Social Studies HS Guide

Instructional Guide 2024-2025

High School Social Studies

What’s New and Updated in High School Social Studies

What’sNew This section contains a listing of pages in the map that are new this year. Description

World Geography Unpacked Standards

World History Unpacked Standards

US History Unpacked Standards

US Government & Citizenship Unpacked Standards

What’s Updated This section contains a listing of pages in the page that have received substantial content updates for this year. Description

Resource section has been been updated to include the following: ● Historical thinking skills ● Themes and Lenses

● Disciplinary Literacy for Social Studies ● Social Studies Standards from USOE

Assessment section has been updated to include the following: ● ACT Connections

9 th Grade

World Geography

9 th Grade Geography - Semester Pacing Year at a Glance 2024-2025

Unit

Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Suggested Pacing

Quarter 1: Seven weeks

Quarters 1/2: Seven weeks

Quarter 2/3: Seven weeks

Quarter 3/4: Seven weeks

Quarter 4: Seven weeks

Year Long Course:

Quarter 1: 3.5 weeks

Quarter 1: 3.5 weeks

Quarter 2: 3.5 weeks

Quarter 2: 3.5 weeks

Semester Course:

Quarters 1/2: 3.5 weeks

Political Systems

Humans and their Physical Environment

Economic Development

Unit

Population Distribution and Migration WG Standard 2.1 WG Standard 2.2 WG Standard 2.3

Culture

Standards

WG Standard 1.1 WG Standard 1.2 WG Standard 1.3 WG Standard 1.4

WG Standard 3.1 WG Standard 3.2 WG Standard 3.3 WG Standard 3.4 WG Standard 3.5 WG Standard 3.6 WG Standard 3.7

WG Standard 4.1 WG Standard 4.2 WG Standard 4.3

WG Standard 5.1 WG Standard 5.2 WG Standard 5.3 WG Standard 5.4 WG Standard 5.5

9 th Grade Geography - Trimester Pacing Year at a Glance 2024 - 2025

Unit

Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Suggested Pacing

1 st Trimester: 4.5 weeks

1 st Trimester: 4.5 weeks

2nd Trimester: 4.5 weeks

2nd Trimester: 4.5 weeks

1/2 Trimester: 4.5 weeks

Year Long Course:

Semester Course:

Two weeks

Two weeks

Two weeks

Two weeks

Two weeks

Political Systems

Humans and their Physical Environment

Economic Development

Unit

Population Distribution and Migration WG Standard 2.1 WG Standard 2.2 WG Standard 2.3

Culture

Standards (Prioritized Standards are bolded

WG Standard 1.1 WG Standard 1.2 WG Standard 1.3 WG Standard 1.4

WG Standard 3.1 WG Standard 3.2 WG Standard 3.3 WG Standard 3.4 WG Standard 3.5 WG Standard 3.6 WG Standard 3.7

WG Standard 4.1 WG Standard 4.2 WG Standard 4.3

WG Standard 5.1 WG Standard 5.2 WG Standard 5.3 WG Standard 5.4 WG Standard 5.5

and

underlined.)

STRAND1: Humansand Their Physical Environment

STANDARD 1.1

PACING

RESOURCES

● See Geography Year at aGlance ● Work together as a

● USGS ● Large Earthquakes on the Wasatch Fault

PLC to determine individual standard pacing.

STANDARDS Students will describe the signifcant forces that infuence the physical environment, such as plate tectonics, erosion, climate, and natural disasters, and explain how the effects of physical processes vary across regions of the world. CONCEPTS (Nouns) SKILLS (Verbs) LANGUAGE SUPPORTS ● Signifcant forces ● Physical environment ● Plate ● Tectonics ● Describe ● Explain ● Inform ● Explain ● Best Practices for MLs in Secondary Content Area Classes

● Erosion ● Climate

● Natural disasters ● Physical processes ● World

LEARNING PROGRESSIONS

● Provide a foundational understanding of the physical environment and the key forces that shape it. ○ Describe the theory of plate tectonics and explain the infuence plate tectonics has had on the physical environment. ○ Describe the processes of erosion and weathering and their impact on the physical environment. Examples of erosion may include: water, wind, ice, etc. ○ Describe how climate infuences the physical environment. ○ Identify a variety of types of natural disasters and explain their impact on the physical environment. Examples of natural disasters may include: earthquakes, tsunamis,

volcanoes, hurricanes, etc. ● Explain how the effects of these physical processes vary across different regions of the world.

VOCABULARY

● Physical environment ● Plate ● Tectonics

● Erosion ● Climate

● Natural disasters ● Physical processes

● Weathering ● Water cycle DIFFERENTIATION IN ACTION

● Inquiry

Skill Building

● Themes and Lenses

Extension

STRAND1: Humansand Their Physical Environment

STANDARD 1.2

PACING

RESOURCES

● See Geography Year at aGlance ● Work together as a

● National Geographic - Biomes Collection

PLC to determine individual standard pacing.

STANDARDS

Students will identify patterns evident in the geographic distribution of ecosystems and biomes and explain how humans interact with them. CONCEPTS (Nouns) SKILLS (Verbs) LANGUAGE SUPPORTS ● Patterns ● Identify ● Inform

● Geographic distribution ● Ecosystems

● Explain

● Explain ● Best Practices for MLs in Secondary Content Area Classes

● Biomes ● Humans

LEARNING PROGRESSIONS

● Defne and explain ecosystems, biomes, and geographic distribution. ● Identify patterns evident in the geographic distribution of ecosystems. Patterns may include: ○ Latitude ○ Precipitation ○ Temperature ○ Adaptation ● Identify patterns evident in biomes. ● Explain how humans interact with geographic distributions of ecosystems and biomes.

VOCABULARY

● Geographic distribution ● Ecosystems

● Biomes ● Latitude

● Precipitation ● Temperature ● Adaptation DIFFERENTIATION IN ACTION

● Inquiry

Skill Building

● Themes and Lenses

Extension

STRAND1: Humansand Their Physical Environment

STANDARD 1.3

PACING

RESOURCES

● See Geography Year at aGlance ● Work together as a PLC to determine

individual standard pacing.

