CHESHIRE PUBLIC
SCHOOLS
SUBJECT AREA
SUMMARY SHEETS
SOCIAL STUDIES
Curriculum Review Cycle Schedule
16-17 Implement I
17-18 Implement II
18-19 Implement III
19-20 Evaluation –Subcommittee is Formed
20-21 Analyze/Plan – Presentation to CCC
2
SUBJECT/DEPARTMENT: SOCIAL STUDIES
MISSION STATEMENT
Your mission should answer: Why? It provides clarity of purpose. Your mission gives focus
to the question, ‘Why does this curricular area exist?’
The mission of the K-12 social studies curriculum is to engage students in the study of the five
disciplines within the social sciences. Coursework and units of study provide students with
opportunities to develop an appreciation for diverse civilizations by helping them understand
how geography, history, economics, politics, and human behavior from past and present societies
have a lasting impact on our changing world. Students develop the skills, knowledge, and
perspective needed to become responsible global citizens and lifelong learners.
PERFORMANCE STANDARDS
3
Taken from the CHS Program of Studies
Collaborative/Cooperative Worker
Students will use historical thinking skills to develop an understanding of the major historical
periods, issues and trends in United States history, world history, and Connecticut and local
history.
Students will demonstrate how the exchange of goods and services by individuals, groups and
nations create economic interdependence and change
Community Contributor
Students will interpret spatial patterns of human migration, economic activities and political units
in Connecticut, the nation and the world
Students will be able to gain knowledge and understanding of the traditions, products and
perspectives of the cultures studied.
Students will use spatial perspective to identify and analyze the significance of physical and
cultural characteristics of places and world regions.
Complex Thinker
Students will be able to gain knowledge and understanding of the traditions, products and
perspectives of the cultures studied
Students will demonstrate how the exchange of goods and services by individuals, groups and
nations create economic interdependence and change
Students will use spatial perspective to identify and analyze the significance of physical and
cultural characteristics of places and world regions.
Effective Communicator
Students will use historical thinking skills to develop an understanding of the major historical
periods, issues and trends in United States history, world history, and Connecticut and local
history
Students will interpret spatial patterns of human migration, economic activities and political units
in Connecticut, the nation and the world.
Students will demonstrate how the exchange of goods and services by individuals, groups and
nations create economic interdependence and change.
Knowledgeable Person
Students will interpret spatial patterns of human migration, economic activities and political units
in Connecticut, the nation and the world.
Students will be able to gain knowledge and understanding of the traditions, products and
perspectives of the cultures studied.
Students will demonstrate how the exchange of goods and services by individuals, groups and
nations create economic interdependence and change.
Students will use spatial perspective to identify and analyze the significance of physical and
cultural characteristics of places and world regions.
Self Directed Learner
4
Students will interpret spatial patterns of human migration, economic activities and political units
in Connecticut, the nation and the world.
Students will demonstrate how the exchange of goods and services by individuals, groups and
nations create economic interdependence and change.
Skilled Information Processor
Students will use historical thinking skills to develop an understanding of the major historical
periods, issues and trends in United States history, world history, and Connecticut and local
history.
Students will interpret spatial patterns of human migration, economic activities and political units
in Connecticut, the nation and the world.
Students will demonstrate how the exchange of goods and services by individuals, groups and
nations create economic interdependence and change.
Dodd Middle School has formed a committee to begin writing the performance standards from a
Dodd perspective.
5
ANNUAL PROGRAM/DEPARTMENTAL GOALS/STRATEGIC PLANNING
INITIATIVES
What are the goals for your program or department for this curriculum area for this year
2016-2017?
CHS Social Studies CCC 2016-17 Annual Goals
Curriculum CHS social studies department will continue to collaborate within our PLCs to develop,
revise and align our curriculum to reflect CCSS, C3 Framework, and the new CT Social
Studies Frameworks with the goal of embedding the acquisition of literacy skills within
each curricular unit and creating opportunities for student-led inquiries and authentic
application. The department will identify essential standards (a mix of CCSS, CT Framework)
that capture the common learning expectations for all CHS students as they
progress through the Social Studies curricular sequence. Each PLC group will select approximately 4-5 of the departmental essential
standards that will be a focus of instruction and assessment throughout the course.
