Planned Course Documents

Planned Course for Social Studies

Course:   Social Studies- Grades Kindergarten

Standards: This course is aligned to all standards within the four major themes of Pennsylvania’s Social Studies Standards:  Academic Standards for Civics and Government (Primary), Academic Standards for Economics (Primary), Academic Standards for Geography (Primary), and the Academic Standards for History (Primary).

7.1.K.A. Interpret a simple map of a known environment.

7.1.K.B. Describe the location of places in the home, school, and community.

6.1.K.C. Identify choices to meet needs.

6.5.K.A. Identify individuals who volunteer in the community.

5.1.K.E. Demonstrate responsibilities in the classroom.

5.2.K.A. Identify responsibilities at school.

8.1.K.A. Identify chronological sequence through days, weeks, months, and years (calendar time).

8.3.K.A. Identify American people related to national holidays.

Course Description: 

The primary grade elementary program, including Kindergarten, focuses on students' learning about the world citizenship and its connection to their lives and their behavior. Topics regarding citizenship include community helpers, celebrations, what it means to being an American, living in a community, and jobs in a community, Additional explorations involve communal and individual classroom responsiveness.  Basic geography skills are introduced: reading maps, the land around us, physical characteristics of the Earth. Students will also study about people who make a difference in their lives and people who made a difference in the past. Some examples include family history, the first Americans, and Americans whom we celebrate today. In Kindergarten, a format known as PlayLab combines the standards from science and social studies in developmentally appropriate opportunities that encourage active play, investigation, communication and interaction with multimodal learning activities.

Measurable objectives to be attained by students:

Specific objectives for this course are aligned to the Pennsylvania Core Standards for Social Studies as outlined in the Scope and Sequence for Kindergarten- Grade 2 Social Studies.

              Unit 1: Launch of PlayLab

              Unit 2: My Community

              Unit 3: Family Traditions and Celebrations

              Unit 4: Kinder Cakes

              Unit 5: Weather and Me

Instructional Strategies: Below is a list of strategies used for high-quality instruction in Social Studies:

• Hands-on activities (i.e. simulations, role-playing, and use of maps and globes) to bring history alive in the classroom. 
• Multimedia Resources and Technology Integration to engage students and develop research skills and cooperative learning.
• Inquiry-Based Learning to allow students to use their critical thinking and creativity.
• Thematic Teaching by asking “big questions” that can apply to past, present and future. K-2 Essential Questions include, but are not limited to:  
• How do members of the community help others? 
• What does it mean to be a good citizen?
• How do I classify land masses and bodies of water on Earth? 
• What are U.S. symbols and why are they important?
• Storytelling techniques through personal experiences, anecdotal evidence, and historical fiction.
• Incorporating Current Events to make connections between past and present.

Forms of Assessment to Measure Attainment of Course Objectives:

• Formative Assessments may include, but are not limited to: pre-assessments, homework, warm-ups and/or exit tickets, worksheets, review activities.
• Summative assessments include, but are not limited to activities, games, projects, and presentations.

Estimated Instructional Time: 30 minutes for six-week block or every other day.

Resources:

Studies Weekly (Social Studies, K - 2). 

Various News Magazines.

Other Resources:

Little Chubby Educational World Globes.

Approved by the School Board September 23, 2025

Course:   Social Studies- Grades 1-Grade 2

Standards: This course is aligned to all standards within the four major themes of Pennsylvania’s Social Studies Standards:  Academic Standards for Civics and Government (Primary), Academic Standards for Economics (Primary), Academic Standards for Geography (Primary), and the Academic Standards for History (Primary).

●       7.1.K.A. Interpret a simple map of a known environment.

●       7.1.K.B. Describe the location of places in the home, school, and community.

●       6.1.K.C. Identify choices to meet needs.

●       6.5.K.A. Identify individuals who volunteer in the community.

●       5.1.K.E. Demonstrate responsibilities in the classroom.

●       5.2.K.A. Identify responsibilities at school.

●       8.1.K.A. Identify chronological sequence through days, weeks, months, and years (calendar time).

●       8.3.K.A. Identify American people related to national holidays.

Course Description: The primary grade elementary program, Kindergarten through Grade 2, focuses on students' learning about the world citizenship and its connection to their lives and their behavior. Topics regarding citizenship include community helpers, celebrations, what it means to being an American, living in a community, and jobs in a community, Additional explorations involve communal and individual classroom responsiveness.  Basic geography skills are introduced: reading maps, the land around us, physical characteristics of the Earth. Students will also study about people who make a difference in their lives and people who made a difference in the past. Some examples include family history, the first Americans, and Americans whom we celebrate today. 

Related Courses:

Measurable objectives to be attained by students:

Specific objectives for this course are aligned to the Pennsylvania Core Standards for Social Studies as outlined in the Scope and Sequence for Kindergarten- Grade 2 Social Studies.

Instructional Strategies: Below is a list of strategies used for high-quality instruction in Social Studies:

• Hands-on activities (i.e. simulations, role-playing, and use of maps and globes) to bring history alive in the classroom. 
• Multimedia Resources and Technology Integration to engage students and develop research skills and cooperative learning.
• Inquiry-Based Learning to allow students to use their critical thinking and creativity.
• Thematic Teaching by asking “big questions” that can apply to past, present and future. K-2 Essential Questions include, but are not limited to:  How do members of the community help others?  What does it mean to be a good citizen? How do I classify land masses and bodies of water on Earth?  What are U.S. symbols and why are they important?
• Storytelling techniques through personal experiences, anecdotal evidence, and historical fiction.
• Incorporating Current Events to make connections between past and present.

Forms of Assessment to Measure Attainment of Course Objectives:

Formative Assessments may include, but are not limited to: pre-assessments, homework, warm-ups and/or exit tickets, worksheets, review activities.

 Summative assessments include, but are not limited to activities, games, projects, and presentations.

Estimated Instructional Time: 30 minutes for six-week block or every other day.

Resources:

Studies Weekly (Social Studies, K - 2). 

Various News Magazines.

Other Resources:

Little Chubby Educational World Globes.

Course:   Social Studies- Grade 3

Standards: This course is aligned to all standards within the four major themes of Pennsylvania’s Social Studies Standards: Academic Standards for Civics and Government (Primary), Academic Standards for Economics (Primary), Academic Standards for Geography (Primary), and the Academic Standards for History (Primary).

●        5.3.3.A Identify the roles of the three branches of government.

●        5.3.3.J. Identify key ideals of the form of government practiced in the United States.

●        6.4.3.D. Describe how buyers make choices about their wants and needs through purchases.

●        6.5.3.C. Describe how different businesses meet the needs and wants of families.

●        8.3.3.A. Identify and describe the social, political, cultural, and economic contributions of individuals and groups in United States history.

●        8.3.3.B Identify and describe historical documents, artifacts, and places critical to United States history.

●        8.3.3.C. Identify and describe how continuity and change have impacted U.S. history.

●        8.3.3.D. Identify and describe how conflict and cooperation among groups and organizations have impacted the history and development of the US.

Course Description: Third graders will study the importance of the land upon which they live, the communities in which they live, as well as the basics of government and economics.  The first unit focuses on laws, rules, and citizenship.  The students learn about the basic responsibilities of living in the community, its benefits, and consequences.  Unit two covers a broader introduction to the basics of government, both locally and nationally.  Identifying United States landmarks and symbols as representations of our government are explained, as well their purpose and impact on society.  The course culminates in an introduction to basic economic principles in American society.  The focus of this unit is on identifying and comparing a “producer” and a “consumer.”  This unit also exposes students to William Penn, the founder of Pennsylvania, and how early colonial life in Pennsylvania can connect to their learning on government and economics.

Related Courses:

Measurable objectives to be attained by students:

Specific objectives for this course are aligned to the Pennsylvania Core Standards for Social Studies as outlined in the Scope and Sequence for 3rd Grade Social Studies.

Instructional Strategies:

Below is a list of strategies used for high-quality instruction in Social Studies:

• Hands-on activities (i.e. simulations, role-playing, and reenactments) to bring history alive in the classroom.  3rd Grade students will participate in Culture Day and Market Day as culminating activities.
• Multimedia Resources and Technology Integration to engage students and develop research skills and cooperative learning.
• Inquiry-Based Learning to allow students to use their critical thinking and creativity.
• Thematic Teaching by asking “big questions” that can apply to past, present, and future.  Third Grade Essential Questions include: 
  •      How do people support a community?
  •      What does it mean to be a citizen of a community?
  •      How does history influence us?
  •      What roles do the three branches of government have in a community?
  •      How does economics impact a community and its citizens?
• Storytelling techniques through personal experiences, anecdotal evidence, and historical fiction.

