Year long Curriculum plan preparation and planning document

1. Grade you would want to teach- 9th

2. Course you want to teach- History (U.S. History)
3. State and national standards- there are a few standards to choose from, I would
pick Kansas state standard 4. Societies experience continuity and change over
time. I would pick this because while taking a few history classes at Ottawa I
started to really enjoy it. A class over the 1950s opened my eyes about how much
America has changed, and continues to change over time. The national standard
I would pick would be enable learners to identify and describe significant
historical periods and patterns of change within and across cultures, including but
not limited to, the development of ancient cultures and civilizations, the
emergence of religious belief systems, the rise of nation-states, and social,
economic, and political revolutions. I believe this is important because there
have been moments in time that have drastically changed not only America, but
also the world itself. For example, any of the world wars, especially WWII, and
the terrorist attacks during 9/11.
While state and national standards vary slightly, there are basically the same with
the national standards going into more depth and detail as to why they are so
critical. It is hard to make curriculum goals and benchmarks when I have no
desire to teach, I will attempt to do so.

4- Calenders:
1. How many grading periods do you have? 4 grading periods (4 quarters, 2
Semesters)

2. How many instruction days per grading period? 40-45 varies by quarter
3. How many days were reserved for teach workdays and testing?
Ten days are either teacher workdays or professional learning at Turner
High school, 2016.
5-Curriculum Mapping:
What they should learn in the present year:
According the Kansas state standards the content knowledge that needs to be acquired is:
Immigration, Industrialization, Progressives
Expansion and Imperialism
World War I and the Roaring 20s
Great Depression, New Deal
World War II and the Aftermath
Cold War Conflicts
Civil Rights and Social Change
Moving into the 21st Century
According to the Kansas state standards, students should already have knowledge
over the following:
Students should possess a general understanding of the exploration and colonization of
North America and the establishment of the United States prior to 1800, and should be
familiar with nation-building and major historic events through the end of the 19th
century. Students should possess a general understanding of the economic, social,
political, and international changes experienced by the United States that creates a nation
strong enough to take on the challenges of the 20th century. They should be familiar with
critical events in World History including the importance of the Renaissance period and
how it leads to global changes that resonate into the 20th century. Students should also be

proficient with Best Practices and Literacy Expectations and be able to integrate those
into their own learning. This course should build on prior student learning with a brief
review of the major events and ideas leading to the American War for Independence. This
review should also include the Declaration of Independence and the decisions made
during the Constitutional Convention with a focus on their impact on the nation and its
people.
What they are required to learn in futures grades: Certain themes will be
emphasized as part of the high school curriculum: the expanding role of the federal
government and federal courts; the continuing tension between the individual and the
state, and between minority rights and majority power; the emergence of a modern
corporate economy; and the role of the United States as a major world power. These
issues and others will be reviewed as a part of the high school United States government
curriculum. Critical skills and knowledge from this course will be used as background
knowledge as students embark on college, career, and citizenship pathways.

6- Year long plan- At Turner a teacher has a class for a semester, then the second
semester a new class so must start over.
August-December: I would be teaching United States history to freshmen in high
school. I would begin the semester with a pop quiz of their knowledge, with it
being extra credit. The point would be to gain a general feeling of how
knowledgeable the students are, and would help me find a starting point. One
thing about History is most people feel like it is all about memorizing names and
dates, the point of my class will be to learn how America became what it is today,

the events and people that shaped it, and how much different it would look if a
few decisions were made differently. Here is a breakdown of the class.
August: Week 1- introductions, pop quiz, knowledge check
Week 2- Use the pop quiz and knowledge check to find a starting point,
and break down that specific time era. (Will Use the finding of America as an
example starting point.
Week 3- Quiz over the discovery of America, and how the colonist
interacted with Natives and Indians. Proceed to the next lesson/era, consisting of
the years 1600-1650
Week 4- Discuss the previous weeks work, see if there are any questions,
and transition to a new time covering everything up to the constitution in 1789.
September: Week 1- Review all of material up to this point, give a test from
everything between Columbus discovering America and the Constitution of the
United States. Years covered- 1490-1789.
Weeks 2 and 3- Highlight some of the important events after the
Constitution and Declaration of Independence, such as the trail of tears, the
important of the Civil war, and highlight these as some of the worse days of
America. Have them compare those times and current day times to see how far we
have come. Also, how slavery was abolished.
Week 4- Assign a quiz at the beginning of the week, along with a
essay over what the students feel like is the biggest moment in American history
up to what has been covered in class.
October:

Week 1-2- Cover World War I, discuss what happened, why it

happened, and how it changed America. Also discuss if things would be different
if America had no joined, if so, how different? Quiz at the end and preparation for
a midterm.