Each PLC will evaluate the inquiry activities currently in place, and explore
additional inquiry-based activities for each course.
Instruction: CHS social studies department will continue to collaborate within our PLCs to develop,
implement, and evaluate instructional practices designed to facilitate the achievement of
the essential departmental standards.
Each PLC group will identify curricular units in which the essential standards are
addressed and share instructional activities used to develop the skills and/or
knowledge associated with these standards. Each teacher or PLC group will select, implement and evaluate 1-2 instructional
strategies designed to address the essential standards.
Assessment: CHS social studies department will continue to collaborate within our PLCs to modify
and develop formative and summative assessments which measure student growth in the
areas of essential departmental standards.
Each PLC group will evaluate what assessments are in place that measure student
growth in areas related to the departmental essential standards. Each PLC group will develop, implement, and evaluate formative and summative
assessments designed to measure student growth and level of mastery in the areas
related to the departmental essential standards.
Professional Development: Each department member will identify and participate in PD activities, within CHS and
externally as well, which further advancement in stated curricular, instructional, and
assessment goals for 2016-17.
6
Program: Dodd Social Studies
Components Annual Objectives
Curriculum By July/August 2017, the Dodd Grade 7 social studies department will
have developed the curriculum and pacing calendar for the newly
revised Grade 7 social studies curriculum. Decisions about the
calendar and pacing will be developed collaboratively and with
feedback from colleagues.
By July/August 2017, the Dodd Grade 7 social studies department will
have developed the measurable objectives for each of the curriculum
units specified in their curriculum calendar and pacing guide.
By September of 2017 the Dodd Grade 7 social studies faculty will
have developed all of the new curriculum units that aligned to the
CSDE social studies framework. Specifically, these units will address
the geography, economics, history, and government for these four
regions of the world: Eastern Europe, Western Europe, Middle East
and North Africa, and Asia. Compelling questions, supporting
questions, evidence, and student products will be part of every unit (C3
Framework). In addition, authors will provide assessment rubrics,
performance tasks, and a listed of web-based resources for each unit.
Each unit will also stipulate related CPS performance standards,
suggested differentiation for various learner subgroups.
By August 2017, the Dodd Grade 8 social studies department will have
developed the curriculum and pacing calendar aligned to the new
CSDE social studies framework. The focus of this curriculum will
continue to be through the lens of United States history from
Revolutionary America through Reconstruction, but will embed
secondary standards addressing civics, economics, and geography.
Students will be assessed at the end of each unit on a Performance
Task aligned to the compelling and supporting questions for the unit.
By August 2017, the Dodd Grade 8 social studies department will have
developed curriculum using the College, Career, and Civic Life (C3)
design model in order to have students plan inquiries, apply
disciplinary tools and concepts, evaluate sources using evidence, and
take informed action.
Assessment Grade 7-8 social studies teachers will collaboratively design a standards-
based spreadsheet and roster that documents individual student progress toward
mastery of the grade level social studies standards.
Organizing for Instruction
Resources and Technology
All new C3 social studies units will be stored on Drive and shared with all
Dodd social studies teachers, Dodd administrators, the CHS social studies
department head, Grade 5-6 social studies teachers, and the district Curriculum
Office.
7
Professional Development
Grade 7-8 social studies teachers will participate in at least two professional
learning sessions designed to help them understand the components and
expectations of the new CSDE C3 framework for social studies.
Program: K-6 Social Studies
Components Annual Objectives
Curriculum By August 2017, Grade 1, 5, and 6 social studies representatives will have
selected the appropriate C3 and CCSS ELA standards for each curriculum
unit and for each of the four dimensions of the curriculum.
By August 2017, Grade 1, 5, and 6 social studies representatives will have
developed the measurable objectives for each of the C3 curriculum units
specified in their curriculum calendar.
By August 2017, Grade 1, 5, and 6 social studies representatives will have
developed the pacing guides for each of their C3 social studies units.
By August 2017, Grade 6 social studies representatives and teachers will
have written the curriculum for all four dimensions of each C3 curriculum
unit. Compelling questions, supporting questions, evidence, and student
products will be part of every unit. In addition, authors will provide
assessment criteria, performance tasks, and a list of web-based resources for
each unit. Each unit will also stipulate related CPS performance standards,
suggested differentiation for various learner subgroups, and suggestions for
personalizing each unit, and recommendations to include interdisciplinary
connections.