Forms of Assessment to Measure Attainment of Course Objectives:

Formative Assessments may include, but are not limited to pre-assessments, homework, warm-ups and/or exit tickets, worksheets, review activities, note-taking, and performance assessments.

Summative assessments include but are not limited to tests or quizzes of units, projects, presentations, and district assessments, including performance tasks in addressing the Pennsylvania Department of Education Career Readiness Guidelines.

Estimated Instructional Time:  60 Minute per day in three, six – week blocks.

Resources:

Text Resources:

MyWorld Interactive, Dr. Linda B. Bennett and Dr. James B. Kracht.  Savvas (2019).  ISBN #978-0-328-97310-1

Technology:

Savvas Realize - Easy Bridge

MyWorld Interactive Online (Savvas)

Course:   Social Studies- Grade 4

Standards: This course is aligned to all standards within the four major themes of Pennsylvania’s Social Studies Standards:  Academic Standards for Civics and Government (Elementary), Academic Standards for Economics (Elementary), Academic Standards for Geography (Elementary), and Academic Standards for History (Elementary).

●        8.2.4.A.- Differentiate common characteristics of the social, political, cultural, and economic groups from Pennsylvania.

●        8.2.4.B.- Locate historical documents, artifacts, and places critical to Pennsylvania history.

●        8.2.4.C.- Explain how continuity and change in Pennsylvania history have influenced personal development and identity.

●        8.2.4.D.- Distinguish between conflict and cooperation among groups and organization that impacted the history and development of Pennsylvania.

●        8.3.4.A.- Differentiate common characteristics of the social, political, cultural, and economic groups in United States history.

●        8.3.4.B.- Locate historical documents, artifacts, and places critical to United States history.

●        8.3.4.C- Explain how continuity and change in U.S. history have influenced personal development and identity.

●        8.3.4.D - Distinguish between conflict and cooperation among groups and organizations that impacted the history and development of the United States.

Course Description: The Grade 4 Social Studies program first places focus on the geography and history of Pennsylvania, then moves into learning about the geography, history, and culture of the United States Regions (Northeast, Southeast, Midwest, Southwest, and West).  Essential themes in course include  how geography impacts where and how people live, how resources and industry affect a particular region, the reason people move/migrate, and how natural resources of a region affect its economy.  In each region of the United States, physical landmarks like capitals, cities and regional landmarks are highlighted.  In addition, significant institutions, people, and businesses of each region are recognized.

Related Courses:

Measurable objectives to be attained by students:

Specific objectives for this course are aligned to the Pennsylvania Core Standards for Social Studies as outlined in the Scope and Sequence for 4th Grade Social Studies.

Instructional Strategies: Below is a list of strategies used for high-quality instruction in Social Studies:

• Hands-on activities (i.e. simulations, role-playing, and reenactments) to bring history alive in the classroom.  4th Grade students participate in a field trip to Churchville Nature Center to learn about Early Pennsylvanians, as well as a culminating research project about a State.
• Multimedia Resources and Technology Integration to engage students and develop research skills and cooperative learning.
• Inquiry-Based Learning to allow students to use their critical thinking and creativity.
• Thematic Teaching by asking “big questions” that can apply to past, present and future. 4th Grade Essential Questions are:
  • How do physical features and geographic locations impact where and how people live?
  • How do diverse resources, economics and industries affect the progress and growth of a region?
  • How, when, and why do people move?
  • How do natural resources determine the development of industries in a region?
• Storytelling techniques through personal experiences, anecdotal evidence, and historical fiction.
• Incorporating Current Events to make connections between past and present. 

Forms of Assessment to Measure Attainment of Course Objectives:

Formative Assessments may include, but are not limited to: pre-assessments, homework, warm-ups and/or exit tickets, worksheets, review activities, note-taking, and performance assessments.

 Summative assessments include but are not limited to tests or quizzes of units, projects, presentations, and district assessments.

Estimated Instructional Time: 60 minutes per in three, 6-week blocks

Resources:

Text Resources:

Our Pennsylvania (MacMillan and McGaw Hill, 2005). Banks, James A.; Beyer, Barry K.; Contreras, Gloria; Craven, Jean; Ladson-Billings, Gloria; McFarland, Mary A.; Parker, Walter C. ISBN:  ISBN 13: 9780021504336

Social Studies:  States and Regions.  Dr. Michael J. Berson, Dr. Tyrone C. Howard, Dr. Cinthia Salinas (HMH, 2012).  ISBN:  978-0-15-385886-4

Course:   Social Studies- Grade 5

Standards: This course is aligned to all standards within the four major themes of Pennsylvania’s Social Studies Standards: Academic Standards for Civics and Government (Elementary), Academic Standards for Economics (Elementary), Academic Standards for Geography (Elementary), and Academic Standards for History (Elementary).

●        8.2.5.A. Compare and contrast common characteristics of the social, political, cultural, and economic groups from Pennsylvania.

●        8.2.5.B Illustrate concepts and knowledge of historical documents, artifacts, and places critical to Pennsylvania history.

●        8.2.5.C. Differentiate how continuity and change in Pennsylvania history are formed and operate.

●        8.2.5.D. Examine patterns of conflict and cooperation among groups and organizations that impacted the history and development of Pennsylvania for responding to individual and community needs.

●        8.3.5.A. Compare and contrast common characteristics of the social, political, cultural, and economic groups in United States history.

●        8.3.5.B Illustrate concepts and knowledge of historical documents, artifacts, and places critical to United States history.

●        8.3.5.C. Differentiate how continuity and change in U.S. history are formed and operate.

●        8.3.5.D. Examine patterns of conflict and cooperation among groups and organizations that impacted the history and development of the United States.

Course Description: The Grade 5 Social Studies program focuses on the Age of Exploration, colonization and the settlement of North America, the events leading to the American Revolution, and the War for Independence.  Themes of each unit include geography, civics, history, and economics.  The first unit addresses the significance of the Age of Exploration and how it led to the development of the colonies in North America.  Unit two teaches the three main geographic regions of the original thirteen colonies: New England, Mid - Atlantic, and Southern Colonies.  Each region will be studied for its distinctive features, as well as a comparison of how each region was similar and different to the other regions.  After gaining an understanding of the thirteen colonies, students will learn about the events leading up to the American Revolution, as well as the significant people and places of this historical event.  Finally, the American Revolution and its effect on U.S. history and culture will be examined.

Related Courses:

Measurable objectives to be attained by students:

Specific objectives for this course are aligned to the Pennsylvania Core Standards for Social Studies as outlined in the Scope and Sequence for 5th Grade Social Studies.

Instructional Strategies: Below is a list of strategies used for high-quality instruction in Social Studies:

• Hands-on activities (i.e. simulations, role-playing, and reenactments) to bring history alive in the classroom.  5th Grade students participate in projects related to a region of the thirteen American colonies.
• Multimedia Resources and Technology Integration to engage students and develop research skills and cooperative learning.
• Inquiry-Based Learning to allow students to use their critical thinking and creativity.
• Thematic Teaching by asking “big questions” that can apply to past, present, and future. 5th Grade Essential Questions include, but are not limited to:  How does geography of a region influence the culture of its inhabitants?   How do rules protect individual rights as well as meet the needs of society? How and why do people move?  How do we use the past to build the future?  What are the lessons that can be learned from current events?
• Storytelling techniques through personal experiences, anecdotal evidence, and historical fiction.
• Incorporating Current Events to make connections between past and present.

Forms of Assessment to Measure Attainment of Course Objectives:

Formative Assessments can include, but are not limited to: pre-assessments, homework, warm-ups and/or exit tickets, worksheets, review activities, note-taking, and performance assessments.

Summative assessments include but are not limited to tests or quizzes of units, projects, presentations, and district assessments, including performance tasks in addressing the Pennsylvania Department of Education Career Readiness Guidelines.

Estimated Instructional Time: 60 minutes per day for three, 6-week blocks.

Resources:

Text Resources: US:  Making a New Nation.  Michael J. Berson, Tyrone C. Howard, Cinthia Salinas, (HMH, 2012).  ISBN:  9780153858871

Course:   Social Studies- Grade 6

Standards: This course is aligned to all standards within the four major themes of Pennsylvania’s Social Studies Standards:  Academic Standards for Civics and Government (Elementary), Academic Standards for Economics (Elementary), Academic Standards for Geography (Elementary), and Academic Standards for History (Elementary).

