant visuals directly reflect content

Purposeful use of animations and devices; main points are evident on slides and expanded through presentation; good, relevant visuals

Overuse of animations and technical animations/devices; too much text, needs to be condensed

Inappropriate use of animations, devices, images; a paper on a slide

Incomplete; lack of or irrelevant devices and images

 

 

Civics and Economics Honors Debates Rubric

 

 

 

Criterion

1

2

3

4

5

 

 

Research

Minimal search for information restricted to personal knowledge; largely support for one side of debate.

Some information sought beyond the personal to that of other people; some consideration given to determining the arguments of the other side.

Sufficient support sought from at least two types of sources, personal and documentary; support for both sides sought and considered.

Careful and considerable support sought from personal, documentary and other general sources; balanced support for both sides sought and analyzed.

Thorough search through multiple, topic-specific sources of information: documentary, electronic, human; in-depth support for both sides sought, analyzed and evaluated.

 

 

Position

Position statement is missing or unclear and seems to include both sides or be irrelevant; arguments are illogical, irrelevant or off topic and confuse the audience; support for statements is not offered beyond personal assertion; position does not maintain audience interest.

Position statement is very general and may include irrelevant details; position meanders and confuses; little appropriate support is given; analysis is absent or simplistic.

Position statement is clear and begins to persuade; gives some support, though not all support is well-chosen; some analysis is attempted and examples are selected to support.

Position statement is persuasive; arguments are solid and mostly well-chosen; analysis is clear and mostly correct; examples are appropriate.

A clear position statement illuminates the essentials of the topic succinctly; arguments are valid, coherent and logical, showing sophisticated analysis of complex issues; critical support is given through examples and evidence that are thorough and insightful. In short, position is convincing and effective.

 

 

Presentation

Uses little of time allotment or ignores time limit until reminded; nervousness or bravado grate on audience; language is confused and confusing; arguments are irrelevant or poorly supported; is rude to opponents.

Either uses little of allotted time or goes over time allotment; is clearly nervous which interferes somewhat with presentation; language is imprecise and in places confused; subordinate and main points are given equal weight; ignores or dismisses opponents.

Does not go over time allotment; is generally well-spoken with only moments of nervousness visible; makes good arguments; stays on topic using clear language and gives main arguments; is polite to opponents.

Almost all time is used, but does not go over; speaks with some confidence and makes persuasive arguments using clear and appropriate language; is able to think on the spot of relevant arguments; is careful with opponents.

Complete time is used, but does not go over; speaks confidently and convincingly using clear, vivid and precise language; is able to make succinct and telling arguments on the spot; is respectful of opponents.

 

 

 

 

 

GRADING SCALE

 

Weight

 

 

General Assignment

15%

Notebook

25%

Quiz

30%

Test

30%

 

Grade

 

 

Letter Grade A

100-93

Letter Grade B

92-85

Letter Grade C

84-78

Letter Grade D

77-70

Letter Grade F

69-Below

 

 

INSTRUCTIONAL MATERIALS, EQUIPMENT AND TECHNOLOGIES

 

Students will have access to a wide spectrum of challenging, thought provoking, relevant instruction materials to achieve growth in the course. In additional to multiple texts and primary sources, students will have monitored access to the World Wide Web, a variety of data manipulation and desktop publishing software applications, interactive skills software, thinking map and graphic organizer applications, and the computers and/or computer labs along with peripherals devices should as data projectors, digital cameras, scanners and printers required to give them the technological tools required to gain skills and achieve academic excellence.

 

 

 

 

 

U. S. History Honors

 

Curriculum Guide

Northampton County High School – East

 

 

Ms. Ellis

 

 

Grade 11

 

 

COURSE DESCRIPTION

 

The study of United States History Honors in high school builds on historical and geographical perspectives gained from the elementary and middle level study of North Carolina and the United States. The study of World History in grade nine will now enable students to place the United States in a world context as well. The economic and political perspectives and historical foundations gained from the study of Civics and Economics Honors will prepare students for the examination of our nation’s history. In order to include the perspectives of the twenty-first century, the study of United States History Honors will begin with the Federalist Period and continue through the changes in America following the terrorist attack on September 11th. In North Carolina, the study of history no longer supports memorization of unexamined and isolated facts but emphasizes the thinking skills to detect trends, analyze movements and events, and develop a “sense of history”.