STANDARDS

Students will cite evidence of how the distribution of natural resources affects physical and human systems. CONCEPTS (Nouns) SKILLS (Verbs) LANGUAGE SUPPORTS ● Evidence ● Distribution ● Cite evidence

● Argue ● Best Practices for MLs in Secondary Content Area Classes

● Natural resources ● Physical systems ● Human Systems

LEARNING PROGRESSIONS

● Describe how the distribution of natural resources affects physical systems. ● Describe how the distribution of natural resources affects human systems. ● Identify and explain principles of research, including citation. ● Cite evidence on how the distribution of natural resources affects:

○ Physical systems ○ Human systems

VOCABULARY

● Natural resources ● Physical systems ● Human systems ● Desalination ● Mining

● Farming ● Pollution ● Climate ● Extraction

● Economy system ● Political system ● Social system DIFFERENTIATION IN ACTION

● Inquiry

Skill Building

● Themes and Lenses

Extension

STRAND1: Humansand Their Physical Environment

STANDARD 1.4

PACING

RESOURCES

● See Geography Year at aGlance ● Work together as a

● K-12 Research Frameworks

PLC to determine individual standard pacing.

STANDARDS

Students will use geographic reasoning to propose actions that mitigate or solve issues, such as natural disasters, pollution, climate change, and habitat loss. CONCEPTS (Nouns) SKILLS (Verbs) LANGUAGE SUPPORTS ● Geographic reasoning ● Mitigate issues ● Solve issues ● Natural disasters ● Pollution ● Climate change ● Habitat loss ● Propose ● Argue ● Best Practices for MLs in Secondary Content Area Classes LEARNING PROGRESSIONS ● Describe the concept of geographic reasoning, including tools and methods, such as maps, GIS, spatial analysis, etc. ● Defne and provide examples of the following geographic issues: natural disasters, pollution, climate change, and habitat loss. ● Identify and explain how geographic reasoning can be used to mitigate or solve issues, such as natural disasters, pollution, climate change, and habitat loss. ● Review key elements of research. ● Use geographic reasoning to propose actions that mitigate or solve issues, such as: ○ Natural disasters, examples may include: ■ Hurricanes ■ Earthquakes

■ Volcanoes ■ Tornadoes

○ Pollution ○ Climate change ○ Habitat loss, examples may include:

■ Desalination ■ Deforestation

VOCABULARY

● Geographic reasoning ● Mitigate issues ● Solve issues ● Natural disasters ● Pollution ● Climate change

● Habitat loss ● Hurricanes ● Earthquakes ● Volcanoes ● Tornadoes

● Desalination ● Deforestation DIFFERENTIATION IN ACTION

● Inquiry ● K-12 Research Frameworks

Skill Building

● Themes and Lenses

Extension

STRAND 2: Population Distribution and Migration

STANDARD 2.1

PACING

RESOURCES

● See Geography Year at aGlance ● Work together as a

PLC to determine individual standard pacing.

STANDARDS

Students will evaluate the impact of population distribution patterns at various scales by analyzing and comparing demographic characteristics such as gender, age, ethnicity, and population density using maps, population pyramids, and other geographic data. CONCEPTS (Nouns) SKILLS (Verbs) LANGUAGE SUPPORTS ● Population distribution patterns ● Scales ● Demographic characteristics ● Gender ● Age ● Ethnicity ● Population density ● Maps ● Population pyramids ● Geographic data ● Evaluate ● Analyzing ● Comparing ● Argue ● Inform ● Explain ● Best Practices for MLs in Secondary Content Area Classes ● Analyze and compare demographic characteristics such as gender, age, ethnicity, and population density using maps, population pyramids, and other geographic data. ● Evaluate the impact of population distribution patterns or trends at various scales by using the above information. VOCABULARY ● Population distribution patterns ● Scales ● Demographic characteristics ● Gender ● Age ● Ethnicity ● Population density ● Maps ● Population pyramids ● Geographic data DIFFERENTIATION IN ACTION LEARNING PROGRESSIONS ● Defne population distribution patterns. ● Identify how to use maps, population pyramids, and other geographic data. ● Use maps, population pyramids, and other geographic data to identify demographic characteristics, such as: gender, age, ethnicity, and population density.

● Inquiry

Skill Building

● Themes and Lenses

Extension

STRAND 2: Population Distribution and Migration

STANDARD 2.2

PACING

RESOURCES

● See Geography Year at aGlance ● Work together as a

PLC to determine individual standard pacing.

STANDARDS

Students will explain push and pull factors causing voluntary and involuntary migration and the consequences created by the movement of people. CONCEPTS (Nouns) SKILLS (Verbs) LANGUAGE SUPPORTS

● Push factors ● Pull factors

● Explain

● Explain ● Best Practices for MLs in Secondary Content Area Classes

● Voluntary migration ● Involuntary migration ● Movement of people

LEARNING PROGRESSIONS

● Identify push and pull factors ● Explain how push and pull factors can cause voluntary and involuntary migration. ○ Examples of voluntary migration may include: ■ Economic opportunities ■ Education ■ Lifestyle ■ Family reunifcation ○ Examples of involuntary migration may include: ■ Confict ■ Natural disasters ■ Persecution ■ Economic instability ● Identify and explain the consequences created by the movement of people based on push and pull factors and voluntary and involuntary migration.

VOCABULARY

● Push factors ● Pull factors

● Voluntary migration ● Involuntary migration DIFFERENTIATION IN ACTION

● Inquiry

Skill Building

● Themes and Lenses

Extension

STRAND 2: Population Distribution and Migration

STANDARD 2.3

PACING

RESOURCES

● See Geography Year at aGlance ● Work together as a

PLC to determine individual standard pacing.

