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Curriculum Map

(Based on the work of Heidi Hayes Jacobs and Janet Hale)

Designer: Joe Strittmatter Month Enduring Understandings Essential Questions

Content

Skills

Assessments

Standards

September

October

THE HOLOCAUST A. Hitlers Rise to Power B. The Final Solution Concentration Camps C. Americas Response to the Holocaust

A-C. Examine how indifference in the community can affect people's lives. A. Analyze how Adolf Hitler rose to power in Germany following WWI. B. Describe the Nazis final solution to the Jewish problem and the horrors of the Holocaust. C. Examine Americas knowledge of the Holocaust and their attempts, or lack thereof, to prevent the death of millions in Germany.

A. Class Discussion Read and discuss article on Hitlers Beer Hall Putsch in which he attempted to overthrow the government. B. Performance Task Write and design an Acrostic poem detailing the horrors of Auschwitz concentration camp. C. Class Discussion Was it morally unjust for Franklin D. Roosevelt to refuse refugees onboard the ship The St. Louis into the U.S.?

A-C 8.1.12.A B. 8.4.12.D C.1 8.3.12.A C.2 RH 3

November

WORLD WAR II A. Dictators Threaten World Peace Americas Attempts at Appeasement B. Americas Entry into WWII & the Home front (Bedford County) C. End of WWII Yalta and The Bomb

A-C. Explain content vocabulary. A. Summarize Americas response to growing threats in Europe and Asia. B. Summarize the contributions and sacrifices of Bedford County Veterans of WWII. C. Explain the options facing President Truman when faced with the decision to drop an atomic bomb on

A- C Performance Task Multiple Choice Quiz on vocabulary A. Performance Task List Americas attempts to remain neutral via appeasement. B. Class Discussion View & Discuss Bedford County Veterans of WWII Video C. Performance Task Summarize the pros and cons of using nuclear bombs.

A-C 8.1.12.A A. 8.3.12.D B. 8.2.12.A C.1 8.3.12. B C.2 RH 1

Japan.

December

COLD WAR AMERICA A. Origins of the Cold War: What is Communism? B. Cold War Heats Up: Ways The War Was Fought C. Cold War Arms Race D. Cold War America

A-D. Explain content vocabulary A. Compare/Contrast a communist regime with a capitalist nation B. Examine Cold War espionage through the lens of the Rosenberg Trial. C. Compare/Contrast Dr. Seusss Butter Battle Book with the arms race during the Cold War. D. Summarize events surrounding the Kennedy Administration along with the conspiracy theories surrounding his assassination.

A-D Performance Task We Didnt Start the Fire Project A. Performance Task Capitalism Vs. Communism Venn Diagram B1. Class Discussion Were the Rosenbergs deserving of the death sentence for treason? B2. Performance Task Sputnik & The Space Race Article Summary C1. Class Discussion Dr. Seuss Butter Battle Book comparison to the arms race D. Performance Task 6th floor Texas School Book Depository to Elm Street Geometry Explanation Were The Shots Possible?

A-D 8.1.12.A A. 8.1.12.B 3 B. 1 8.3.12.A B. 2 RH 9 C.1 RH 9

January

EU: 1. The media had unprecedented access to the frontline coverage of the Vietnam War. 2.Veterans of the Vietnam War were, quite often, treated as the enemy within their own country. 3.Musicians and events such as Woodstock contributed to the counter culture during the Vietnam War. EQ: 1. What type of photographs did journalists publish during the Vietnam War and what impact did

THE VIETNAM WAR A. Conflict in Vietnam B. Media access to the frontlines of the Vietnam War. C. Musical counterculture during the Vietnam War. D. Opposing viewpoints surrounding the Vietnam War.

A- C. Explain content vocabulary A. Examine the escalation of U.S. military involvement in Vietnam. B. Examine photographs and accounts of the Vietnam War. C. Interpret the meaning of anti-war songs written and performed during the Vietnam War.

A1. Class discussion Each President from Eisenhower through Nixon and their role in getting the country deeper and deeper into a quagmire in Vietnam. A2 Performance Task Trace the route of the Ho Chi Minh trail B. Performance Task Answer specific questions relating to 3 photos and 3 excerpts from articles published by journalists in the Vietnam

A-D 8.1.12.A B. & C. 8.1.12.C.4 B. 8.1.12.D D. 8.1.12.A.2 C. & D. RH 9

they have upon viewers? 2.How were veterans of the Vietnam War treated upon their return to the United States? 3.How were musicians so effective at influencing the masses?

D. Research and explain a viewpoint of a person involved in the Vietnam War. (Draft Dodger, Student, Veteran, Politician, or Patriot)

War C. Class Discussion Analyze and interpret songs written about the Vietnam War D. Performance Task Participate in a simulated talk show, assuming the position of a student, draft dodger, war veteran, hippie, politician, or a patriot during the Vietnam War