●        8.4.6.A Explain the social, political, cultural, and economic contributions of individuals and groups to world history.

●        8.4.6.B. Identify and explain the importance of historical documents, artifacts, and sites which are critical to world history.

●        8.4.6.C. Explain how continuity and change have impacted world history.

●        8.4.6.D. Examine patterns of conflict and cooperation among groups and organizations that impacted the development of the history of the world.

●        8.5.6-8.A. Cite specific textual evidence to support analysis of primary and secondary sources.

●        8.5.6-8.D. Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.

●        8.5.6-8.G. Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

Course Description: In Grade 6, students will study the ancient worlds of the Middle East, India, China, and Mesoamerica.  Major themes of the course center around Government, History, Geography, and Economics.  An introductory unit on the development of human society and the origins of civilization are examined.  Students will understand the definition of civilization and the factors that contributed to its development.  Ancient Mesopotamia, Egypt, and Israel are the focus of the ancient middle eastern civilizations.  Students then learn about Ancient India and Ancient China civilizations. The course content concludes with a study of Ancient Mesoamerica, which includes the Aztec and Mayan civilizations.  Analysis of what led to the development of each of these civilizations and what we can learn from them in today’s world is a central theme of the course.

Related Courses:

Measurable objectives to be attained by students:

Specific objectives for this course are aligned to the Pennsylvania Core Standards for Social Studies as outlined in the Scope and Sequence for 6th Grade Social Studies.

Instructional Strategies: Below is a list of strategies used for high-quality instruction in Social Studies:

• Hands-on activities (i.e. simulations, role-playing, and reenactments) to bring history alive in the classroom.  6th Grade students participate in projects related to a region of the thirteen American colonies.
• Multimedia Resources and Technology Integration to engage students and develop research skills and cooperative learning.
• Inquiry-Based Learning to allow students to use their critical thinking and creativity.
• Thematic Teaching by asking “big questions” that can apply to past, present and future. 5th Grade Essential Questions include, but are not limited to: How does geography affect the growth of civilizations? How and why do cultures develop, interact, and change?  What are the beliefs and values that have shaped government over time?  What impact does trade/economics have on the organization and daily life of people? 
• Storytelling techniques through personal experiences, anecdotal evidence, and historical fiction.
• Incorporating Current Events to make connections between past and present.

Forms of Assessment to Measure Attainment of Course Objectives:

Formative Assessments can include, but are not limited to pre-assessments, homework, warm-ups and/or exit tickets, worksheets, review activities, note-taking, and performance assessments.

Summative assessments include but are not limited to tests or quizzes of units, projects, presentations, and district assessments. Culminating activities and projects highlighting the history and culture of each civilization are performed as well.

Estimated Instructional Time:  60 Minutes for three, 6-week blocks.

Resources:

World History Great Civilizations Ancient Through Modern Times, Consultants Fredrik Hiebert, Christopher P. Thornton, Jeremy McInerney, Michael W. Smith, Peggy Altoff, David W. Moore. (Cengage/National Geographic Learning, 2016),  - 978-1-30-583718-8

Technology: MindTap Personal Learning, Measure Skills & Outcomes (National Geographic)

Course:   Social Studies 7

Standards: This course is aligned to all standards within the four major themes of Pennsylvania’s Social Studies Standards:  Civics and Government, Economics, Geography, and History.

• 8.4.7.A.  Summarize the social, political, cultural, and economic contributions of individuals and groups in world history.
• 8.4.7.B.  Explain the importance of historical documents, artifacts, and sites which are critical to world history.
• 8.4.7.C.  Differentiate how continuity and change have impacted world history.
• 8.4.7.D.  Explain how conflict and cooperation among groups and organizations have impacted the history of the world.
• CC.8.5.6-8.B.  Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
• CC.8.5.6-8.E.  Describe how a text presents information (e.g., sequentially, comparatively, and causally).
• CC.8.5.6-8.H.  Distinguish among fact, opinion, and reasoned judgment in a text.

 Course Description: This course is a study of the development of Western Civilization beginning with the Greeks and culminating with the development of Nation States. There will be an emphasis on the historic, geographic, economic, and political dynamics of the studied civilizations:  Greece, Rome, and Byzantine and Ottoman Civilizations, as well Medieval Europe and the Early Renaissance time period.  Each unit will address the impact of geography, economics, and government on human behavior.  A focus on each civilization’s impact on culture, both and present, as well as their contributions to science and technology. 

Related courses:

Honors Social Studies 7, Social Studies LRC 7, Gifted Social Studies 7

Measurable objectives to be attained by students:

Specific objectives for this course are aligned to the Pennsylvania Core Standards for Social Studies as outlined in the Scope and Sequence for 7th Grade Social Studies.

Instructional Strategies: Below is a list of strategies for high-quality instruction in Social Studies:

• Use Primary Sources to promote a guaranteed and viable curriculum
• Incorporate Hands-on activities (i.e. simulations, role-playing, and reenactments) to bring history alive in the classroom
• Use Multimedia Resources and Technology Integration to engage students and develop research skills and cooperative learning
• Provide Inquiry-Based Learning to allow students to use their critical thinking and creativity
• Develop Thematic Teaching by asking “big questions” that can apply to past, present and future
• Use Storytelling techniques through personal experiences, anecdotal evidence, and historical fiction

Forms of Assessment to Measure Attainment of Course Objectives:

Formative Assessments can include, but are not limited to: pre-assessments, homework, warm-ups and/or exit tickets, inquiry, worksheets, review activities, note-taking, and performance assessments. Summative assessments include, but are not limited to: tests or quizzes of units, projects, presentations, and district assessments including performance tasks.

Estimated Instructional Time: 45 minutes

 Resources:

Text Resources:

• World History Great Civilizations Ancient Through Modern Times, Consultants Fredrik Hiebert, Christopher P. Thornton, Jeremy McInerney, Michael W. Smith, Peggy Altoff, David W. Moore. (Cengage/National Geographic Learning, 2016), ISBN - 978-1-30-583718-8
• The Ancient Greek World, by Jennifer Roberts and Tracy Barrett (Oxford U, 2005) - 978-0-19-515696-6
• The Ancient Roman World,  by Marni Mcgee, University Ronald Mellor (Oxford U, 2005) - 978-0-19-515380-4
• The European World, by Barbara A. Hanawalt (Oxford U, 2005) - 978-019-517844-9
• An Age of Voyages, 1350-1600, by Merry E. Weisner-Hanks (Oxford U, 2005) - 978-0-19-517672-8

Technology: MindTap Personal Learning, Measure Skills & Outcomes (National Geographic)

Course:   Social Studies 8

Standards: This course is aligned to all standards within the four major themes of Pennsylvania’s Social Studies Standards:  Civics and Government, Economics, Geography,

• 8.3.8.A. Examine the role groups and individuals played in the social, political, cultural, and economic development of the United States.
• 8.3.8.B. Evaluate the importance of historical documents, artifacts and places critical to United States history.
• 8.3.8.C. Summarize how continuity and change have impacted U.S. history.
• 8.3.8.D. Examine how conflict and cooperation among groups and organizations have impacted the growth and development of the U.S.
• CC.8.5.6-8.C. Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered).
• CC.8.5.6-8.F. Identify aspects of a text that reveal an author’s point of view or purpose (e.g. loaded language, inclusion or avoidance of particular facts).
• CC.8.5.6-8.I. and History. Analyze the relationship between a primary and secondary source on the same topic.

 Course Description: 8th Grade Social Studies covers United States history from the late 18th Century to the late 19th Century.  Units of study include Pre - Revolutionary War, the American Revolution, Creating the United States Government, Presidential Impact of the 19th Century, Philosophical, Social , & Economic Changes between 1800 - 1865, the Events leading to the Civil War, the Civil War, and Reconstruction.  Overarching themes of this course are politics and government, diplomacy, economics, culture, technology, and social issues. Concepts addressed in the course include, but are not limited to, interpretation of historical events, power in society, liberty, equality, conflict resolution, the impact of geography, current events, and group targeted conflict/violence.  Content and skills of the course are designed to enable students to demonstrate an understanding of chronological development and historical comprehension. Critical and spatial thinking are developed through the use of analytical and interpretive skills. This program continues to develop research skills, and is designed to support the academic standards as outlined by NCSS, the Pennsylvania Department of Education, and the Council Rock School District.