 

The United States History Honors provides the opportunity for advanced work, rigorous academic study, and the practical application of the major ideas and concepts found in the study of American history. The course is challenging and requires students to take greater responsibility for their learning by participating in problem-seeking and problem-solving, scholarly and creative processes, critical analysis and application, reflective thinking, and the expression and defense of ideas generated through the study of the content. United States History Honors follows the same course of study as the corresponding standard United States History course; however the material is taught with greater complexity, novelty, acceleration, and reflects a differentiated curriculum. United States History Honors is distinguished by a difference in the quality of the work expected, not merely an increase in quantity.

 

 

ELEVENTH GRADE UNITED STATES HISTORY HONORS NC SCOS

 

 

Competency Goal 1

The New Nation (1789-1820) - The learner will identify, investigate, and assess the effectiveness of the institutions of the emerging republic.

 

Objectives

1.01 Identify the major domestic issues and conflicts experienced by the nation during the Federalist Period.

1.02 Analyze the political freedoms available to the following groups prior to 1820: women, wage earners, landless farmers, American Indians, African Americans, and other ethnic groups.

1.03 Assess commercial and diplomatic relationships with Britain, France, and other nations.

Competency Goal 2

Expansion and Reform (1801-1850) - The learner will assess the competing forces of expansionism, nationalism, and sectionalism.

 

 

Objectives

2.01 Analyze the effects of territorial expansion and the admission of new states to the Union.

2.02 Describe how the growth of nationalism and sectionalism were reflected in art, literature, and language.

2.03 Distinguish between the economic and social issues that led to sectionalism and nationalism.

2.04 Assess political events, issues, and personalities that contributed to sectionalism and nationalism.

2.05 Identify the major reform movements and evaluate their effectiveness.

2.06 Evaluate the role of religion in the debate over slavery and other social movements and issues.

Competency Goal 3

Crisis, Civil War, and Reconstruction (1848-1877) - The learner will analyze the issues that led to the Civil War, the effects of the war, and the impact of Reconstruction on the nation.

 

 

Objectives

3.01 Trace the economic, social, and political events from the Mexican War to the outbreak of the Civil War.

3.02 Analyze and assess the causes of the Civil War.

3.03 Identify political and military turning points of the Civil War and assess their significance to the outcome of the conflict.

3.04 Analyze the political, economic, and social impact of Reconstruction on the nation and identify the reasons why Reconstruction came to an end.

3.05 Evaluate the degree to which the Civil War and Reconstruction proved to be a test of the supremacy of the national government.

Competency Goal 4

The Great West and the Rise of the Debtor (1860s-1896) - The learner will evaluate the great westward movement and assess the impact of the agricultural revolution on the nation.

 

Objectives

4.01 Compare and contrast the different groups of people who migrated to the West and describe the problems they experienced.

4.02 Evaluate the impact that settlement in the West had upon different groups of people and the environment.

4.03 Describe the causes and effects of the financial difficulties that plagued the American farmer and trace the rise and decline of Populism.

4.04 Describe innovations in agricultural technology and business practices and assess their impact on the West.

Competency Goal 5

Becoming an Industrial Society (1877-1900) - The learner will describe innovations in technology and business practices and assess their impact on economic, political, and social life in America.

 

Objectives

5.01 Evaluate the influence of immigration and rapid industrialization on urban life.

5.02 Explain how business and industrial leaders accumulated wealth and wielded political and economic power.

5.03 Assess the impact of labor unions on industry and the lives of workers.

5.04 Describe the changing role of government in economic and political affairs.

Competency Goal 6

The emergence of the United States in World Affairs (1890-1914) - The learner will analyze causes and effects of the United States emergence as a world power.