STANDARDS Students will investigate the effects of signifcant patterns of human movement that shape urban and rural environments over time, such as mass urbanization, immigration, and the movement of refugees. CONCEPTS (Nouns) SKILLS (Verbs) LANGUAGE SUPPORTS ● Patterns of human movement ● Investigate

● Argue ● Best Practices for MLs in Secondary Content Area Classes

● Urban environments ● Rural environments ● Mass urbanization ● Immigration ● Refugees

LEARNING PROGRESSIONS

● Identify urban and rural environments.

● Identify and provide examples of signifcant patterns of human movement, such as: ○ Mass urbanization ○ Immigration ○ Movement of refugees ● Investigate the effects of signifcant patterns of human movement that shape urban and rural environments over time

VOCABULARY

● Patterns of human movement ● Urban environments ● Rural environments ● Mass urbanization ● Immigration ● Refugees DIFFERENTIATION IN ACTION

● Inquiry

Skill Building

● Themes and Lenses

Extension

STRAND3: Culture

STANDARD 3.1

PACING

RESOURCES

● See Geography Year at aGlance ● Work together as a

PLC to determine individual standard pacing.

STANDARDS

Students will identify and describe the essential defning characteristics and functions of culture. CONCEPTS (Nouns) SKILLS (Verbs) LANGUAGE SUPPORTS ● Characteristics of culture ● Functions of culture ● Identify ● Describe ● Inform ● Best Practices for MLs in Secondary Content Area Classes

LEARNING PROGRESSIONS

● Identify and describe the essential defning characteristics of culture. Examples may include: ○ Shared beliefs and values ○ Norms and customs ○ Symbols and language ○ Artifacts and material culture ○ Behavior patterns and social structures ○ Worldview perspective ○ Cultural transmission and adaption ● Identify and describe the essential functions of culture. Examples may include: ○ Identity and belonging ○ Social cohesion and stability ○ Communication and expression

○ Knowledge transmission ○ Adaptation and innovation ○ Socialization and education ○ Identity and differentiation

VOCABULARY

● Characteristics of culture ● Functions of culture DIFFERENTIATION IN ACTION

● Inquiry

Skill Building

● Themes and Lenses

Extension

STRAND3: Culture

STANDARD 3.2

PACING

RESOURCES

● See Geography Year at aGlance ● Work together as a

●

PLC to determine individual standard pacing.

STANDARDS

Students will explain how the physical environment infuences and is infuenced by culture.

CONCEPTS (Nouns)

SKILLS (Verbs)

LANGUAGE SUPPORTS

● Physical environment ● Culture

● Explain

● Explain ● Best Practices for MLs in Secondary Content Area Classes

LEARNING PROGRESSIONS

● Identify the physical environment. ● Review the defning characteristics and functions of culture (Standard 3.1). ● Explain how the physical environment infuences culture. ● Explain how the physical environment is infuenced by culture.

VOCABULARY

● Physical environment ● Culture DIFFERENTIATION IN ACTION

● Inquiry

Skill Building

● Themes and Lenses

Extension

STRAND3: Culture

STANDARD 3.3

PACING

RESOURCES

● See Geography Year at aGlance ● Work together as a

PLC to determine individual standard pacing.

STANDARDS

Students will identify how culture infuences sense of place, point of view and perspective, and the relative value placed upon people and places. CONCEPTS (Nouns) SKILLS (Verbs) LANGUAGE SUPPORTS ● Culture ● Identify ● Inform

● Place ● Point of view ● Perspective

● Best Practices for MLs in Secondary Content Area Classes

● People ● Places

LEARNING PROGRESSIONS

● Review the defning characteristics and functions of culture (Standard 3.1). ● Identify how culture infuences sense of: ○ Place

○ Point of view ○ Perspective ● Defne relative value. ● Identify how culture infuences the relative value placed on people and places. Examples may include: ○ Indigenous cultures ○ Community and identity ○ Urban vs. rural perspectives ○ Cultural heritage and preservation ○ Environmental conservation ○ Social justice and equity ○ Cultural practices and traditions ○ Globalization and cultural exchange

VOCABULARY ● Culture ● Place

● Point of view ● Perspective

● People ● Places DIFFERENTIATION IN ACTION

● Inquiry

Skill Building

● Themes and Lenses

Extension

STRAND3: Culture

STANDARD 3.4

PACING

RESOURCES

● See Geography Year at aGlance ● Work together as a

PLC to determine individual standard pacing.

STANDARDS

Students will identify the causes, methods, and effects for the diffusion and distribution of cultural characteristics among different places and regions. CONCEPTS (Nouns) SKILLS (Verbs) LANGUAGE SUPPORTS ● Causes ● Methods ● Effects ● Diffusion ● Distribution of cultural characteristics ● Places ● Regions ● Identify ● Inform ● Best Practices for MLs in Secondary Content Area Classes LEARNING PROGRESSIONS ● Defne diffusion. ● Defne and provide examples of the distribution of cultural characteristics among different people and places. ● Identify the causes, methods, and effects for the diffusion among different places and regions. ● identify the causes, methods, and effects for the distribution of cultural characteristics among different places and regions VOCABULARY ● Diffusion ● Distribution of cultural characteristics ● Places ● Regions DIFFERENTIATION IN ACTION

● Inquiry

Skill Building

● Themes and Lenses

Extension

STRAND3:

STANDARD 3.5

Culture

PACING

RESOURCES

● See Geography Year at aGlance ● Work together as a

PLC to determine individual standard pacing.