Related courses:

Honors Social Studies 8, Social Studies LRC 8, Gifted Social Studies 8

Measurable objectives to be attained by students:

Specific objectives for this course are aligned to the Pennsylvania Core Standards for Social Studies as outlined in the Scope and Sequence for 8th Grade Social Studies.

Instructional Strategies: Below is a list of strategies for high-quality instruction in Social Studies:

• Use Primary Sources to promote a guaranteed and viable curriculum
• Incorporate Hands-on activities (i.e. simulations, role-playing, and reenactments) to bring history alive in the classroom
• Use Multimedia Resources and Technology Integration to engage students and develop research skills and cooperative learning
• Provide Inquiry-Based Learning to allow students to use their critical thinking and creativity
• Develop Thematic Teaching by asking “big questions” that can apply to past, present and future
• Use Storytelling techniques through personal experiences, anecdotal evidence, and historical fiction

Forms of Assessment to Measure Attainment of Course Objectives:

Formative Assessments can include, but are not limited to: pre-assessments, homework, warm-ups and/or exit tickets, inquiry, worksheets, review activities, note-taking, and performance assessments.

Summative assessments include, but are not limited to: tests or quizzes of units, projects, presentations, and district assessments including performance tasks.

Estimated Instructional Time: 45 Minutes

Resources:

Text Resources:

• US History:  American Stories, Senior Consultants:  Fredrik Hiebert, Peggy Altoff, and Fritz Fischer.  (Cengage/National Geographic Learning, 2018) - ISBN #978-1-33-746700-01
• Creating America:  Beginnings Through Reconstruction, Jesus Garcia, Donna M. Ogle, C. Frederick Risinger, and Joyce Stevos (McDougal Littell, 2005) - ISBN #  978-0-618-37698-8

Technology: MindTap Personal Learning, Measure Skills & Outcomes (National Geographic)

Course:   American Civilization 9

Standards: This course is aligned to all standards within the four major themes of Pennsylvania’s Social Studies Standards:  Civics and Government, Economics, Geography, and History.

• 8.3.9.A. Compare the role groups and individuals play in the social, political, cultural, and economic development of the U.S.
• 8.3.9.B. Compare the impact of historical documents, artifacts, and places which are critical to the U.S.
• 8.3.9.C. Analyze how continuity and change have impacted the United States.
• 8.3.9.D. Interpret how conflict and cooperation among groups and organizations have impacted the growth and development of the U.S.
• 8.3.C.A. Compare and contrast the politics of various interest groups and evaluate their impact on foreign policy.
• 8.3.C.B. Compare and contrast the basic principles and ideals found in significant documents.
• 8.3.C.C. Analyze the principles and ideals that shape United States government.
• 8.3.C.D. Analyze the role political symbols play in civil disobedience and patriotic activities.
• CC.8.5.9-10.A. Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
• CC.8.5.9-10.D. Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.
• CC.8.5.9-10.G. Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.

Course Description: The period of American history from the “New West” to post-World War II America is used as the vehicle for the teaching of various disciplines within the social sciences. An emphasis is placed on economics, civics, and government as well as geography. Units of study begin with The New West, which has a focus on how the closing of the Frontier made American society and culture unique. The course then addresses the benefits and liabilities of Industrialization in American society. The topic of the Great Migration is introduced to explain how Industrialization led to the topic of immigration to the United States. As a result of the impact of industrialization and immigration, the course then turns to the The Progressive Era, which analyzes to what extent the government should act as agents of social change/reform.  The latter part of the course dives into the role the United States begins to play on the world stage.  Issues like American Imperialism, neutrality, and foreign policy are examined and critiqued.  The events leading to World War I are learned, as well as the War’s effects on the United States in the 1920’s and 1930’s, including its economic boom and bust (Great Depression).   The course concludes with the events leading to World War II, the most significant events and results of World War II, and finally, the War’s impact on domestic and foreign policy (beginnings of the Cold War.)

Related courses:

Honors American Civilization 9, Studies in American History 9, Social Studies LRC 9

 Measurable objectives to be attained by students:

Specific objectives for this course are aligned to the Pennsylvania Core Standards for Social Studies as outlined in the Scope and Sequence for 8th Grade Social Studies.

Instructional Strategies:

Content and skills of the course are designed to enable students to demonstrate an understanding of chronological development and historical comprehension. This program continues to develop research skills.  Below is a list of strategies used for high-quality instruction in Social Studies:

• Use of Primary Sources to promote a guaranteed and viable curriculum
• Incorporating Hands-on activities (i.e. simulations, role-playing, and reenactments) to bring history alive in the classroom
• Use Multimedia Resources and Technology Integration to engage students and develop research skills and cooperative learning
• Provide Inquiry-Based Learning to allow students to use their critical thinking and creativity
• Develop Thematic Teaching by asking “big questions” that can apply to past, present and future
• Use Storytelling techniques through personal experiences, anecdotal evidence, and historical fiction

Forms of Assessment to Measure Attainment of Course Objectives:

Formative Assessments can include, but are not limited to: pre-assessments, homework, warm-ups and/or exit tickets, inquiry, worksheets, review activities, note-taking, and performance assessments.

Summative assessments include but are not limited to: tests or quizzes of units, projects, presentations, and district assessments including performance tasks.

Estimated Instructional Time:  55 Minutes

Resources:

Text Resources:

United States History & Geography.   Joyce Appleby, Alan Brinkley, Albert S. Broussard, James M. McPherson, and Donald A. Ritchie.   McGraw Hill, 2014, ISBN # - 978-0-07-893568-8

The Americans:  Reconstruction to the 21st Century.  Gerald A. Danzer, J. Jorge Klor de Alva, Larry S. Krieger, Louis E. Wilson, and Nancy Woloch. Holt McDougal, 2012, ISBB # - 978-0-547-49117-2

Technology:

McGraw Hill Impact Social Studies

Course:   American Civilization 10

Standards: This course is aligned to all standards within the four major themes of Pennsylvania’s Social Studies Standards:  Civics and Government, Economics, Geography, and History.

• 8.3.U.A. Compare the role groups and individuals play in the social, political, cultural, and economic development of the U.S. 8.3.U.A.
• 8.3.U.B. Compare the impact of historical documents, artifacts, and places which are critical to the U.S.
• 8.3.U.C. Evaluate how continuity and change have impacted the United States.
• 8.3.U.D. Evaluate how conflict and cooperation among groups and organizations have influenced the growth and development of the U.S.
• 8.3.C.A. Compare and contrast the politics of various interest groups and evaluate their impact on foreign policy.
• 8.3.C.B. Compare and contrast the basic principles and ideals found in significant documents.
• 8.3.C.C. Analyze the principles and ideals that shape the United States government.
• 8.3.C.D. Analyze the role political symbols play in civil disobedience and patriotic activities.
• CC.8.5.9-10.B. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
• CC.8.5.9-10.C. Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
• CC.8.5.9-10.E. Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.
• CC.8.5.9-10.F. Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.
• CC.8.5.9-10.H. Assess the extent to which the reasoning and evidence in a text support the author’s claim.
• CC.8.5.9-10.I. Compare and contrast treatments of the same topic in several primary and secondary sources.

 Course Description: This full-year course teaches the period of American history from post-WWII foreign policy to the present day, as well as a focus on economic and political theory.  The course begins with an introduction and emphasis on economic, government and political principles with the intention of helping the students become good citizens and consumers of the 21st century. In the Economics unit, content focuses on the role economics plays in the life of the student, as well the theories behind economics as a cultural institution in American society. In the Government/Politics unit the role of government and politics in American society is highlighted by identifying the basic principles of the U.S. Constitution, the three branches of government, and the role of political parties.  The origins of modern political theory are addressed to help students understand the origins of our basic government principles. The course then transitions to the history of 1960’s America.  Beginning with the Election of 1960, course content focuses on how changing attitudes influenced the decade.  Specifically, the growth and impact of the Civil Rights Movement is examined, as well as how the domestic and foreign policies of the 1960’s led to U.S. involvement into the Vietnam War.  The Vietnam War and its effects on American society are analyzed and discussed, leading to the erosion of American economic dominance and growing apathy among Americans during the 1970’s.  The politics and economics of the 1980’s are addressed next, critiquing the role of the Reagan administration in ending the Cold War and how the economic and social policies of the 1980’s impacted American society.  The growth of science and technology and its impact on social change is the focus of units in the 1990’s and early 2000’s.  Finally, the course concludes with addressing post 9/11 America, the War on Terror, and as well as contemporary issues facing the United States today.