Assessment A representative team of Grade 1, 5, and 6 social studies teachers will reach
and document their common agreement about the use of standards-based
performance tasks, checklists and/or rubrics to assess student work.
Organizing for
Instruction A representative team of Grade 1, 5, and-6 social studies teachers will reach
and document their common agreement about instructional strategies they
intend to use with the new C3 social studies standards.
Resources and
Technology All new C3 social studies units will be stored on either Atlas or Drive and
shared with all Grade K and 6 social studies teachers, administrators, the
Dodd and CHS social studies department head, and the district Curriculum
Office.
Professional
Development Grade 6 social studies teachers will participate in at least two professional
learning sessions designed to help them understand the components and
expectations of the new CSDE C3 framework and social studies curriculum.
8
What Was, What Is, What Will Be Form Darcey
Prepared by: Karas, Burns Glynn
Date: 6.11
Components What Was What Is What Will Be
Curriculum,
Objectives,
Guides
In 2003 Darcey
teacher’s
implemented
common social
studies curriculum
units in history,
economics, and
culture. Units
incorporated
essential concepts
and active,
collaborative
learning.
Curriculum units
for economics,
history, and culture
have been revised
and aligned with
time constraints.
Representatives or volunteers will
meet quarterly during two or three
school years, or during the summer
months, to develop an updated
social studies curriculum based on
essential concepts, national
standards, and best practices
instructional strategies. Teachers
will create and store this curriculum
using the district’s Google Apps
account.
As requested by classroom teachers,
the Curriculum Office will work
with grade level representatives to
draft and approve a common (i.e.
across the district or within a
building) pacing guide for each
social studies curriculum unit.
Kindergarten teachers will have had
the opportunity to meet at least once
per year to discuss curriculum
content, instructional strategies, and
assessment.
Texts,
Manipulatives,
Technology
No adopted
textbook. Picture
books.
Artifacts, display
items.
Unitedstreaming.
No adopted
textbook. Picture
books.
Artifacts, display
items.
SmartBoard in
some classrooms.
Kindergarten students will have
access to nonfiction independent
reading or read aloud text in each
classroom that supports each of
their units of instruction.
All kindergarten teachers will be
able to access Unitedstreaming.
Kindergarten students will use the
library SmartBoard to conduct
guided social studies research
during at least one library
curriculum unit.
9
Organizing for
Instruction
Time allocation for
social studies is 60
minutes per week.
Instructional
strategies include:
minilessons,
readalouds,
simulations,
roleplaying, and
discussion.
Time allocation for
social studies is 60
minutes per week.
Instructional
strategies include:
minilessons,
readalouds,
simulations,
roleplaying, and
discussion.
All kindergarten teachers will store
and use either Unitedstreaming or
web-based video and video clips at
least once during each social studies
curriculum unit.
When available, teachers will use
SmartBoard technology coupled
with individual and small group
tasks to increase active learning in
social studies and address district
technology expectations.
Each classroom teacher will be able
to identify the aspects of their grade
level social studies curriculum that
integrate library work with
nonfiction text and/or information
research.
Assessment
No formal
assessment
No formal
assessment.
Each kindergarten social studies
unit will include a common
performance task (with rubric) that
teachers can use to measure student
learning.
Professional
Development
Professional
development related
to essential
concepts, and
concept-based
instruction.
Collaborative
lesson revision and
evaluation.
As a result of professional
development opportunities or self-
directed study all kindergarten
teachers will be able to access
Unitedstreaming to locate and store
relevant videos, video clips, and
reading materials that align with
their social studies units.
In order to increase student
engagement and the use of higher
level thinking skills, the district will
offer at least ten different selective
professional development
opportunities (between 2011 and
2016) that help teachers link social
studies concepts, technology, and
problem solving tasks within varied
curriculum units.