STANDARDS

Students will explain how the basic tenets of world religions affect the daily lives of people. CONCEPTS (Nouns) SKILLS (Verbs) LANGUAGE SUPPORTS ● Tenets ● World religions ● Daily lives ● Explain ● Explain ● Best Practices for MLs in Secondary Content Area Classes LEARNING PROGRESSIONS

● Identify basic tenets of world religions. Examples include: ○ Origins ○ Beliefs ○ Rites of Passage

○ Holidays ○ Symbols ○ Pilgrimages ○ God/Gods (Mono/Polytheistic)

○ Sacred Text ○ Holy Places

○ Places of Worship ○ Branches/Divisions ● Identify world religions:

○ Hinduism ○ Buddhism ○ Judaism ○ Christianity ○ Islam ○ Examples may also include:

■ Sikhism ■ Taoism ■ Confucianism ● Identify and explain the following for each of the major world religions: ○ Origins

○ Beliefs ○ Rites of Passage

○ Holidays ○ Symbols ○ Pilgrimages ○ God/Gods (Mono/Polytheistic)

○ Sacred Text ○ Holy Places

○ Places of Worship ○ Branches/Divisions ○ Affect on daily lives of people ○ Basic tenets do not include fringe or extreme beliefs.

VOCABULARY ● Tenets

● World religions ● Origins ● Beliefs ● Rites of Passage

● Holidays ● Symbols ● Pilgrimages ● God/Gods (Mono/Polytheistic)

● Sacred Text ● Holy Places

● Places of Worship ● Branches/Divisions

● Hinduism ● Buddhism ● Judaism ● Christianity ● Islam ● Sikhism ● Taoism ● Confucianism

DIFFERENTIATION IN ACTION

● Inquiry

Skill Building

● Themes and Lenses

Extension

STRAND3: Culture

STANDARD 3.6

PACING

RESOURCES

● See Geography Year at aGlance ● Work together as a

PLC to determine individual standard pacing.

STANDARDS

Students will cite examples of how globalization creates challenges and opportunities for different cultures. CONCEPTS (Nouns) SKILLS (Verbs) LANGUAGE SUPPORTS ● Examples ● Globalization ● Challenges ● Opportunities ● Cultures ● Cite ● Argue ● Best Practices for MLs in Secondary Content Area Classes LEARNING PROGRESSIONS ● Defne globalization ● Cite examples of how globalization creates challenges for different cultures. ● Cite examples of how globalization creates opportunities for different cultures.

VOCABULARY

● Globalization ● Cultures DIFFERENTIATION IN ACTION

● Inquiry

Skill Building

● Themes and Lenses

Extension

STRAND3: Culture

STANDARD 3.7

PACING

RESOURCES

● See Geography Year at aGlance

● Work together as a PLC to determine individual standard pacing.

STANDARDS

Students will demonstrate an understanding of their own culture's connection to geography. CONCEPTS (Nouns) SKILLS (Verbs) LANGUAGE SUPPORTS ● Culture ● Demonstrate

● Explain ● Best Practices for MLs in Secondary Content Area Classes

● Connection ● Geography

LEARNING PROGRESSIONS

● Review defning characteristics of culture. (Standard 3.1) ● Using defning characteristics of culture, helps students develop an understanding of their own culture. ● Demonstrate an understanding of how someone’s culture connects to geography. ● Have students demonstrate an understanding of their own culture's connection to geography.

VOCABULARY ● Culture

● Geography DIFFERENTIATION IN ACTION

● Inquiry

Skill Building

● Themes and Lenses

Extension

STRAND4: Political Systems

STANDARD 4.1

PACING

RESOURCES

● See Geography Year at aGlance ● Work together as a

● iCivics

PLC to determine individual standard pacing.

STANDARDS

Students will explain why and how people organize into a range of political structures at different scales. CONCEPTS (Nouns) SKILLS (Verbs) LANGUAGE SUPPORTS ● People ● Political structures ● Scales ● Explain ● Explain ● Best Practices for MLs in Secondary Content Area Classes LEARNING PROGRESSIONS

● Identify political structures and provide examples of a range of political structures at different scales. Some examples may include:

○ Democracy ○ Theocracy

○ Oligarchy ○ Monarchy ○ Authorianism ● Explain why and how people organize into a range of political structures.

VOCABULARY

● Political structures DIFFERENTIATION IN ACTION

● Inquiry

Skill Building

● Themes and Lenses

Extension

STRAND4: Political Systems

STANDARD 4.2

PACING

RESOURCES

● See Geography Year at

● National Geographic - Boundary

● National Geographic - Political Boundaries ● Political & Physical Maps/Atlases ● GIS

aGlance ● Work together as a PLC to determine individual standard pacing.

STANDARDS

Students will describe and explain the role physical and human characteristics play in establishing political boundaries. CONCEPTS (Nouns) SKILLS (Verbs) LANGUAGE SUPPORTS

● Physical characteristics ● Human characteristics ● Political boundaries

● Describe ● Explain

● Inform ● Explain ● Best Practices for MLs in Secondary Content Area Classes

LEARNING PROGRESSIONS

● Identify possible physical and human characteristics. ○ Physical characteristics may include:

■ Geographical features ■ Climate and resources ■ Ecological and environmental facts

○ Human characteristics may include: ■ Historical and cultural factors

■ Political and administrative factors ■ Economic and infrastructure factors ■ Security and defense ● Identify political boundaries. Examples may include: ○ Territorial limits and divisions between countries, states, provinces, religions, administrative units, etc. ● Describe and explain the role physical and human characteristics play in establishing political boundaries.

VOCABULARY

● Physical characteristics ● Human characteristics ● Political boundaries DIFFERENTIATION IN ACTION

● Inquiry

Skill Building

● Themes and Lenses

Extension

STRAND4: Political Systems

STANDARD 4.3

PACING

RESOURCES

● See Geography Year at aGlance ● Work together as a

● Study of Controversial Issues

PLC to determine individual standard pacing.