Related courses:

Honors American Civilization 10, Honors American Studies 10 (Gifted), Studies in American History 10, American Civilization 10 LRC

 Measurable objectives to be attained by students:

Specific objectives for this course are aligned to the Pennsylvania Core Standards for Social Studies as outlined in the Scope and Sequence for 10th Grade Social Studies.

Instructional Strategies:

• Content and skills of the course are designed to enable students to demonstrate an understanding of chronological development and historical comprehension. This program continues to develop research skills.  Below is a list of strategies used for high-quality instruction in Social Studies:
• Use of Primary Sources to promote a guaranteed and viable curriculum
• Incorporating Hands-on activities (i.e. simulations, role-playing, and reenactments) to bring history alive in the classroom
• Use Multimedia Resources and Technology Integration to engage students and develop research skills and cooperative learning
• Provide Inquiry-Based Learning to allow students to use their critical thinking and creativity
• Develop Thematic Teaching by asking “big questions” that can apply to past, present and future
• Use Storytelling techniques through personal experiences, anecdotal evidence, and historical fiction

Forms of Assessment to Measure Attainment of Course Objectives:

Formative Assessments can include, but are not limited to: pre-assessments, homework, warm-ups and/or exit tickets, inquiry, worksheets, review activities, note-taking, and performance assessments.

Summative assessments include but are not limited to: tests or quizzes of units, projects, presentations, and district assessments including performance tasks.  American Civilization 10 also provided assessments to meet PDE Standards, such as Career Readiness and Civic Knowledge.

Estimated Instructional Time:  55 Minutes

Resources:

Textbook Resources:

The American Vision:  Modern Times.  James M. Mcpherson, Joyce Oldham Appleby, Alan Brinkley, Albert S. Broussard, Donald A. Ritchie. (McGraw Hill, 2010).  ISBN #:  978-0-07-874523-2

The Enduring Vision.  Paul S. Boyer, Clifford E. Clark, Jr. Joseph Kett, Neal Salisbury, Harvard Sitkoff, Nancy Woloch. Houghton Mifflin, 2008.  ISBN #978-0-618-80163-3

The Americans:  Reconstruction to the 21st Century.  Gerald A. Danzer, J. Jorge Klor de Alva, Larry S. Krieger, Louis E. Wilson, and Nancy Woloch. Holt McDougal, 2012, ISBB # - 978-0-547-49117-2

Technology:

US History & Geography Digital

Course:   World History 11

Standards: This course is aligned to all standards within the four major themes of Pennsylvania’s Social Studies Standards:  Civics and Government, Economics, Geography, and History.

• 8.4.W.A. Evaluate the role groups and individuals play in the social, political, cultural, and economic development throughout world history.
• 8.4.W.B. Evaluate the importance of historical documents, artifacts, and sites which are critical to world history.
• 8.4.W.C. Evaluate how continuity and change have impacted the world today.
• 8.4.W.D. Evaluate how conflict and cooperation among groups and organizations have impacted the development of the world today, including its effects on Pennsylvania.
• 8.4.C.A. Evaluate the effectiveness of various international organizations, both governmental and non-governmental.
• 8.4.C.B. Compare and contrast the basic principles and ideals found in significant documents.
• 8.4.C.C. Employ historical examples and political philosophy to evaluate major arguments advanced for the necessity of government.
• 8.4.C.D. Analyze strategies used to resolve conflicts in society and government. Evaluate the role of nationalism in uniting and dividing citizens.
• CC.8.5.11-12.A. Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
• CC.8.5.11-12.D. Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text.
• Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually)

Course Description: This course is designed to understand our world and our place in it through the study of world history. Through this course of study, the interrelationship of the countries/regions and their interdependence is emphasized. A focus is placed on social, economic, political development of different societies as well as the study of geography. The course is organized around ¨essential questions¨, such as, how diverse cultures are built over time, how societies connect over space and time, how different economic systems develop to address changing human needs, how geographic factors affect the course of history, and how societies govern themselves. The units incorporate the history, culture, economics, governments, diplomacy, technology, and social issues of the following regions from the 16th Century to present day:  Latin America, Africa, Europe, East Asia, Southeast Asia, and the Middle East. 

Related courses:

Honors World History 11, Studies in World History 11 

 Measurable objectives to be attained by students:

Specific objectives for this course are aligned to the Pennsylvania Core Standards for Social Studies as outlined in the Scope and Sequence for 11th Grade Social Studies.

 Instructional Strategies: Content and skills of the course are designed to enable students to demonstrate an understanding of chronological development and historical comprehension. This program continues to develop research skills.  Below is a list of strategies used for high-quality instruction in Social Studies:

• Use of Primary Sources to promote a guaranteed and viable curriculum
• Incorporating Hands-on activities (i.e. simulations, role-playing, and reenactments) to bring history alive in the classroom
• Use Multimedia Resources and Technology Integration to engage students and develop research skills and cooperative learning
• Provide Inquiry-Based Learning to allow students to use their critical thinking and creativity
• Develop Thematic Teaching by asking “big questions” that can apply to past, present and future
• Use Storytelling techniques through personal experiences, anecdotal evidence, and historical fiction

Forms of Assessment to Measure Attainment of Course Objectives:

Formative Assessments can include, but are not limited to: pre-assessments, homework, warm-ups and/or exit tickets, inquiry, worksheets, review activities, note-taking, and performance assessments.

Summative assessments include but are not limited to: tests or quizzes of units, projects, presentations, and district assessments including performance tasks. 

Estimated Instructional Time:  55 minutes

Resources:

Text Resources:

World History Human Legacy.  Susan Elizabeth Ramirez, Peter Stearns, Sam Winebur.  Holt Publishing, 2008. ISBN - 13:  978-0-03-096388-9

World History:  The Modern Era.  Elisabeth Gaynor Ellis and Anthony Esler.  Pearson, Prentice – Hall, 2009.  ISBN - 978-0-13-365192-8

Course:   AP European History

Standards: This course is aligned to all standards within the Advanced Placement College Board AP European History Standards

Course Description: As outlined in the College Board’s Course and Exam Description, “In AP European History, students investigate significant events, individuals, developments, and processes from approximately 1450 to the present. Students develop and use the same skills, practices, and methods employed by historians: analyzing primary and secondary sources; developing historical arguments; making historical connections; and utilizing reasoning about comparison, causation, and continuity and change over time. The course also provides seven themes that students explore throughout the course in order to make connections among historical developments in different times and places: interaction of Europe and the world, economic and commercial development, cultural and intellectual development, states and other institutions of power, social organization and development, national and European identity, and technological and scientific innovations.” College level texts and other reading materials emphasize critical analysis and essay writing skills. Students will be encouraged to take the Advanced Placement European History examination available through the College Board. This course fulfills the eleventh-grade social studies graduation requirement.

 Measurable objectives to be attained by students:

AP European History is designed to be the equivalent of an introductory college or university survey of modern European history.

Instructional Strategies:

The AP European History course framework outlines the concepts and skills students must master in order to be successful on the AP Exam. To address those concepts and skills effectively, it helps to incorporate a variety of instructional approaches into daily lessons and activities. The following are strategies that can help students apply their understanding of course concepts:

close reading, create Representations, critique reasoning, debate, debriefing, discussion groups, fishbowl, graphic organizers, guided discussions, ´look for a pattern´, making connections, match claims and evidence, quickwrite, self/peer revision, Socratic seminar, and think-pair-share (AP European History Course and Exam Description).

 Forms of Assessment to Measure Attainment of Course Objectives:

Formative Assessments can include, but are not limited to: pre-assessments, homework, warm-ups and/or exit tickets, inquiry, worksheets, review activities, note-taking, and performance assessments.

As outlined in the College Board’s Course and Exam Description, forms of assessment include:  Short Answer Questions with Primary Sources, Document Based Questions, Document Summaries, Long Essay Questions, and the AP Exam.

Estimated Instructional Time:  55 minutes

Resources:

Text Resources:

• Kagan: Western Heritage since 1300, Donald Kagan.  Savvas, 2021.  ISBN - 9780135258514
• History of Western Society Since 1300.  John P. McKay.  BFW, 2021 ISBN - 13129360289

Technology: Bedford, Freeman & Worth/Macmillan Learning Launchpad

Course:   AP Psychology

Standards: This course is aligned to all standards within the Advanced Placement College Board AP Psychology Standards

 Course Description: The Advanced Placement Psychology course is designed to introduce students to the systematic and scientific study of behavior and mental processes of humans and other animals. Students will be exposed to psychological facts and principles associated with the major subfields of psychology. They will learn the methods that psychologists use in conducting and reporting on research.