 

Objectives

6.01 Examine the factors that led to the United States taking an increasingly active role in world affairs.

6.02 Identify the areas of United States military, economic, and political involvement and influence.

6.03 Describe how the policies and actions of the United States government impacted the affairs of other countries.

Competency Goal 7

The Progressive Movement in the United States (1890-1914) - The learner will analyze the economic, political, and social reforms of the Progressive Period.

 

Objectives

7.01 Explain the conditions that led to the rise of Progressivism.

7.02 Analyze how different groups of Americans made economic and political gains in the Progressive Period.

7.03 Evaluate the effects of racial segregation on different regions and segments of the United States' society.

7.04 Examine the impact of technological changes on economic, social, and cultural life in the United States.

Competency Goal 8

The Great War and Its Aftermath (1914-1930) - The learner will analyze United States involvement in World War I and the war's influence on international affairs during the 1920's.

 

Objectives

8.01 Examine the reasons why the United States remained neutral at the beginning of World War I but later became involved.

8.02 Identify political and military turning points of the war and determine their significance to the outcome of the conflict.

8.03 Assess the political, economic, social, and cultural effects of the war on the United States and other nations.

Competency Goal 9

Prosperity and Depression (1919-1939) - The learner will appraise the economic, social, and political changes of the decades of "The Twenties" and "The Thirties."

 

Objectives

9.01 Elaborate on the cycle of economic boom and bust in the 1920's and 1930's.

9.02 Analyze the extent of prosperity for different segments of society during this period.

9.03 Analyze the significance of social, intellectual, and technological changes of lifestyles in the United States.

9.04 Describe challenges to traditional practices in religion, race, and gender.

9.05 Assess the impact of New Deal reforms in enlarging the role of the federal government in American life.

Competency Goal 10

World War II and the Beginning of the Cold War (1930s-1963) - The learner will analyze United States involvement in World War II and the war's influence on international affairs in following decades.

 

Objectives

10.01 Elaborate on the causes of World War II and reasons for United States entry into the war.

10.02 Identify military, political, and diplomatic turning points of the war and determine their significance to the outcome and aftermath of the conflict.

10.03 Describe and analyze the effects of the war on American economic, social, political, and cultural life.

10.04 Elaborate on changes in the direction of foreign policy related to the beginnings of the Cold War.

10.05 Assess the role of organizations established to maintain peace and examine their continuing effectiveness.

Competency Goal 11

Recovery, Prosperity, and Turmoil (1945-1980) - The learner will trace economic, political, and social developments and assess their significance for the lives of Americans during this time period.

 

Objectives

11.01 Describe the effects of the Cold War on economic, political, and social life in America.

11.02 Trace major events of the Civil Rights Movement and evaluate its impact.

11.03 Identify major social movements including, but not limited to, those involving women, young people, and the environment, and evaluate the impact of these movements on the United States' society.

11.04 Identify the causes of United States' involvement in Vietnam and examine how this involvement affected society.

11.05 Examine the impact of technological innovations that have impacted American life.

11.06 Identify political events and the actions and reactions of the government officials and citizens, and assess the social and political consequences.

Competency Goal 12

The United States since the Vietnam War (1973-present) - The learner will identify and analyze trends in domestic and foreign affairs of the United States during this time period.

 

Objectives

12.01 Summarize significant events in foreign policy since the Vietnam War.

12.02 Evaluate the impact of recent constitutional amendments, court rulings, and federal legislation on United States' citizens.

12.03 Identify and assess the impact of economic, technological, and environmental changes in the United States.

12.04 Identify and assess the impact of social, political, and cultural changes in the United States.

12.05 Assess the impact of growing racial and ethnic diversity in American society.

12.06 Assess the impact of twenty-first century terrorist activity on American society.

 

 

ESSENTIAL QUESTIONS

 

Essential questions are the guiding questions that promote inquiry and deeper exploration of a subject and lead students to use the factual knowledge to draw conclusions and ultimately deduce the desired generalization. Because the goal of the essential questions is to get students to understand the generalizations, the two are related and questions are written to support the generalization.