In order to improve collaboration,
consistency, and a culture of
professional inquiry, the building
10
principal, the grade level team, and/
or the district will schedule 1-2
grade level meetings per year for
teachers to review student work and
discuss social studies instructional
strategies, curriculum, pacing,
assessment, technology , and
resources. Each meeting will
conclude with a plan for related
inquiry or action research. Teachers
will discuss the results of the plan
or inquiry at a subsequent meeting.
The district will offer at least one
selective professional development
session annually to help teachers
understand how small groups,
technology, tiered assignments, and
individual student feedback can be
used to support learner differences.
11
Social Studies What Was, What Is, What Will Be Form
Grade 1-6 Prepared by: Karas, Burns Date: 6.11.11
Components What Was What Is What Will Be
Curriculum,
Objectives,
Guides
Grades K-3 do
not have an
updated written
curriculum.
Grade 4
textbook serves
as the
curriculum.
Adoption of CSDE
social studies
standards as the basis
for all curriculums.
Written and revised
curriculum units in all
grade levels, K-6.
Representatives or volunteers from Grades 5
and 6 will meet quarterly during one or two
school years, or during the summer months
to develop a revised social studies
curriculum based on essential concepts,
national standards, and best practices
instructional strategies. Teachers will create
and store this curriculum using the district’s
Google Aps account.
As requested by classroom teachers, the
Curriculum Office will work with grade
level representatives to draft and approve a
common (i.e. across the district or within a
building) pacing guide for each Grade 1-6
social studies curriculum unit.
Grade 6 and 7 social studies teachers will
have had the opportunity to meet at least
once per year to discuss curriculum content,
instructional strategies, and assessment.
Texts,
Manipulatives,
Technology
Library text for
readalouds in
Grades K-3
Local Cheshire
unit for Grade 3
Regions text for
Grade 4
(difficult reading
level)
Readaloud test for
Grades K-2
Simulations in Grade
3
Additional nonfiction
text, especially Grade
4 U.S. regions,
purchased for all
classrooms.
Adoption of History
Alive for Grade 5 and
Pearson Latin
America for Grade 6.
Smartboards in some
classrooms
Unitedstreaming
subscription available
for all teachers.
All Grade 4 students will have a nonfiction
text that support each of the units of
instruction related to the regions of the
United States.
Grade 1-6 teachers will be able to access
Unitedstreaming and Google Apps (to share
resources across the district).
Students use the library computers, the
computer lab, or related handheld devices
(netbooks, laptops, IPads, Kindles, clickers,
etc.) during at least 25 per cent of each
curriculum unit.
12
Organizing for
Instruction
Teacher decision The TCI
multimodalities
approach to
curriculum
development,
performance tasks,
and problem-based
instruction provides a
strategy for
enhancing the use of
primary source
documents, student
engagement, and
higher level thinking
in Grade 5.
Grade 3 has added
simulations as a
teaching and learning
strategy.
All grade levels use
cooperative learning
and flexible grouping
to support student
work.
Most special
education students’
needs are met in the
general education
social studies
classroom.
All grade 1-6 teachers will store and use
either Unitedstreaming or web-based video
and video clips at least once during each
social studies curriculum unit.
Teachers will use both independent reading
and small group support to address
differences in students’ independent reading
levels when using nonfiction social studies
text.
Teachers will use 1:1 technology within at
least 25 per cent of each social studies unit
to increase active learning and address
learner differences with regard to
engagement and motivation to learn.
There will be a measureable increase in
project-based learning, students’ partner or
small group conversations, the use of
teacher and student feedback, formative
assessment, higher level thinking tasks,
and the use of technology when compared
to 2011 data.
Each classroom teacher will be able to
identify the aspects of their grade level
social studies curriculum that integrate
library work with nonfiction text and/or
information research.
Assessment Informal Most curriculum
units have pretests
and post tests.
Each Grades 3-6 social studies unit will use
a common, aligned post assessment (either
an open-ended test or a performance task
with rubric) that teachers use to measure
student learning.
Each Grade 1-6 teacher will record student
scores for each unit assessment using the
district’s Inform web site.
At least 25% of the Grades 1-2 social
studies units will have a common, aligned
performance task and rubric that teacher use
as a post assessment to measure student
learning.