Students will be encouraged to take the Advanced Placement examination available through the College Board.  This course incorporates STEM principles to build a foundation for STEM-related fields.

 Measurable objectives to be attained by students:

The AP Psychology course is designed to be the equivalent of the Introduction to Psychology course usually taken during the first college year.

Instructional Strategies:

The AP Psychology course framework outlines the concepts and skills students must master in order to be successful on the AP Exam. To address those concepts and skills effectively, it helps to incorporate a variety of instructional approaches into daily lessons and activities. The following are strategies that help students apply their understanding of course concepts:  ask the expert, construct an argument, debate, fishbowl, graph and switch, graphic organizer, index card summaries/questions,  jigsaw, manipulatives, misconception check, one - minute essay, quickwrite, and think - pair - share.

Forms of Assessment to Measure Attainment of Course Objectives:

Formative Assessments can include, but are not limited to: pre-assessments, homework, warm-ups and/or exit tickets, inquiry, worksheets, review activities, note-taking, and performance assessments.

As outlined in the College Board’s Course and Exam Description, forms of assessment include multiple choice and free response questions.

Estimated Instructional Time:  55 minutes

Resources:

Text Resources:

Psychology.  David G. Myers. Worth, 2015.  ISBN - 9781464164743

Technology Resources: Bedford, Freeman & Worth/Macmillan Learning Launchpad

Course:   Advanced Placement United States History

Standards: This course is aligned to all standards within the AP US History Standards

Course Description: As outlined in the College Board’s Course and Exam Description, “In AP U.S. History, students investigate significant events, individuals, developments, and processes in nine historical periods from approximately 1491 to the present. Students develop and use the same skills and methods employed by historians: analyzing primary and secondary sources; developing historical arguments; making historical connections; and utilizing reasoning about comparison, causation, and continuity and change. The course also provides eight themes that students explore throughout the course in order to make connections among historical developments in different times and places: American and national identity; work, exchange, and technology; geography and the environment; migration and settlement; politics and power; America in the world; American and regional culture; and social structures.” This rigorous course will emphasize class discussion of work assigned from a survey textbook and supplementary reading taken from both primary and secondary sources. Students will be encouraged to take the Advanced Placement U.S. History examination available through the College Board. This course fulfills the tenth-grade social studies graduation requirement.

 Measurable objectives to be attained by students:

AP US History is designed to be the equivalent of an introductory college or university survey of United States history.

Instructional Strategies:

The AP United States History course framework outlines the concepts and skills students must master in order to be successful on the AP Exam. To address those concepts and skills effectively, it helps to incorporate a variety of instructional approaches into daily lessons and activities. The following are strategies that can help students apply their understanding of course concepts:

close reading, create representations, critique reasoning, debate, debriefing, discussion groups, fishbowl, graphic organizers, guided discussions, ´look for a pattern´, making connections, match claims and evidence, quickwrite, self/peer revision, Socratic seminar, and think-pair-share (AP US History Course and Exam Description).

Forms of Assessment to Measure Attainment of Course Objectives:

Extensive written assignments occur each marking period as will tests and quizzes utilizing essay and objective-style questions.  Formative Assessments can include, but are not limited to: pre-assessments, homework, warm-ups and/or exit tickets, inquiry, worksheets, review activities, note-taking, and performance assessments.

As outlined in the College Board’s Course and Exam Description, forms of assessment include:  Short Answer Questions with Primary Sources, Document Based Questions, Document Summaries, Long Essay Questions and the AP Exam

Estimated Instructional Time:  55 minutes

Resources:

Text Resources:

American History:  Connecting With the Past.  Alan Brinkley.  McGraw Hill, 2015.  ISBN - 978-0-02-136299-8

Course:   Advanced Placement World History:  Modern

Standards: This course is aligned to all standards within AP College Board World History - Modern        

Course Description: As outlined in the College Board’s Course and Exam Description, “In AP World History: Modern, students investigate significant events, individuals, developments, and processes from 1200 to the present. Students develop and use the same skills, practices, and methods employed by historians: analyzing primary and secondary sources; developing historical arguments; making historical connections; and utilizing reasoning about comparison, causation, and continuity and change over time. The course provides six themes that students explore throughout the course in order to make connections among historical developments in different times and places: humans and the environment, cultural developments and interactions, governance, economic systems, social interactions and organization, and technology and innovation. Strongly advised is a recommendation from the student’s current social studies teacher. Students will be encouraged to take the Advanced Placement World History: Modern examination available through the College Board. This course fulfills the eleventh-grade social studies graduation requirement.

 Measurable objectives to be attained by students:

AP World History: Modern is designed to be the equivalent of an introductory college or university survey of modern world history.

Instructional Strategies:

The AP World History - Modern course framework outlines the concepts and skills students must master in order to be successful on the AP Exam. To address those concepts and skills effectively, it helps to incorporate a variety of instructional approaches into daily lessons and activities. The following are strategies that can help students apply their understanding of course concepts:

close reading, create Representations, critique reasoning, debate, debriefing, discussion groups, fishbowl, graphic organizers, guided discussions, ´look for a pattern´, making connections, match claims and evidence, quickwrite, self/peer revision, Socratic seminar, and think-pair-share (AP World History - Modern Course and Exam Description).

Forms of Assessment to Measure Attainment of Course Objectives:

This is a rigorous course requiring outside reading, essay writing and class participation. Formative Assessments can include, but are not limited to: pre-assessments, homework, warm-ups and/or exit tickets, inquiry, worksheets, review activities, note-taking, and performance assessments.

As outlined in the College Board’s Course and Exam Description, forms of assessment include:  Short Answer Questions with Primary Sources, Document Based Questions, Document Summaries, Long Essay Questions, and the AP Exam.

Estimated Instructional Time:  55 minutes

Resources:

Text Resources:

1200 Update:  Ways of the World.  Anda Lee Seat and Deborah Grebel - Becker. BFW, 2022. ISBN - 131923657X

Technology:

Bedford, Freeman, & Worth - Launchpad for Ways of the World 

Course:   Current Issues 10 - 12

Standards: This course is aligned to all standards within the four major themes of Pennsylvania’s Social Studies Standards:  Civics and Government, Economics, Geography, and History.

• CC.8.5.11 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
• 8.4.W.C. Evaluate how continuity and change have impacted the world today.
• 8.4.W.D. Evaluate how conflict and cooperation among groups and organizations have impacted the development of the world today, including its effects on Pennsylvania.
• 8.4.C.A.-12.G. Evaluate the effectiveness of various international organizations, both governmental and non-governmental.

Course Description: This semester elective course uses current events as the standard to teach Social Studies skills. Economic, social and political concepts are learned through the events of the student’s life. Source analysis is a central theme of the course. Units on separating fact vs. opinion, choosing reliability of sources, and the impact of social media are examined.  Current issue topics are categorized into local, state, national and world news.  Global geography, government structures, world organizations (i.e. - UN, World Bank, etc.), and world leadership is learned as well. There is also a focus on how the United States government plays a significant role in world issues.  Current newspapers, magazines, and web sites are the sources of information for Current Issues.

Measurable objectives to be attained by students:

Specific objectives for this course are aligned to the Pennsylvania Core Standards for Social Studies as outlined in the Scope and Sequence for 10th - 12th Grade students.

Instructional Strategies:

Content and skills of the course are designed to enable students to demonstrate an understanding of chronological development and historical comprehension. This program continues to develop research skills.  Below is a list of strategies used for high-quality instruction in Social Studies:

• Use of Primary Sources to promote a guaranteed and viable curriculum
• Incorporating Hands-on activities (i.e. simulations, role-playing, and reenactments) to bring history alive in the classroom
• Use Multimedia Resources and Technology Integration to engage students and develop research skills and cooperative learning
• Provide Inquiry-Based Learning to allow students to use their critical thinking and creativity
• Develop Thematic Teaching by asking “big questions” that can apply to past, present and future
• Use Storytelling techniques through personal experiences, anecdotal evidence, and historical fiction

Forms of Assessment to Measure Attainment of Course Objectives:

Formative Assessments can include, but are not limited to: pre-assessments, homework, warm-ups and/or exit tickets, inquiry, worksheets, review activities, note-taking, and performance assessments. Summative assessments include, but are not limited to: tests or quizzes of units, projects, presentations, and district assessments including performance tasks. 

