cheshire public schools subject area summary sheets … summary sheets... · 2016-10-11 ·...

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


perspectives of the cultures studied


nations create economic interdependence and change



Effective Communicator



history


in Connecticut, the nation and the world.


nations create economic interdependence and change.

Knowledgeable Person




perspectives of the cultures studied.





Self Directed Learner

4





Skilled Information Processor



history.





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


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


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


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


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


opportunities (between 2011 and 2016) that

help teachers link social studies concepts,

technology, and problem solving tasks

within varied curriculum units.


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.


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


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






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



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




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


opportunities (between 2011 and 2016)

that help teachers link social studies

concepts, technology, and problem solving

tasks within varied curriculum units.



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


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


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






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



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



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


opportunities (between 2011 and 2016)

that help teachers link social studies

concepts, technology, and problem solving

tasks within varied curriculum units.



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


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


annually to discuss how teachers use small

groups, technology, tiered assignments,

and individual student feedback to support

learner differences.

21

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

cheshire public schools subject area summary sheets … summary sheets... · 2016-10-11 ·...

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