 

Essential questions can be written on three levels: factual, conceptual, and provocative. During a lesson, teachers should use some of each type to engage students. Factual questions are written to cover the content and can be fixed in time and place. Because of this, factual questions can be written using proper nouns and past tense. For instance a unit on political action may cover the factual question “what strategies do lobbyists use to influence Congress?” Conceptual questions are timeless and universal and therefore are written more broadly. For instance a conceptual question for political action may be “What is the role of an active citizen?” Provocative questions are the highest level, have no right or wrong answer and are meant to encourage debate such as, “Should controversial or unpopular groups be excluded from political participation in a democracy?”

 

 

ASSIGNMENTS

 

  • The instructor requires students to read and/or interact to a wide spectrum of more challenging, thought provoking, relevant instructional materials including, but not limited to, multiple texts, primary sources and multimedia.
  • The instructor utilizes appropriate pacing.
  • The instructor requires evidence of higher level thinking from students.
  • The instructor uses appropriate technology.
  • The instructor encourages students to take greater responsibility and increase self-direction in their own learning.
  • The instructor includes opportunities for a variety of activities, such as panels, debates, reaction/reflection groups, scholarly dialogue, group investigations, and seminars.
  • The instructor requires students to engage in self-directed, advanced historical research.
  • The instructor provides multiple opportunities for real world and experiential learning opportunities.
  • The instructor requires students to develop and defend a position on a historical issue.

 

 

TIMETABLES AND DEADLINES

 

  • Problem-based collaborative investigation products must be submitted by the end of each nine-weeks grading period.
  • Independent and group investigation s are due at the end of each month.
  • Notebook checks, essays and miscellaneous projects are due every third week.

 

 

PACING GUIDE

 

 

Day 1

Pretest

Day 2

Federalist Era-Washington

Day 3

Adams

Day 4

Jefferson

Day 5

Early 1800’s Politics

Day 6

Sectionalism

Day 7

Jacksonian Age

Day 8

Era of Reform

Day 9

Mid-1800’s

Day 10

TEST 1

Day 11

Manifest Destiny

Day 12

Pre-Civil War Events

Day 13

Immediate Causes of Civil War

Day 14

Behind the War

Day 15

Civil War

Day 16

End of War

Day 17

Reconstruction

Day 18

Reconstruction

Day 19

Reconstruction Ends

Day 20

TEST 2

Day 21

Plains Indians

Day 22

Ranching / Mining

Day 23

Life on Plains

Day 24

Farmers and Populists

Day 25

Industrialization

Day 26

Big Business

Day 27

Labor Movement

Day 28

Urbanization

Day 29

Gilded Age Politics

Day 30

TEST 3

Day 31

Imperialism

Day 32

World Power

Day 33

Turn of the Century

Day 34

Discrimination

Day 35

Progressivism

Day 36

Progressive Reforms

Day 37

T. Roosevelt

Day 38

Taft / Election of 1912

Day 39

Wilson as a Progressive

Day 40

TEST 4

Day 41

REVIEW

Day 42

Mid-Term Exam

Day 43

World War I Begins

Day 44

US in WW I

Day 45

Fight for Peace

Day 46

Return to Normalcy

Day 47

Roaring 20’s

Day 48

20’s Culture

Day 49

TEST 5

Day 50

Start of Depression

Day 51

New Deal

Day 52

2nd New Deal

Day 53

Outbreak of WW II

Day 54

Holocaust

Day 55

US in WW II

Day 56

War in Europe

Day 57

War in the Pacific

Day 58

TEST 6

Day 59

Cold War Begins

Day 60

Truman and Cold War

Day 61

Eisenhower and the 50’s

Day 62

50’s Culture

Day 63

TEST 7

Day 64

Kennedy and the Cold War

Day 65

New Frontier

Day 66

Great Society

Day 67

Civil Rights Movement

Day 68

Civil Rights Movement

Day 69

Civil Rights Crisis

Day 70

Vietnam War

Day 71

Vietnam

Day 72

60’s Culture

Day 73

Nixon Presidency

Day 74

TEST 8

Day 75

Ford and Carter

Day 76

1980’s

Day 77

Modern America

Day 78

Test 9

Day 79

Review

Day 80

Review

Day 81

Review

Day 82

Review

Day 83

Review

Day 84

Review

Day 85

Review

Day 86

Review

Day 87

EOC / EXAM

Day 88

EOC / EXAM

Day 89

EOC / EXAM

Day 90

EOC / EXAM

 

 

ASSESSMENTS

 

  • There are multiple types of assessment, including formal and informal evaluation.
  • Assessment can be conducted by a variety of individuals, including self, peers, instructors and outside experts.