February

Part VIII The mapping process, which involved units on The Holocaust, World War II, The Cold War, and The Vietnam War, included analysis of the content, skills, assessments, and standards involved in those units. Also included in the curriculum map was the enduring understandings and essential questions from the unit on the Vietnam War. The units are part of a high school American History II course. The standards included both PA History Standards as well as the Common Core Reading Standards for Literacy in History and Social Studies. While a majority of the standards covered were from the PA History Standards in U.S. History, two of the other standards covered were Pennsylvania History and World History standards. For example; during the World War II unit, the students have the opportunity to hear the stories from veterans of World War, who live in their hometown in Bedford, Pennsylvania. Another topic that was addressed in the curriculum map was the assessments. In analyzing the assessments, I would use the data to recommend more performance assessments instead of relying so heavily on class discussions. I believe an area of strength in this curriculum map are the skills, as I think they help to make sure the EUs and main ideas are accomplished. Part IX I believe that the assessments for this American History course align with the Common Core reading standards for literacy in history/social studies nicely. As upper level high school course, the standards are met, however, there is one noticeable redundancy with Common Core standard RH9. However, this standard requires students to integrate information from diverse sources, both primary and secondary into a coherent understanding or and idea or event, noting discrepancies among sources. While all of the standards are important, RH9 stands out because it is vital to for history students to be able to use primary sources to forge their own opinion about history instead of expecting to be spoon fed stories from one perspective and accept them as truths. Without mapping out my units, I would have never noticed the redundancies or the need to implement other Common Core Standards. As a teacher who is new to the district that I work in, I am motivated to see if this process has been done at a school-wide level. Ive had many conversations with fellow social studies teachers but most of it consists of these are the topics that I teach. If I were able to see the curriculum maps, it could help us cover all the common core standards much more efficiently and eliminate any gaps or redundancies.

COLLEGE OF EDUCATION AND HUMAN SERVICES Curriculum Development and Evaluation ED 523 CURRICULUM MAPPING EVALUATION Degrees of Performance
Performance Indicators
1. Standards

Sophisticated 4
Appropriate PDE Standards are included and are aligned with the content, skills, and assessments by designating the concomitant upper case letter. Enduring Understandings are labeled and included under the unit topic. Essential Questions are labeled and included under the unit topic. Name of the unit is written in all capital letters and highlighted in bold. Content is written as a noun or noun phrase and a descriptor . A letter is assigned to each major content area to denote alignment.

Skillful 3

Developed 2
Appropriate PDE Standards are included but are randomly aligned with the content, skills, and assessments.

Literal 1

Not Included 0
Standards are not included in the map.

2. Enduring Understandings

3. Essential Questions

Enduring Understandings are not included in the map. Essential Questions are not included in the map. Name of the unit is written in lower case letters and/or not highlighted in bold. Content is inadequately written as a noun or noun phrase and a descriptor . Too much information is presented. A letter is inappropriately assigned to content areas to denote alignment. Skills are not written as a measurable verb and content. The Unit Topic and/or the Content is/are not included in the map.

4. Unit Topic and Content

5. Skills

Skills are written as a measurable verb and content. To denote alignment,

Skills are not included in the map.

6. Assessments (Summative)

they use the same letter designations as the content. A letter and number is used if more than one skill aligns with the content. Summative assessments include a descriptor depicting the content involved and the exact nature of the type of assessment. To denote alignment, the same letter designations as in the content and skills are used. If one assessment aligns with more than one content component and/or skill component, multiple letters and numbers are used to show this alignment. Clear and sequential identification of the overall curriculum mapping process. Sequential identification of the overall curriculum mapping process.

Alignment is limited or does not exist due to the inappropriate use of or lack of a letter or letter and number designation. Summative assessments do not include a descriptor depicting the content involved and /or the exact nature of the type of assessment. Alignment is limited or does not exist due to the inappropriate letter and/or number designations. Summative Assessments are not included in the map.

(Option A) 7. Sequential Process (Option B)

Reasonable, yet limited identification of the curriculum mapping process.

Underdeveloped identification of the curriculum mapping process.

(Option B) 7. Three Additional Maps

The unit topic, content, summative assessments, and CCSS standards are included according to the specifications as listed above for each item. Comprehensive analysis of the potential performance data that may be used to support decisions. Relevant analysis of the potential performance data that may be used to support decisions.

The unit topic, content, skills, assessments, and CCSS standards are included but are lacking some of the specifications as listed above for each item. Reasonable, yet limited analysis of the potential performance data that may be used to support decisions. Limited listing of the areas that were analyzed. For example, areas were Underdeveloped analysis of the potential performance data that may be used to support decisions.

(Option A) 8. Performance Data

(Option B) 8. Alignment

Comprehensive listing of the areas that were analyzed.

For example: Content/CCSS, Skills/CCSS, Assessments/CCSS, Gaps, Redundancies, etc. (Option A) 9. Decisions Comprehensive identification of the possible decisions made as a result of the implementation of the existing data. Relevant identification of the possible decisions made as a result of the implementation of the existing data.

not listed but were part of the analysis.

Plausible, yet limited identification of the possible decisions made as a result of the implementation of the existing data.

Underdeveloped identification of the possible decisions made as a result of the implementation of existing data.

(Option B) 9. Analysis

Well developed and in-depth examination of the extent to which the Content, Skills, and Assessments align with the CCSS, including any gaps, redundancies, etc AND comprehensive recommendations to ameliorate any inconsistencies.

Literal examination of the extent to which the Content, Skills, and Assessments align with the CCSS, including any gaps, redundancies, etc AND recommendations to ameliorate any inconsistencies.

Plausible, yet limited examination of the extent to which the Content, Skills, and Assessments align with the CCSS, including any gaps, redundancies, etc AND rather superficial recommendations to ameliorate any inconsistencies.

Underdeveloped analysis of the areas in relation to the CCSS including gaps, redundancies, etc, and resultant recommendations.