Estimated Instructional Time:  55 minutes (Alternate Day or Semester)

Resources:

Various News Sites and Supplemental Resources

Upfront Magazine. New York Times.

Course:   Gender Studies

Standards: This course is aligned to all standards within the four major themes of Pennsylvania’s Social Studies Standards:  Civics and Government, Economics, Geography, and History.

Course Description: This course will focus on the way gender shapes individuals, social institutions and culture throughout history. It places an emphasis on the relationship between the social construction of gender and the experiences of women and men throughout societies. Students will study topics such as “male” and “female” gender expectations in the home, workplace, and government as well as how concepts of gender are reflected in a society’s media, religion, interpersonal relations and individual rights.  The course content included units on defining gender and how it reflects society, the role of gender in daily life, gender´s impact on violence, the workplace, and education.  Lastly, Gender Studies addresses the role of the media in shaping gender expectations.

Measurable objectives to be attained by students:

Specific objectives for this course are aligned to the Pennsylvania Core Standards for Social Studies.

Instructional Strategies:

The goal of this course is to help students develop a critical framework for thinking about gender through a global perspective and allow the opportunity for self-reflection throughout.  This program continues to develop research skills.  Below is a list of strategies used for high-quality instruction in Social Studies:

●       Use of Primary Sources to promote a guaranteed and viable curriculum

●       Incorporating Hands-on activities (i.e. simulations, role-playing, and reenactments) to bring history alive in the classroom

●       Use Multimedia Resources and Technology Integration to engage students and develop research skills and cooperative learning

●       Provide Inquiry-Based Learning to allow students to use their critical thinking and creativity

●       Develop Thematic Teaching by asking “big questions” that can apply to past, present and future

●       Use Storytelling techniques through personal experiences, anecdotal evidence, and historical fiction

Forms of Assessment to Measure Attainment of Course Objectives:

Formative Assessments can include, but are not limited to: pre-assessments, homework, warm-ups and/or exit tickets, inquiry, worksheets, review activities, note-taking, and performance assessments.

Summative assessments include but are not limited to: tests or quizzes of units, projects, presentations, and district assessments including performance tasks.

Estimated Instructional Time:  55 Minutes (Semester or Alternate Day)

Resources:

Other Resources:  Gender Studies GVC Framework

Course:   Honors U.S. Government and Politics 11/12

Standards: This course is aligned to all standards within the four major themes of Pennsylvania’s Social Studies Standards:  Civics and Government, Economics, Geography, and History.

Course Description: This course emphasizes the importance of economic, social, and political awareness in shaping history and the future. Students will acquire the basic elements of citizenship skills for participating in public affairs and understanding the premises of American government and politics.  The course begins with an overview of the history behind the principles of modern political theory, democracy, and its impact on the United States Constitution.  The six principles of the Constitution are analyzed and understood, followed by a critique of the three branches of the U.S. government and their effectiveness to work together as a government institution.  The politics aspect of the course addresses the main political perspectives in American society, as well as their meaning and application on American society.  Voting rights, behavior and elections are analyzed and discussed.  As many of these students are or will be first time voters, the characteristic of effective civic participation is also addressed. 

 Measurable objectives to be attained by students:

Specific objectives for this course are aligned to the Pennsylvania Core Standards for Social Studies as outlined in the Scope and Sequence for 11th and 12th Grade Social Studies.

Instructional Strategies:

Content and skills of the course are designed to enable students to demonstrate an understanding of chronological development and historical comprehension. This program continues to develop research skills.  Below is a list of strategies used for high-quality instruction in Social Studies:

●       Use of Primary Sources to promote a guaranteed and viable curriculum

●       Incorporating Hands-on activities (i.e. simulations, role-playing, and reenactments) to bring history alive in the classroom

●       Use Multimedia Resources and Technology Integration to engage students and develop research skills and cooperative learning

●       Provide Inquiry-Based Learning to allow students to use their critical thinking and creativity

●       Develop Thematic Teaching by asking “big questions” that can apply to past, present and future

●       Use Storytelling techniques through personal experiences, anecdotal evidence, and historical fiction

●       Case Studies that delve into specific political/government topics to help students develop analytical and problem- solving skills, as well as a nuanced understanding of historical contexts

Forms of Assessment to Measure Attainment of Course Objectives:

Formative Assessments can include, but are not limited to: pre-assessments, homework, warm-ups and/or exit tickets, inquiry, worksheets, review activities, note-taking, and performance assessments. Summative assessments include, but are not limited to: tests or quizzes of units, projects, presentations, and district assessments including performance tasks.

Estimated Instructional Time:  55 Minutes / Semester Course

Resources:

Text Resources: Magruder's American Government.  William A. McClenaghan.  Prentice-Hall, 2007. ISBN - 978-0131818903

Course:   Honors Economic Theory 11/12

Standards: This course is aligned to all standards within the four major themes of Pennsylvania’s Social Studies Standards:  Civics and Government, Economics, Geography, and History.

Course Description: This course is designed for the student who wants to become more informed about our economy and economic decisions made at the individual, corporate and governmental levels. This course will increase the student’s awareness of economics, which will include an exposure to the basic theories and terminology integrated through both micro and macroeconomics. Units of study include Supply and Demand, Business/Market Structures, Fiscal and Monetary Policy, Economic Indicators (i.e. - Unemployment, Inflation, GDP, etc.), and International Economics.  Some major themes discussed include, but are not limited to, the role of government in economics, how economics affects individual behavior, the U.S.´s role in a global economy. 

Measurable objectives to be attained by students:

Specific objectives for this course are aligned to the Pennsylvania Core Standards for Social Studies as outlined in the Scope and Sequence for 11th and 12th Grade Social Studies.

Instructional Strategies:

Skills developed in this course include graph interpretation and simple mathematical relationships. Students will be expected to complete a variety of assignments to apply their understanding of economics to actual current economic issues.  Below is a list of strategies used for high-quality instruction in Social Studies:

●       Use of Primary Sources to promote a guaranteed and viable curriculum

●       Incorporating Hands-on activities (i.e. simulations, role-playing, and reenactments) to bring history alive in the classroom

●       Use Multimedia Resources and Technology Integration to engage students and develop research skills and cooperative learning

●       Provide Inquiry-Based Learning to allow students to use their critical thinking and creativity

●       Develop Thematic Teaching by asking “big questions” that can apply to past, present and future

●       Use Storytelling techniques through personal experiences, anecdotal evidence, and historical fiction

●       Case Studies that delve into specific political/government topics to help students develop analytical and problem- solving skills, as well as a nuanced understanding of historical contexts

Forms of Assessment to Measure Attainment of Course Objectives:

Formative Assessments can include, but are not limited to: pre-assessments, homework, warm-ups and/or exit tickets, inquiry, worksheets, review activities, note-taking, and performance assessments. Summative assessments include but are not limited to: tests or quizzes of units, projects, presentations, and district assessments including performance tasks.

Estimated Instructional Time:  55 minutes (Semester Course)

Resources:

Text Resources:

Economics:  Principles and Practices.  Gary E. Clayton, PHD.  McGraw Hill, 2012. ISBN - 978-0-07-895360-6

Course:   Honors Philosophy 12

Standards: This course is aligned to all standards within the four major themes of Pennsylvania’s Social Studies Standards:  Civics and Government, Economics, Geography, and History.

●       5.1.12A - Evaluate the major arguments advanced for the necessity of government

●       5.2.12F Evaluate how individual rights may conflict with or support the common good. 

●       8.1.12 A, C, D - Evaluate chronological thinking

●       8.1.12B, C, D - Synthesize and evaluate historical comprehension, Evaluate historical interpretation of events, Synthesize historical research

●       8.4.12C  - Evaluate how continuity and change throughout history has impacted belief systems and religions, commerce and industry, innovations, settlement patterns, social organization, transportation and roles of women since 1450 C.E. 

Course Description: This course is designed for students identified as gifted and will develop GIEP goals throughout the course. The course is a pragmatic overview of the six major aspects of philosophic study.  After an introduction to what is philosophy, what is a philosopher, and the origins of western thought, the first major unit is Metaphysics, or the study of reality.  A unit on Political Theory, the relationship between individuals and society is then discussed.  Epistemology, the study of knowledge, and Theology, the study of the existence/non-existence of God, is analyzed.  Finally, students concluded the course content with a study of Ethics, or practical decision making. The philosophical manifestation of Aesthetics is interwoven throughout the other units.  The primary emphasis is for students to develop from a philosophical perspective of life and the world that allows them to be successful in their future endeavors.