 

 

RUBRICS

 

US History Honors Writing Assessment Rubrics

 

Score 4 - This response shows understanding of the content, question, and/or problem. The response is insightful, integrates knowledge, and demonstrates powerful application.

  • The application shows powerful evidence of higher order thinking skills.
  • Concepts are accurate and well supported.
  • There are no misconceptions.
  • The response is comprehensive.

Score 3 - This response shows some understanding of the content, question, and/or problem. The response includes appropriate application that demonstrates evidence of higher order thinking skills.

  • The application shows some evidence of higher order thinking skills.
  • Concepts are accurate and supported.
  • There are no interfering misconceptions.
  • The response may not develop all parts equally.

Score 2 - This response shows knowledge of the content, question, and/or problem. The response is acceptable with some key ideas. The response shows little or no evidence of application.

  • The response includes some basic ideas.
  • The response provides little or no support.
  • There are minimal misconceptions.

Score 1 - This response shows minimal knowledge of the content, question, and/or problem. The response is related to the question, but it is inadequate.

  • The response includes incomplete or fragmented ideas or knowledge.
  • There may be significant misconceptions.

Score 0 - The response is completely incorrect or irrelevant. There may be no response.

 

 

 

 

 

 

 

 

US History Honors Oral Presentation Rubric

 

 

 

5

4

3

2

1

Argument:
addresses thesis, question complexity, source analysis, thoroughness of evidence

Thesis is well-developed and clearly focused; acknowledges the complexity of the question itself; confrontation and discussion of conflicting sources and information

Thesis must be consistent and controlled; may not be as focused as in top category

Limited or partially developed thesis which addressed question somewhat; more descriptive than analytic; may not discuss entire question

Confused, unsupported, poorly developed thesis; limited understanding of question; ineffective or inaccurate analysis

No thesis or an irrelevant one; inadequate or inaccurate understanding of question

Presentation:
quality of interaction with audience

Loud and clear, rehearsal evident, consistent eye contact, cooperative effort, good group communication, visuals are integrated and purposeful, answer audience questions with insight, exceeds requirements; effective style and tone, capitalizes on audience level of interest and knowledge

Loud and clear, rehearsed but may need polish in areas, eye contact, good visuals, answers most questions, everyone contributes but not necessarily equally; style and tone consistent with audience level of interest and knowledge

Some eye contact, meets minimum requirements, one leader/speaker (not a group effort), some parts are effective but not consistent, attempts audience questions; style and tone sometimes appropriate, sporadically acknowledges audience interest and knowledge

May read to class, lacking eye contact, speaking not always clear, mispronunciations, not cooperative effort, needs rehearsal, lacking visuals if required, not used if present; style and tone seldom appropriate, rarely acknowledges audience interest and knowledge

Haven't taken assignment seriously, joking or arguing with group, choppy lacking rehearsal and organization; mispronunciations, can't answer questions lacking eye contact, doesn't even meet minimum requirements; no awareness of audience

 

 

 

 

 

 

 

 

 

 

US History Honors Class Discussion Rubric

 

 

 

5

4

3

2

1

Quality of Comments

Timely and appropriate comments, thoughtful and reflective, responds respectfully to other student's remarks, provokes questions and comments from the group

Volunteers comments, most are appropriate and reflect some thoughtfulness, leads to other questions or remarks from student and/or others

Volunteers comments but lacks depth, may or may not lead to other questions from students

Struggles but participates, occasionally offers a comment when directly questioned, may simply restate questions or points previously raised, may add nothing new to the discussion or provoke no responses or question

Does not participate and/or only makes negative or disruptive remarks, comments are inappropriate or off topic