STANDARDS

Students will explain how cooperation and confict have many causes, such as: differing ideas regarding boundaries, resource control, and use AND ethnic, tribal and national identities. CONCEPTS (Nouns) SKILLS (Verbs) LANGUAGE SUPPORTS ● Cooperation ● Confict ● Boundaries ● Explain ● Explain ● Best Practices for MLs in Secondary Content Area Classes

● Resource control ● Ethnic identities ● Tribal identities ● National identities

LEARNING PROGRESSIONS ● Identify and explain causes of cooperation and confict, such as: ○ Differing ideas regarding boundaries ○ Resource control and use ● Identify and defne:

○ Ethnic identities ○ Tribal identities ○ National identities ● Identify and explain how ethnic, tribal, and national identities can be causes of cooperation and confict. VOCABULARY ● Cooperation ● Confict

● Boundaries ● Resource control ● Ethnic identities ● Tribal identities ● National identities DIFFERENTIATION IN ACTION

● Inquiry

Skill Building

● Themes and Lenses

Extension

STRAND5: Economic Development

STANDARD 5.1

PACING

RESOURCES

● See Geography Year at aGlance ● Work together as a

● Population Connection - population tools and resources ● Gapminder - How Did the World Population Change ● United States Census - International Database

PLC to determine individual standard pacing.

STANDARDS

Students will explain the essential attributes of a developed economy and the patterns of development that differentiate less-developed and more-developed places. CONCEPTS (Nouns) SKILLS (Verbs) LANGUAGE SUPPORTS ● Attributes ● Developed economy ● Patterns of development ● Explain ● Explain ● Best Practices for MLs in Secondary Content Area Classes

● Less-developed places ● More-developed places

LEARNING PROGRESSIONS

● Identify essential attributes of a developed economy. Attributes may include: ○ High Standard of living ○ Advanced technological infrastructure ○ Diversifed economy

○ High levels of productivity and effciency ○ Strong institutions and rule of law ○ Openness to trade and investment ○ Social and environmental sustainability

○ High human development index ○ Innovation and entrepreneurship ○ Quality of infrastructure and services ● Defne less-developed places and more-developed places. ● Identify and analyze patterns of developments that differentiate less-developed and more-developed places.

VOCABULARY ● Attributes

● Developed economy ● Patterns of development ● Less-developed places ● More-developed places DIFFERENTIATION IN ACTION

● Inquiry

Skill Building

● Themes and Lenses

Extension

STRAND5: Economic Development

STANDARD 5.2

PACING

RESOURCES

● See Geography Year at aGlance ● Work together as a

PLC to determine individual standard pacing.

STANDARDS

Students will describe & compare the function and distribution of economic activities in primary, secondary, and tertiary sectors

CONCEPTS (Nouns)

SKILLS (Verbs)

LANGUAGE SUPPORTS

● Function ● Distribution ● Economic activities ● Primary sectors ● Secondary sectors ● Tertiary sectors

● Describe ● Compare

● Inform ● Best Practices for MLs in Secondary Content Area Classes

LEARNING PROGRESSIONS

● Defne primary, secondary, and tertiary sectors. ● Describe the function and distribution of economic activities in primary, secondary, and tertiary sectors. ● Compare the function and distribution of economic activities in primary, secondary, and tertiary sectors.

VOCABULARY ● Function

● Distribution ● Economic activities ● Primary sectors ● Secondary sectors ● Tertiary sectors ● Attributes ● Developed economy

● Patterns of development ● Less-developed places ● More-developed places DIFFERENTIATION IN ACTION

● Inquiry

Skill Building

● Themes and Lenses

Extension

STRAND5: Economic Development

STANDARD 5.3

PACING

RESOURCES

● See Geography Year at aGlance ● Work together as a

PLC to determine individual standard pacing.

STANDARDS

Students will explain key economic concepts and their implications for the production, exchange, distribution, and consumption of goods and services. CONCEPTS (Nouns) SKILLS (Verbs) LANGUAGE SUPPORTS ● Economic concepts ● Explain

● Explain ● Best Practices for MLs in Secondary Content Area Classes

● Production ● Exchange ● Distribution ● Consumption of goods and services

LEARNING PROGRESSIONS

● Identify key economic concepts. Example may include: ○ Supply and demand ○ Scarcity

○ Opportunity cost ○ Economic systems ○ Gross Domestic Product (GDP) ○ Infation and defation ○ Unemployment ○ Monetary policy and fscal policy

○ International trade and exchange rates ○ Economic growth and development ○ Market structure ○ Income distribution and equity ● Identify examples of production, exchange, distribution, and consumption of goods and services. ● Explain key economic concepts and their implications for the production, exchange, distribution, and consumption of goods and services. VOCABULARY ● Economic concepts

● Production ● Exchange ● Distribution ● Consumption of goods and services

DIFFERENTIATION IN ACTION

● Inquiry

Skill Building

● Themes and Lenses

Extension

STRAND5: Economic Development

STANDARD 5.4

PACING

RESOURCES

● See Geography Year at aGlance ● Work together as a

PLC to determine individual standard pacing.

STANDARDS

Students will cite examples of various levels of economic interdependence between nations and peoples. CONCEPTS (Nouns) SKILLS (Verbs) LANGUAGE SUPPORTS ● Economic interdependence ● Cite

● Argue ● Best Practices for MLs in Secondary Content Area Classes

● Nations ● Peoples

LEARNING PROGRESSIONS

● Defne economic interdependence. Key concepts you may include are: ○ Trade relations ○ Supply chains and production networks ○ Financial fows and investments ○ Resources and energy dependence ○ Technology and innovation ○ Labor and migration ○ International institutions and agreements ● Cite examples of various levels of economic interdependence between nations and peoples. Examples may include: ○ Trade relationships: European Union

○ Financial interdependence: Global fnancial markets ○ Supply chains and production networks: Automotive industry and technology sector ○ Energy and resource interdependence: Oil and gas trade & agricultural trade ○ Cultural and social interdependence: tourism and migration

VOCABULARY

● Economic interdependence ● Nations ● Peoples DIFFERENTIATION IN ACTION

● Inquiry

Skill Building

● Themes and Lenses

Extension

STRAND5: Economic Development

STANDARD 5.5

PACING

RESOURCES

● See Geography Year at aGlance ● Work together as a

PLC to determine individual standard pacing.