13
Professional
Development
None Unitedstreaming
Concept-based
teaching
Collaborative
curriculum
development and
revision
As a result of professional development
opportunities or self-directed study all
Grade 1-6 teachers will be able to access
Unitedstreaming to locate and store relevant
videos, video clips, and reading materials
that align with their social studies units.
In order to increase student engagement and
the use of higher level thinking skills, the
district will offer at least ten different
selective professional development
opportunities (between 2011 and 2016) that
help teachers link social studies concepts,
technology, and problem solving tasks
within varied curriculum units.
In order to improve collaboration,
consistency, and a culture of professional
inquiry, the building principal, the grade
level team, and/ or the district will schedule
2-4 grade level meetings per year for
teachers to review student work and discuss
social studies instructional strategies,
curriculum, pacing, assessment, technology
, and resources. Each meeting will conclude
with a plan for related inquiry or action
research that will be discussed at a
subsequent meeting.
At least one selective professional
development session will be offered
annually to help teachers understand how
small groups, technology, tiered
assignments, and individual student
feedback can be used to support learner
differences.
14
Social Studies
What Was, What Is, What Will Be Form
Level: 7-8
Person Completing this Form: M. Karas and D. Burns Date: 4.15.11
Components WHAT WAS
(2006) WHAT IS
(2010-11) By February 2016, the social
studies program will meet the
following goals:
Curriculum
Objectives/Guides
Grade 7 curriculum
focused on the
Eastern hemisphere
(geography and
culture).
Grade 8 curriculum
focused on
American history
from the signing of
the Constitution to
the end of the 19th
century.
Grade 7
curriculum focuses
on ancient
civilizations, the
medieval world,
and the
Renaissance.
Grade 8
curriculum
continues to
address American
history from the
signing of the
Constitution to the
end of the 19th
century.
Grade 8 research
project added in
2009-10.
Created pacing
guides for G7 and
G8
Representatives or volunteers from
Grades 7 and 8 will meet quarterly
during one or two school years, or
during the summer months, to develop a
revised social studies curriculum based
on essential concepts, national standards,
guiding questions, performance tasks,
and best practices instructional
strategies.
Teachers will create and store this
curriculum using the district’s Google
Apps account.
As requested by classroom teachers, the
Curriculum Office will work with grade
level representatives to draft and
approve a common (i.e. across the
district or within a building) pacing
guide for each Grade 7-8 social studies
curriculum unit.
Grade 6 and 7 social studies teachers
will have had the opportunity to meet at
least once per year to discuss curriculum
content, instructional strategies, and
assessment.
Texts,
Manipulatives,
Technology
Grade 7: Pearson
Eastern Hemisphere
text
Grade 8: The
American Nation
Grade 7: History
Alive The
Medieval World
copyright 2005
Grade 8: History
Alive The United
States copyright
2004
All Grade 7 and 8 students will have
access to nonfiction text that support
each unit of instruction.
Grade 7-8 teachers will be able to access
Unitedstreaming, Dodd library
documentaries, and Google Aps (to
share resources across the district).
Assuming appropriate availability, Dodd
students use the library computers, the
computer lab, or related handheld
devices (netbooks, laptops, IPads,
Kindles, clickers, etc.) during at least 25
per cent of each curriculum unit.
15
Organizing for
Instruction
Grade 7:
No mission
statement.
Large group
instruction.
Lecture
Students take notes.
Grade 8:
No mission
statement
Large group
instruction.
Lecture
Students take notes.
Grade 7:
Mission
statement
added.
Lecture time is
greatly
diminished.
Large group
time is used for
discussion,
simulations,
and debate
Student work is
often completed
in small groups.
Differentiation
for special
education
students.
Grade 8:
Mission
statement added
Lecture time is
greatly
diminished.
Large group
time is used for
discussion,
simulations,
and debate
Student work is
often completed
in small groups.
Differentiation
for special
education
students.
Socratic circles
All grade 7-8 teachers will store and use
either Unitedstreaming or web-based video
and video clips at least once during each
social studies curriculum unit.
Teachers will use independent reading,
IPads, IPods, Nook, or Kindle(when
available), and small group support to
address differences in students’
independent reading levels when using
nonfiction social studies text.
Assuming appropriate resources and
access, teachers will use 1:1 technology
within at least 25 per cent of each social
studies unit to increase active learning and
address learner differences with regard to
engagement and motivation to learn.