Resource/ Document Reference

Clear reference to text being discussed and connects to it to other text or reference points from previous readings and discussions

Has done the reading with some thoroughness, may lack some detail or critical insight

Has done the reading; lacks thoroughness of understanding or insight

Has not read the entire text and cannot sustain any reference to it in the course of discussion

Unable to refer to text for evidence or support of remarks

Active Listening

Posture, demeanor and behavior clearly demonstrate respect  and attentiveness to others

Listens to others most of the time, does not stay focused on other's comments (too busy formulating own) or loses continuity of discussion. Shows consistency in responding to the comments of others

Listens to others some of the time, does not stay focused on other's comments (too busy formulating own) or loses continuity of discussion. Shows some consistency in responding to the comments of others

Drifts in and out of discussion, listening to some remarks while clearly missing or ignoring others

Disrespectful of others when they are speaking; behavior indicates total non-involvement with group or discussion

 

 

US History Honors Cooperative Learning Rubric

 

 

 

5

4

3

2

1

Works toward the achievement of group goals

Actively and consistently understands and works toward group goals

Consistently understands and works toward group goals

Consistently understands and sporadically works towards group goals

Sporadically understands and works toward group goals

Rarely, if ever, understands and works toward group goals

Demonstrates effective interpersonal skills

Actively and consistently helps promote effective group interaction and expresses ideas and opinions in ways that are sensitive to the feelings or knowledge base of others

Consistently participates in group interaction without prompting and expresses ideas and opinions in ways that are sensitive to the feelings and knowledge base of others

Consistently participates and sporadically expresses ideas and opinions in ways that are sensitive to the feelings and knowledge base of others

Sporadically participates in group interaction without prompting and sporadically expresses ideas and opinions in ways that are sensitive to the feelings and knowledge base of others

Rarely, if ever, participates in group interaction without prompting and expresses ideas and opinions in ways that are sensitive to the feelings and knowledge base of others

Contributes to group maintenance

Actively and consistently helps the group identify changes or modifications necessary in group processes and works toward carrying out those changes

Consistently implements changes or modifications necessary in group processes

Consistently helps implement changes or modifications necessary in group processes

Sporadically helps implement changes or modifications necessary in group processes

Rarely, if ever, helps implement changes or modifications necessary in group processes

Effectively performs a variety of roles within a group

Fulfills all obligations of assigned role

Fulfills most obligations of assigned role

Fulfills some obligations of assigned role

Fulfills few obligations of assigned role

Fulfills no obligations of assigned role

 

 

 

 

 

US History Honors PowerPoint Presentation Rubric

 

 

 

6

5

4

3

2

1

Argument:

addresses thesis, question complexity, source analysis, thoroughness of evidence

 

Thesis is well-developed and clearly focused; demonstrates insight and original thinking, connections to own experience and/or prior knowledge

Thesis is well-developed and clearly focused; acknowledges the complexity of the question itself; confrontation and discussion of conflicting sources and information

Thesis must be consistent and controlled; may not be as focused as in top category

Limited or partially developed thesis which addressed question somewhat; more descriptive than analytic; may not discuss entire question

Confused, unsupported, poorly developed thesis; limited understanding of question; ineffective or inaccurate analysis

No thesis or an irrelevant one; inadequate or inaccurate understanding of question

Presentation:

quality of interaction with audience

 

Loud and clear, rehearsal evident, consistent eye contact, cooperative effort, good group communication, answer audience questions with insight; effective style and tone, capitalizes on audience level of interest and knowledge; exceeds requirements

Loud and clear, rehearsal evident, consistent eye contact, cooperative effort, good group communication, answer audience questions with insight;

Loud and clear, rehearsed but may need polish in areas, eye contact,  answers most questions, everyone contributes but not necessarily equally; style and tone consistent with audience level of interest and knowledge

Some eye contact, meets minimum requirements, one leader/speaker (not a group effort), some parts are effective but not consistent, attempts audience questions; style and tone sometimes appropriate, sporadically acknowledges audience interest and knowledge