STANDARDS Students will describe the costs, benefts, and sustainability of development in terms of poverty rates, standard of living, the impact on indigenous communities, environmental changes, gender equality,

and access to education. CONCEPTS (Nouns) ● Costs ● Benefts ● Sustainability of development ● Poverty rates ● Standard of living

SKILLS (Verbs)

LANGUAGE SUPPORTS

● Describe

● Inform ● Best Practices for MLs in Secondary Content Area Classes

● Indigenous

communities ● Environmental changes ● Gender equality ● Access to education LEARNING PROGRESSIONS

● Defne sustainability of development. ● Describe the cost, benefts, and sustainability of development in term of: ○ Poverty rates ○ Standard of living ○ Impact on indigenous communities ○ Environmental changes ○ Gender equality ○ Access to education VOCABULARY ● Costs ● Benefts ● Sustainability of development ● Poverty rates ● Standard of living

● Indigenous communities ● Environmental changes ● Gender equality ● Access to education DIFFERENTIATION IN ACTION

● Inquiry

Skill Building

● Themes and Lenses

Extension

10 th Grade

World History

10 th Grade World History Year at a Glance

Unit

Unit 1

Unit 2

Unit 3

Unit 4

Suggested Pacing

Year Long Course:

Quarter 1: Four weeks

Quarter 1: Four weeks

Quarter 2: Four weeks

Quarter 2: Four Weeks

Quarter 1: Two weeks

Quarter 1: Two weeks

Quarter 1: Two weeks

Quarter 1: Two weeks

Semester Course:

Unit

Prehistory to Early River Civilizations 150,000 BCE - 1000 BCE

An Age of Expanding Connections 500 CE - 1450 CE

Global Interactions 1400 C.E. - 1750 C.E.

The Rise of Classical Societies 1000 BCE - 900 CE WH Standard 2.1 WH Standard 2.2 WH Standard 2.3 WH Standard 2.4 WH Standard 2.5

Standards (Prioritized Standards are bolded and underlined.)

WH Standard 4.1 WH Standard 4.2 WH Standard 4.3 WH Standard 4.4 WH Standard 4.5

WH Standard 1.1 WH Standard 1.2 WH Standard 1.3 WH Standard 1.4

WH Standard 3.1 WH Standard 3.2 WH Standard 3.3 WH Standard 3.4 WH Standard 3.5

Unit

Unit 5

Unit 6

Unit 7

Suggested Pacing

Year Long Course:

Quarter 3: Four weeks

Quarter 3/Quarter 4:Eight weeks

Quarter 4: Four weeks

Quarter 2: Two weeks

Semester Course:

Quarter 2: Two weeks

Quarter 2: Four weeks

Revolutions, Industrialization, andEmpire 1750 C.E. - 1914 C.E.

Global Conflicts 1914 C.E. - 1989 C.E.

The Contemporary World1990 C.E. - Present

Unit

Standards (Prioritized Standards are bolded and underlined.)

WH Standard 5.1 WH Standard 5.2 WH Standard 5.3 WH Standard 5.4 WH Standard 5.5 WH Standard 5.6

WH Standard 6.1 WH Standard 6.2 WH Standard 6.3 WH Standard 6.4 WH Standard 6.5 WH Standard 6.6

WH Standard 7.1 WH Standard 7.2 WH Standard 7.3 WH Standard 7.4

10 th Grade World History - Trimester Pacing Year at a Glance

Unit

Unit 1

Unit 2

Unit 3

Unit 4

Suggested Pacing

1 st Trimester: Three weeks

1 st Trimester: Three weeks

1 st Trimester: Three weeks

1 st Trimester: Three weeks

Year Long Course:

Semester Course:

Two weeks

Two weeks

Two weeks

One week

Unit

Prehistory to Early River Civilizations 150,000 BCE - 1000 BCE

An Age of Expanding Connections 500 CE - 1450 CE

Global Interactions 1400 C.E. - 1750 C.E.

The Rise of Classical Societies 1000 BCE - 900 CE WH Standard 2.1 WH Standard 2.2 WH Standard 2.3 WH Standard 2.4 WH Standard 2.5

WH Standard 4.1 WH Standard 4.2 WH Standard 4.3 WH Standard 4.4 WH Standard 4.5

Standards (Prioritized Standards are bolded and underlined.)

WH Standard 1.1 WH Standard 1.2 WH Standard 1.3 WH Standard 1.4

WH Standard 3.1 WH Standard 3.2 WH Standard 3.3 WH Standard 3.4 WH Standard 3.5

Unit

Unit 5

Unit 6

Unit 7

Suggested Pacing

2 nd Trimester: Three weeks

2 nd Trimester: Five weeks

Year Long Course:

Quarter 4: Three weeks

Semester Course:

Two weeks

Two weeks

One week

Unit

Revolutions, Industrialization, and Empire 1750 C.E. - 1914 C.E.

Global Conflicts 1914 C.E. - 1989 C.E.

The Contemporary World 1990 C.E. - Present

Standards (Prioritized Standards are bolded and underlined.)

WH Standard 5.1 WH Standard 5.2 WH Standard 5.3 WH Standard 5.4 WH Standard 5.5 WH Standard 5.6

WH Standard 6.1 WH Standard 6.2 WH Standard 6.3 WH Standard 6.4 WH Standard 6.5 WH Standard 6.6

WH Standard 7.1 WH Standard 7.2 WH Standard 7.3 WH Standard 7.4

STRAND1: Prehistory to the Neolithic Revolution 150,000 B.C.E. - 1,000 B.C.E.

STANDARD 1.1

PACING

RESOURCES

● See World History Year at aGlance ● Work together as a

PLC to determine individual standard pacing.