There will be a measureable increase in
project-based learning, students’ partner or
small group conversations, the use of
teacher and student feedback, formative
assessment, higher level thinking tasks, and
the use of technology when compared to
2011 data.
Each classroom teacher will be able to
identify the aspects of their grade level
social studies curriculum that integrate
information research and critical thinking.
Assessment Grade 7:
Paper pencil tasks
Restricted response
format (multiple
choice).
Teacher or textbook
publisher created
No common
assessments
Grade 8:
Grade 7:
Paper pencil
tasks
Implemented
rubrics to assess
student tasks
and work
Restricted
response format
(multiple
choice)
Each Grades 7-8 social studies unit will use
a common, aligned post assessment (either
an open-ended test or a performance task
with rubric) that teachers use to measure
student learning.
Each Grade 7-8 teacher will record student
scores for each unit assessment using the
district’s Inform web site.
16
Paper pencil tasks
Restricted response
(multiple choice)
and essay format
Teacher or textbook
publisher created.
No common
assessments
Teacher or
textbook
publisher
created
One common
assessment
using a DBQ
Grade 8:
Paper pencil
tasks
Implemented
rubrics to assess
student tasks
and work
Teacher or
textbook
publisher
created
Five common
assessments
(essay, multiple
choice,
editorial, and
performance
tasks)
Extensive use of
DBQ s
Professional
Development
Developing
responsible learners
Critical Friends
Groups (PLCs)
Unitedstreaming
Cheshire
Performance
Standards
IG Pro
Smart Board
training
History Alive
training
Training
regarding
essential
questions, UbD,
and the creative
of measureable
learning
objectives.
Training
regarding
Google Docs
Training related
to the
development of
As a result of professional development
opportunities or self-directed study all
Grade 7-8 teachers will be able to access
Unitedstreaming or Google web sites to
locate and store relevant photographs,
primary source documents, videos, video
clips, and reading materials that align with
their social studies units.
In order to increase student engagement
and the use of higher level thinking skills,
the district will offer at least ten different
selective professional development
opportunities (between 2011 and 2016)
that help teachers link social studies
concepts, technology, and problem solving
tasks within varied curriculum units.
In order to improve collaboration,
consistency, and a culture of professional
inquiry, the building principal, the grade
level team, and/ or the district will
17
Practice Profiles
Cheshire
Performance
Standards
Powerschool
schedule 2-4 grade level meetings per year
for teachers to review student work and
discuss social studies instructional
strategies, curriculum, pacing, assessment,
technology , and resources. Each meeting
will conclude with a plan for related
inquiry or action research that the team
discusses at a subsequent meeting.
At least one selective professional
development session will be offered
annually to help teachers understand how
small groups, technology, tiered
assignments, and individual student
feedback support learner differences.
Grade 7-8 teachers will receive support
and instruction regarding the use of
Inform.
18
Social Studies
What Was, What Is, What Will Be Form
Cheshire High School
Prepared by: Zingarella, Burns Date: 6.11
Components What Was What Is What Will Be
Curriculum,
Objectives,
Guides
Humanities
Course
Alignment with
English
Curriculum
Sequence of
Courses
Junior Year U.S.
History
Ancient History
P.E.G.S.
Curriculum defines
the areas of
concentration.
Teachers meet
expected
guidelines in their
classrooms.
CHS students study
local, state, and
national history as
well as civics,
world history,
cultures,
psychology, and
sociology.
Alignment with
English Curriculum
Sequence of
Courses
Sophomore Year
U.S. History
AP classes
Grade 9
comparative
cultures
Representatives or volunteers from Grades
9-12 will meet quarterly for two to three
school years, or during the summer
months. They will develop a revised social
studies curriculum based on essential
concepts, national standards, and best
practices instructional strategies. Teachers
will create and store this curriculum using
the district’s Google Aps account.
The CHS social studies department will
develop and present a feasible, written plan
to provide additional Advanced Placement
courses.
The CHS social studies department will
locate investigate numerous grant
opportunities and document related grant
proposals written by the faculty to support
project-based learning and increased use of
technology.