 Measurable objectives to be attained by students:

Specific objectives for this course are aligned to the Pennsylvania Standards for Social Studies as outlined in the Scope and Sequence for Honors Philosophy.

Instructional Strategies:

In this introductory course, students will manipulate abstract ideas to provide a means of dealing with varying points of view in an orderly, logical, and rational way. The ideas from original works by a number of philosophers will be read and studied in a small group seminar format to attempt to view the philosopher at work. This program continues to develop research skills.  Below is a list of strategies used for high-quality instruction in Social Studies:

●       Use of Primary Sources to promote a guaranteed and viable curriculum

●       Incorporating Hands-on activities (i.e. simulations, role-playing, and reenactments) to bring history alive in the classroom

●       Use Multimedia Resources and Technology Integration to engage students and develop research skills and cooperative learning

●       Provide Inquiry-Based Learning to allow students to use their critical thinking and creativity

●       Develop Thematic Teaching by asking “big questions” that can apply to past, present and future

●       Use Storytelling techniques through personal experiences, anecdotal evidence, and historical fiction

●       Participation in Socratic Seminar

Forms of Assessment to Measure Attainment of Course Objectives:

Formative Assessments can include, but are not limited to: pre-assessments, homework, warm-ups and/or exit tickets, inquiry, worksheets, review activities, note-taking, and performance assessments. Summative assessments include but are not limited to: tests or quizzes of units, projects, presentations, and district assessments including performance tasks.

Estimated Instructional Time:

Resources:

Text Resources:

The Republic, Plato

Anthem, Ayn Rand

Communist Manifesto, Karl Marx

The Social Contract, Jean – Jacques Rousseau

Einstein’s Dreams, Alan Lightman

Candide, Voltaire

Course:   Introduction to Economics 11/12

Standards: This course is aligned to all standards within the four major themes of Pennsylvania’s Social Studies Standards:  Civics and Government, Economics, Geography, and History.

Course Description: This course is designed to reinforce student understanding of basic economic concepts and theories. This elective brings the student closer to the economic world through practical application and theoretical support. Throughout the semester, students will gain an understanding of key economic principles through the study of banking, credit, decision-making, taxation, government agencies, budgets, markets, advertising/marketing, and economic systems. The course is based on core essential learnings for understanding how economics plays a role in an individual's life.  Some examples are that limited resources, and unlimited wants require choices by individuals, groups, and nations and these choices impact others locally, regionally, and around the globe; that interaction of buyers and sellers in markets determines prices and quantities exchanged; those governmental policies influence decision making; and, finally, that Individuals and groups strive to obtain goods and services and to accumulate wealth.

Measurable objectives to be attained by students:

Specific objectives for this course are aligned to the Pennsylvania Core Standards for Social Studies as outlined in the Scope and Sequence for 11th and 12t Grade Social Studies.

Instructional Strategies:

This program continues to develop research skills.  Below is a list of strategies used for high-quality instruction in Social Studies:

●       Use of Primary Sources to promote a guaranteed and viable curriculum

●       Incorporating Hands-on activities (i.e. simulations, role-playing, and reenactments) to bring history alive in the classroom

●       Use Multimedia Resources and Technology Integration to engage students and develop research skills and cooperative learning

●       Provide Inquiry-Based Learning to allow students to use their critical thinking and creativity

●       Develop Thematic Teaching by asking “big questions” that can apply to past, present and future

●       Use Storytelling techniques through personal experiences, anecdotal evidence, and historical fiction

●       Case Studies that delve into specific political/government topics to help students develop analytical and problem- solving skills, as well as a nuanced understanding of historical contexts

Forms of Assessment to Measure Attainment of Course Objectives:

Formative Assessments can include, but are not limited to: pre-assessments, homework, warm-ups and/or exit tickets, inquiry, worksheets, review activities, note-taking, and performance assessments. Summative assessments include but are not limited to: tests or quizzes of units, projects, presentations, and district assessments including performance tasks.

Estimated Instructional Time:  55 minutes (Semester Course)

Resources:

Text Resources:

Economics Today and Tomorrow.  Roger Leroy Miller, PhD.  Glencoe, 2008.  ISBN - 978–0-07-874766-3

Course:   Introduction to Psychology, 11-12

Standards: This course is aligned to all standards within the PA Social Studies Standards

Course Description: Introduction to Psychology is designed as a survey course to familiarize students with fundamental psychological concepts. The focus will be on the variety of factors which contribute to individual differences in personality, intelligence and character.  This survey course first addresses what psychology is and what psychologists do.  The students then learn to understand the significance of research in psychology.  The course then addresses the major themes in psychology, including the brain, sensation, perception, consciousness, learning, memory, intelligence, among other concepts.  There also is an overview of social psychology concepts sunch as cognition, group behavior, and abnormal behavior.

Measurable objectives to be attained by students:

Specific objectives for this course are aligned to the Pennsylvania Core Standards for Social Studies as outlined in the Scope and Sequence for Introduction to Psychology.

Instructional Strategies:

This program continues to develop research skills.  Below is a list of strategies used for high-quality instruction in Social Studies:

●       Incorporating Hands-on activities (i.e. simulations, role-playing, and reenactments) to bring history alive in the classroom

●       Use Multimedia Resources and Technology Integration to engage students and develop research skills and cooperative learning

●       Provide Inquiry-Based Learning to allow students to use their critical thinking and creativity

●       Develop Thematic Teaching by asking “big questions” that can apply to past, present and future

●       Use Storytelling techniques through personal experiences, anecdotal evidence, and historical fiction

Forms of Assessment to Measure Attainment of Course Objectives:

Formative Assessments can include, but are not limited to: pre-assessments, homework, warm-ups and/or exit tickets, inquiry, worksheets, review activities, note-taking, and performance assessments.

Summative assessments include but are not limited to: tests or quizzes of units, projects, presentations, and district assessments including performance tasks.

Estimated Instructional Time:  55 minutes (Semester)

Resources:

Text Resources:

Introduction to Psychology:  A Nextext Coursebook.   McDougal Little, 2003.  ISBN - 0-618-04828-6

Technology Resources: Launchpad, Psychology in Everyday Life (BFW, 2017)

Course:   Introduction to Sociology

Standards: This course is aligned to all standards within the four major themes of Pennsylvania’s Social Studies Standards:  Civics and Government, Economics, Geography, and History.

Course Description: Sociology is the study of group life-its characteristics, causes, and consequences. This introductory course will examine and analyze how social structures are created, maintained and most importantly, how they affect behavior. Students will be able to use the three main sociological perspectives to investigate concepts such as: socialization, culture, social structure, group behavior, crime, social stratification, race and ethnic relations, gender, education, poverty, and aging.  Specific social issues relatable to the lives of the students include, but are not limited to family, religion, politics, economy, sports, entertainment, environment, and city/suburban life. 

 Measurable objectives to be attained by students:

Specific objectives for this course are aligned to the Pennsylvania Core Standards for Social Studies as outlined in the Scope and Sequence for Introduction to Sociology.

Instructional Strategies:

Content and skills of the course are designed to enable students to demonstrate an understanding of chronological development and historical comprehension. This program continues to develop research skills.  Below is a list of strategies used for high-quality instruction in Social Studies:

●       Use of Primary Sources to promote a guaranteed and viable curriculum

●       Incorporating Hands-on activities (i.e. simulations, role-playing, and reenactments) to bring history alive in the classroom

●       Use Multimedia Resources and Technology Integration to engage students and develop research skills and cooperative learning

●       Provide Inquiry-Based Learning to allow students to use their critical thinking and creativity

●       Develop Thematic Teaching by asking “big questions” that can apply to past, present and future

●       Use Storytelling techniques through personal experiences, anecdotal evidence, and historical fiction

Forms of Assessment to Measure Attainment of Course Objectives:

Formative Assessments can include, but are not limited to: pre-assessments, homework, warm-ups and/or exit tickets, inquiry, worksheets, review activities, note-taking, and performance assessments.

Summative assessments include but are not limited to: tests or quizzes of units, projects, presentations, and district assessments including performance tasks.

Estimated Instructional Time:  55 Minutes (Semester)

Resources:

Text Resources: Sociology and You.  McGraw – Hill, 2014.  ISBN - 9780076640690