STANDARD

Students will analyze the differences and interactions between sedentary farmers, pastoralists, and hunter-gatherers. CONCEPTS (Nouns) SKILLS (Verbs) LANGUAGE SUPPORTS ● Sedentary farmers ● Pastoralists ● Hunger-gathers ● Analyze ● Explain ● Best Practices for MLs in Secondary Content Area Classes

● Differences ● Interactions

LEARNING PROGRESSIONS

● Identify and describe the characteristics of: ○ sedentary farmers ○ pastoralists ○ hunter-gatherers. ● Analyze the differences in characteristics between sedentary farmers, pastoralists, and hunter-gathers. ● Analyze how these groups interacted with each other.

VOCABULARY

● Sedentary farmers

● Pastoralists ● Hunter-gathers DIFFERENTIATION IN ACTION

● Inquiry

Skill Building

● Themes and Lenses

Extension

STRAND1: Prehistory to the Neolithic Revolution 150,000 B.C.E. - 1,000 B.C.E.

STANDARD 1.2

PACING

RESOURCES

● See World History Year at aGlance ● Work together as a

PLC to determine individual standard pacing.

STANDARD

Students will use geographic concepts to explain the factors that led to the development of civilization, and compare and contrast the environmental impact of civilizations, pastoralists, and hunter-gatherers. CONCEPTS (Nouns) SKILLS (Verbs) LANGUAGE SUPPORTS ● Geographic concepts ● Factors ● Development of civilization ● Environmental impact ● Explain ● Compare ● Contrast ● Explain ● Best Practices for MLs in Secondary Content Area Classes

● Civilizations ● Pastoralists ● Hunter-gathers

LEARNING PROGRESSIONS

● Identify geographic concepts, which may include: ○ Location, place, scale, space, pattern, nature and society, networks, fows, regionalization, and globalization. ● Identify and explain the different factors that contributed to the rise or development of civilizations.These factors may include: ○ Cities, specialization of workers, complex institutions, writing, and advanced technology. ● Use geographic concepts to explain the factors that led to the development of civilization. ● Compare and contrast the environmental impacts of

○ civilizations ○ pastoralists ○ hunter-gatherers

VOCABULARY

● Civilizations ● Pastoralists ● Hunter-gathers ● Location

● Place ● Scale ● Space ● Pattern ● Nature and society ● Networks ● Flows ● Regionalization ● Globalization ● Cities ● Specialization ● Complex institutions ● Writing ● Advanced technology

DIFFERENTIATION IN ACTION

● Inquiry

Skill Building

● Themes and Lenses

Extension

STRAND1: Prehistory to the Neolithic

STANDARD 1.3

Revolution 150,000 B.C.E. - 1,000 B.C.E. PACING ● See World History Year at aGlance ● Work together as a

RESOURCES

Mesopotamia ● Cuneiform tablets - Cyrus Clyinder ● https://sheg.stanford.edu/history-lessons/hammurabis-code Egypt ● Rosetta Stone ● Pyramids ● Funerary masks and coffns ● Hieroglyphic Indus River

PLC to determine individual standard pacing.

● Indus Seals ● Great Bath

● Bronze Figurines ● Harappan Pottery

HuangHe

● Oracle Bones ● Terracotta Army ● Silk Texts Thinking Like An Historian

STANDARDS Students will use artifacts and early written records to make inferences about the signifcance of technological development and diffusion, including writing, in Mesopotamia, Egypt, the Indus River civilization, and the Huang He (Yellow) River civilization. CONCEPTS (Nouns) SKILLS (Verbs) LANGUAGE SUPPORTS ● Artifacts ● Written Records ● Technological development ● Diffusion ● Writing ● Mesopotamia ● Egypt ● Indus River civilization ● Huang He River civilization ● Use artifacts and early written records ● Make inferences ● Explain ● Best Practices for MLs in Secondary Content Area Classes LEARNING PROGRESSIONS

● Analyze artifacts from Mesopotamia, Egypt, the Indus River civilization, and the Huang He (Yellow) River civilization. Consider resources listed above. ● Review thinking like an historian chart. ○ Defne inferences and the process of inference making. ● Make inferences about the signifcance of writing in the context of technological advancements in these civilizations. ● Identify the importance and impact that writing and diffusion played in ancient civilizations.

VOCABULARY ● Diffusion ● Writing

● Mesopotamia ● Egypt ● Indus River civilization ● Huang He River civilization DIFFERENTIATION IN ACTION

● Thinking Like An Historian

Skill Building

● Themes and Lenses

Extension

STRAND1: Prehistory to the Neolithic Revolution 150,000 B.C.E. - 1,000 B.C.E.

STANDARD 1.4

PACING

RESOURCES

● See World History Year at aGlance ● Work together as a

● OER Project - Neolithic Revolution

PLC to determine individual standard pacing.

STANDARDS

Students will compare life before and after the Neolithic Revolution and cite the most signifcant effects

of that revolution on the development of civilization(s). CONCEPTS (Nouns) SKILLS (Verbs)

LANGUAGE SUPPORTS

● Neolithic Revolution ● Development of civilization

● Compare ● Cite

● Inform ● Best Practices for MLs in Secondary Content Area Classes

LEARNING PROGRESSIONS

● Identify the Neolithic Revolution. ● Identify the characteristics of life before the Neolithic Revolution. ● Identify the characteristics of life after the Neolithic Revolution. ● Compare life before and after the Neolithic Revolution. ● Identify and cite the most signifcant effects of the revolution on the development of civilization(s). Characteristics of civilization may include: ○ Cities, specialization of workers, complex institutions, writing, and advanced technology.

VOCABULARY

● Neolithic Revolution ● Characteristics of Civilization ● Specialization of workers ● Complex institutions ● Writing ● Advanced technology DIFFERENTIATION IN ACTION

● Inquiry

Skill Building

● Themes and Lenses

Extension

STRAND2: TheRiseof Classical Societies 1000 B.C.E. - 900C.E.

STANDARD 2.1

PACING

RESOURCES:

● See World History Year at aGlance ● Work together as a

● BBC Religions ● DIG - Confucianism and Daoism

PLC to determine individual standard pacing.