May read to class, lacking eye contact, speaking not always clear, mispronunciations, not cooperative effort, needs rehearsal, style and tone seldom appropriate, rarely acknowledges audience interest and knowledge

Haven't taken assignment seriously, joking or arguing with group, choppy lacking rehearsal and organization; mispronunciations, can't answer questions lacking eye contact, doesn't even meet minimum requirements; no awareness of audience

PowerPoint:

use of visual devices

 

Sustained and seamless use of technical devices and content relevant visuals establishes a clear visual pattern that aids audience understanding

Purposeful use of animations and devices; main points are evident on slides and expanded through presentation; good, relevant visuals directly reflect content

Purposeful use of animations and devices; main points are evident on slides and expanded through presentation; good, relevant visuals

Overuse of animations and technical animations/devices; too much text, needs to be condensed

Inappropriate use of animations, devices, images; a paper on a slide

Incomplete; lack of or irrelevant devices and images

 

 

 

US History Honors Debates Rubric

 

 

 

Criterion

1

2

3

4

5

 

 

Research

Minimal search for information restricted to personal knowledge; largely support for one side of debate.

Some information sought beyond the personal to that of other people; some consideration given to determining the arguments of the other side.

Sufficient support sought from at least two types of sources, personal and documentary; support for both sides sought and considered.

Careful and considerable support sought from personal, documentary and other general sources; balanced support for both sides sought and analyzed.

Thorough search through multiple, topic-specific sources of information: documentary, electronic, human; in-depth support for both sides sought, analyzed and evaluated.

 

 

Position

Position statement is missing or unclear and seems to include both sides or be irrelevant; arguments are illogical, irrelevant or off topic and confuse the audience; support for statements is not offered beyond personal assertion; position does not maintain audience interest.

Position statement is very general and may include irrelevant details; position meanders and confuses; little appropriate support is given; analysis is absent or simplistic.

Position statement is clear and begins to persuade; gives some support, though not all support is well-chosen; some analysis is attempted and examples are selected to support.

Position statement is persuasive; arguments are solid and mostly well-chosen; analysis is clear and mostly correct; examples are appropriate.

A clear position statement illuminates the essentials of the topic succinctly; arguments are valid, coherent and logical, showing sophisticated analysis of complex issues; critical support is given through examples and evidence that are thorough and insightful. In short, position is convincing and effective.

 

 

Presentation

Uses little of time allotment or ignores time limit until reminded; nervousness or bravado grate on audience; language is confused and confusing; arguments are irrelevant or poorly supported; is rude to opponents.

Either uses little of allotted time or goes over time allotment; is clearly nervous which interferes somewhat with presentation; language is imprecise and in places confused; subordinate and main points are given equal weight; ignores or dismisses opponents.

Does not go over time allotment; is generally well-spoken with only moments of nervousness visible; makes good arguments; stays on topic using clear language and gives main arguments; is polite to opponents.

Almost all time is used, but does not go over; speaks with some confidence and makes persuasive arguments using clear and appropriate language; is able to think on the spot of relevant arguments; is careful with opponents.

Complete time is used, but does not go over; speaks confidently and convincingly using clear, vivid and precise language; is able to make succinct and telling arguments on the spot; is respectful of opponents.

 

 

 

 

GRADING SCALE

 

Weight

 

 

General Assignment

15%

Notebook

25%

Quiz

30%

Test

30%

 

Grade

 

 

Letter Grade A

100-93

Letter Grade B

92-85

Letter Grade C

84-78

Letter Grade D

77-70

Letter Grade F

69-Below

 

 

INSTRUCTIONAL MATERIALS, EQUIPMENT AND TECHNOLOGIES

 

Students will have access to a wide spectrum of challenging, thought provoking, relevant instruction materials to achieve growth in the course. In additional to multiple texts and primary sources, students will have monitored access to the World Wide Web, a variety of data manipulation and desktop publishing software applications, interactive skills software, thinking map and graphic organizer applications, and the computers and/or computer labs along with peripherals devices should as data projectors, digital cameras, scanners and printers required to give them the technological tools required to gain skills and achieve academic excellence.