Texts,
Manipulatives,
Technology
Common text for
every class
Limited
technology
Use of Technology
• Smart
Boards
• Document
Cameras
• Web
Designs
CHS social studies teachers will be able to
access Unitedstreaming and Google Aps
(to share resources across the department).
Students use the library computers, the
computer lab, or related handheld devices
(netbooks, laptops, IPads, Kindles,
clickers, etc.) during at least 25 per cent of
each curriculum unit.
19
Organizing for
Instruction
US History moved
to Grade 10
Co-operative
Learning
Research Papers
Group Projects
Writing - DBQ’s
Debates
All CHS social studies teachers will store
and use either Unitedstreaming or web-
based primary source documents,
photographs, video and video clips at least
once during each social studies curriculum
unit.
Teachers will use independent reading,
IPads, Kindles, IPods, or Nooks, and small
group support to address differences in
students’ independent reading levels when
using nonfiction social studies text.
Teachers will use 1:1 technology within at
least 25 per cent of each social studies
course to increase active learning and
address learner differences with regard to
engagement and motivation to learn.
There will be a measureable increase in
project-based learning, students’ partner or
small group conversations, the use of
teacher and student feedback, formative
assessment, higher level thinking tasks,
and the use of technology when compared
to 2011 data.
Each social studies teacher will be able to
identify the aspects of their course
curriculum that integrate information
research, writing, and critical thinking.
Assessment
CAPT
Pre-Capt
AP Standard Tests
DBQ’s
Cumulative and
Summative Results
Research Projects
Inform
Power School
Rubrics
Each CHS social studies unit will use a
common, aligned post assessment (either
an open-ended test or a performance task
with rubric) that teachers use to measure
student learning.
Each CHS social studies teacher will
record student scores for each unit
assessment using the district’s Inform web
site.
Professional
Development
NEASC
Curriculum
development
Technology:
Smartboards
NEASC
As a result of professional development
opportunities or self-directed study all
CHS social studies teachers will be able to
use Google web sites and access
Unitedstreaming to locate and store relevant primary source documents,
photographs, videos, video clips, and
reading materials that align with their
20
social studies units.
In order to increase student engagement
and the use of higher level thinking skills,
the district will offer at least ten different
selective professional development
opportunities (between 2011 and 2016)
that help teachers link social studies
concepts, technology, and problem solving
tasks within varied curriculum units.
In order to improve collaboration,
consistency, and a culture of professional
inquiry, a building administrator, the
department, and/ or the district will
schedule 2-4 grade level meetings per year
for teachers to review student work and
discuss social studies instructional
strategies, curriculum, pacing, assessment,
technology , and resources. Each meeting
will conclude with a plan for related
inquiry or action research. Department
members will discuss the results of the
plan at a subsequent meeting.
The department will offer at least one
selective professional development
annually to discuss how teachers use small
groups, technology, tiered assignments,
and individual student feedback to support
learner differences.
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TEXTBOOK INFORMATION
SUBJECT/DEPARTMENT: SOCIAL STUDIES
Level/Course Curriculum
Last Update
Title of Textbook Used Date of Publication
4 2009 Regions: National Geographic 1999
6 2003-2008 G6 Pearson Latin American
and Geographer
2005
7 2012 My World History: Early Ages 2012
5 and 8 2004 History Alive! The United
States
2002
Psychology
AP Psychology
Regularly on
PD days
Psychology 2010
2012
America’s Role in
Vietnam 1945-75
2005 Lessons of the Vietnam War 2002
AP United States
History
2010 The American Pageant
The American Spirit
2002
1984
AP Human Geography Currently
developing
The Cultural Landscape: An
Introduction to Human
Geography
2014
AP European History 2015 Western Civilization 2013
Civics Regularly on
PD days
American Government 2002
Modern World History
(freshmen)
Currently
developing
World History & Geography:
Modern Times
2014
Global Citizenship Currently
developing
Various online news media and
other supplemental sources
N/A
Media Literacy Currently
developing
Various online media and other
supplemental sources
N/A
Modern World History
(junior and seniors)
2006 World History: Modern Times 2005
Sociology 2005 Sociology and You
2001
United States History Regularly
revised and
updated on PD
days
American Odyssey: The United
States in the 20th
Century
America: Pathways to the
Present
2002
2003