STANDARDS Students will identify and explain patterns in the development and diffusion and syncretism of world religions and philosophies, including Judaism, Hinduism, Greek philosophy, Confucianism, Buddhism,

Christianity, and Islam. CONCEPTS (Nouns)

SKILLS (Verbs)

LANGUAGE SUPPORTS

● Patterns in

● Identify ● Explain

● Inform and Explain ● Best Practices for MLs in Secondary Content Area Classes

development

● Diffusion ● Syncretism ● World religions ● World philosophies ● Judaism ● Hinduism ● Greek philosophy ● Confucianism

● Buddhism ● Christianity ● Islam

LEARNING PROGRESSIONS

● Identify the following for each religion and philosophy to build understanding: ○ Origins ○ Beliefs ○ Rites of Passage

○ Holidays ○ Symbols ○ Pilgrimages ○ God/Gods (Mono/Polytheistic)

○ Sacred Text ○ Holy Places

○ Places of Worship ○ Branches/Divisions ● Identify and explain patterns of development in the history of Judaism, Hinduism, Greek philosophy, Confucianism, Buddhism, Christianity, and Islam. ● Explain the diffusion of these religions and philosophies on different cultures and societies.

● Analyze examples of syncretism within and among these religions and philosophies.

VOCABULARY ● Diffusion ● Syncretism

● Judaism ● Hinduism ● Greek philosophy ● Confucianism

● Buddhism ● Christianity ● Islam

● Origins ● Beliefs ● Rites of Passage

● Holidays ● Symbols ● Pilgrimages ● God/Gods ● Sacred Text ● Holy Places

(Mono/Polytheistic)

● Places of Worship ● Branches/Divisions DIFFERENTIATION IN ACTION

● Inquiry

Skill Building

● Themes and Lenses

Extension

STRAND2: TheRiseof Classical Societies 1000 B.C.E. - 900C.E.

STANDARD 2.2

PACING

RESOURCES:

● See World History Year

● Plato’s “The Republic” - provides insight into Greek ideas

at aGlance ● Work together as a PLC to determine individual standard pacing.

about social organization, including the role of women and the structure of the ideal city-state. ● Cicero’s Letters and Orations - offer perspective on Roman politics, law, and social norms, including discussion of gender roles and family life. ● The Ramayana and The Mahabharata - epic poems that provide depictions of societal norms, familial relationships, and gender roles. ● Confuctian Text “The Analects” - offer insights into Confucian philosophy and its impact on social organization, including the roles of men, women, and families. ● Thinking Like An Historian

STANDARDS

Students will use primary sources to identify patterns in the stratifcation of social and gender structures across classical civilizations. CONCEPTS (Nouns) SKILLS (Verbs) LANGUAGE SUPPORTS ● Primary sources ● Patterns ● Stratifcation ● Identify ● Inform ● Best Practices for MLs in Secondary Content Area Classes

● Social structures ● Gender structures ● Classical civilizations

LEARNING PROGRESSIONS

● Identify and defne what a classical civilization is. Examples include: ○ Greece, Rome, Mauryan and Gupta civilizations of India, and Qin and Han of China. ● Review thinking like an historian skills chart. ● Identify and analyze primary sources from classical civilizations that provide information about social and gender structures during classical civilizations. Consider resources identifed. ● Use evidence from primary sources to identify patterns of stratifcation in social and gender structures across classical civilizations.

VOCABULARY

● Primary source ● Social structure ● Gender structure ● Classical civilization ● Greece ● Rome ● Mauryan ● Gupta

● Qin ● Han DIFFERENTIATION IN ACTION

● Thinking Like An Historian

Skill Building

● Themes and Lenses

Extension

STRAND2: TheRiseof Classical Societies 1000 B.C.E. - 900C.E.

STANDARD 2.3

PACING

RESOURCES

● See World History Year at aGlance ● Work together as a

● Greece

○ Architecture: Parthenon, Temple of Zeus at Olympia, and the Theater of Epidaurus. ○ Drama: Greek playwrights, such as Aeschylus, Sophocles, Euripides, and Aristophanes. ○ Architecture: Colosseum, the Pantheon, and the Forum Romanum.

PLC to determine individual standard pacing.

● Rome

○ Sculpture: Augustus of PrimaPorta ○ Literature: “The Aeneid” by Virgil

● India:

○ Literature: The Mahabharata and The Ramayana, as well as The Bhagavad Gita ○ Sculptures of Hindu deities, like those found at Khajuraho and Ellora caves.

● China:

○ Calligraphy ○ Literature: “The Analects” of Confucius ○ Sculpture: Terracotta Warriors

● Thinking Like An Historian

STANDARDS

Students will make evidence-based inferences about the cultural values of classical civilizations, using artistic expressions of various genres as primary sources.

CONCEPTS (Nouns)

SKILLS (Verbs)

LANGUAGE SUPPORTS

● Cultural values ● Classical civilizations ● Artistic expressions ● Genres ● Primary Sources

● Evidence-based inferences

● Explain ● Best Practices for MLs in Secondary Content Area Classes

LEARNING PROGRESSIONS

● Defne inference and the process of inference making. ● Identify classical civilizations, such as: ○ Greece ○ Rome ○ Mauryan and Gupta civilizations of India ○ Qin and Han of China ● Identify the cultural values of classical civilizations based on artistic expressions from various genres. Genres may include: ○ Architecture ○ Pottery ○ Sculpture ○ Drama ○ Mosaics and frescoes ○ Literature ○ Painting ○ Calligraphy ○ Music ○ dance ● Review historical thinking skills chart. ● Using primary sources, interpret artistic expressions to understand cultural values of classical civilizations.

VOCABULARY

● Architecture ● Pottery ● Sculpture ● Drama ● Mosaics ● Frescoes ● Literature ● Painting ● Calligraphy

DIFFERENTIATION IN ACTION