Week 3- Hand out midterm review at beginning of the week, and

use the middle days to review as a class, and prepare them. Midterm test would be
at end of the week, covering everything from Columbus through World War 1.
Week 4- give the class a moment to reflect on the semester so far,
watch a video over the beginning of WWII. Highlight the great depression and its
impact on America Society. Introduce WWII, and briefly discuss Hitler and the
Holocaust.
November:

Week 1- Go in depth about WWII, how it started, how America got

involved, and the terrible things done by Hitler. Also highlight the bombing of
Pearl Harbor, the immediate response it warranted, and how for the first time
America was hit on its own soil. (Kind of, Hawaii)
Week 2- Assign a short essay over WWII, and show a video over
the Holocaust. Possibly assign a book reading. Highlight how the draft was used,
and how much America had changed over those 400+ years.
Week 3- Introduce the 1950s and the cold war to the class, include
many of the revolutionary break through made, such as the increased popularity
and mobility of the TV.
Week 4- Discuss the civil rights movement, introduce MLK and
show video of his I have a dream speech. Highlight the changing social norms
with the soldiers returning from War, and the increased opportunities beginning to
form for Women. Have the students write a short paper over their favorite/most
impactful moment in history so far.
December: Week 1- Briefly discuss the Vietnam war, and transition to events that
have occurred during their life time, such as 9/11.
Week 2- Go into detail about the 9/11 attack, and how it changed
America forever. Beginning bringing everything taught back together and

discusses how these events over time have gotten us where we are today.
Introduce a final exam or paper option.
Week 3- Give exam reviews and paper rubrics. If the student
chooses to write a essay, must be 3-5 pages over which two events in time
changed America the most, and what America would look like if the outcomes of
these two events had been different. The final exam covers questions over various
time eras, people and events. Multiple choice and essay questions included in test.
7- A book to teach your course: In this class I would have a textbook that covers
United States history as a whole, breaking down different events and the impact
they had. I would also require a book report over a book of my choosing that I
will add here as well.
Textbook: A People's History of the United States, by Howard Zinn
Book choices: The story of my life, by Helen Keller. The Fifties by David
Halberstam
Book Evaluation Form: While I cant get my hands on the textbook choice, or
any textbooks used in high school history. I do however own the book called The
Fifties, by David Halberstam and will do the evaluation over it.
Title: The fifties
Publisher and copyright date: Ballantine Books, 1986.
Grade Level: 9th grade
Curriculum Strand: State standard 4 would be covered very well here.
Societies experience continuity and change over time. It would be easy to show
just how much America changed over ten years by reading this book. So much
changed during this time such as the Cold War, increased availability for birth
control, increased jobs and opportunities for Women. It also highlights standard
one-choices have consequences. Standard 2, individuals have rights and
responsibilities.

Shows evidence of: It shows evidence of progress over a decade and is in

sequential order. It is appropriate because it can open eyes and really interest
some people and give them a better viewpoint of history as a whole.
Provides instructional opportunities for: It allows for critical thinking because
you can apply past situation to modern times. What might have happened if one
thing was done differently? War? How would you act as president in this time?
Could you solve the problems of the nation? It also provides opportunities for all
types of students, as you can also have it read to you, and there is a note section
that breaks down confusing words or themes of the book.
Includes: Technology. There are movies and interviews the author does that
answers a lot of the questions readers may have. It is also available to have read to
you, and activities could be formed from the book. I could put students in groups
and have them focus on a specific event and work together to figure out what
could be different today if things were done differently them.
Includes clearly state knowledge/application objectives: I would not have my
students just read this without telling them beforehand what to try and get out of
it. I would explain to my students to do more than read the words, attempt to
apply to todays society, or put yourself in their shoes during that time. The
objectives of this would be: Learn the most significant events of the 1950s, why
they happened, what they caused, and how things could have been different if a
decision was made differently. As for application objectives I would group
students together and have them change one decision in time and try to figure out
the domino impact it had.
Multiple assessment instruments: I could give tests over the entire book and/or
specific events. The options are pretty wide as there are a lot of significant events

that changed society forever. I could also give formative tests, and have a test or
quiz during the reading process to see how they are doing and if they need help
with a certain area.
8 Any standards not covered? - This book covers the five state standards very
well, but If I had to pick one it could do better in I would choose the fifth
standard, relationships between people, place, idea, and the environment are
dynamic. While I think this book does a good job covering it, it could go into
more detail about other countries. For example, it could go into more details on
the differences between our country, and the Soviet Unions (Big threat during
Cold War) and how these differences could have led to disaster. I could show
videos and use specific examples.

Work Cited:
State standards: http://www.ksde.org/LinkClick.aspx?
fileticket=12PQrLsG_Xg%3d&tabid=472&portalid=0&mid=1587
National Standards:
http://www.socialstudies.org/sites/default/files/NCSSTeacherStandardsV
ol1-rev2004.pdfif
For the calendar section: http://www.turnerusd202.org/page.cfm?
p=31&period=year