Social Studies

• How can individuals be responsible citizens of their community?
• How can individuals work collaboratively to make a difference in their community?

• How can maps and other representations be used to understand our communities?
• What are some of the ways community members and institutions meet the needs and wants of the community?
• How do places (i.e. hospitals, resource centers) and people (i.e. police officers, firefighters, government officials) within a community work together for the good of the people living in that community?

• How can the Pledge of Allegiance and other symbols of America be understood to represent democracy?
• What are the roles of community helpers play?
• How do the businesses and goods in the Norwalk shape the community?

• Who are the diverse populations and people that live in your community, now and in the past?
• How do citizens affect change in their community?
• What is the relationship between people and the land they live on?

• What defines Norwalk as a community?
• How do the roles and responsibilities of local officials impact the community?
• How has my community evolved over time?

• What makes a leader great?
• How can primary and secondary sources be used to learn about past and present national, state, and local leaders?
• Why should diverse individuals be recognized for their contributions to their community?

Communities within the United States are made up of diverse individuals who have made significant contributions to the growth of their city, town, or state. Sources can be used to learn about past or present national, state, and local leaders. In this unit, second graders will learn how to develop questions about these diverse individuals. Students will also investigate why national and state observances are important.

• What is the impact of governmental decisions made at the state and local levels?
• Is it possible to make political decisions that are “fair” to all people?
• How can individual citizens have an impact on Connecticut’s government?

• How has our local community and its diverse groups of citizens contributed to Connecticut’s story, past
  and present?
• What is the significance of Connecticut’s contribution to America’s story?

The state of Connecticut has a rich tapestry of cultures that have shaped its history. In this unit, third grade students will investigate and explore the cultural and environmental characteristics of the state of Connecticut. This unit aims to help students understand the diverse cultural groups that have made Connecticut their home, why various groups have chosen to settle here over time, and how these communities have influenced the state's development.

• How have geographic factors and groups of people created and defined regions across different parts of the world?
• How have human activities transformed a region?
• How has physical geography shaped a region?
• How do individuals and groups of people prepare for and adapt to various changes within different
  regions?

• How have regions across the United States of America changed, expanded, and contracted as a result of human-environment interaction?
• How does the movement of people, resources, technology, and cultures have an impact on the regions of the world?

Cultural and environmental characteristics of regions change over time and shape the movement of people, goods, and ideas. In this unit, fourth graders will explore how human settlement and movement relates to availability of natural resources and investigate the economic, social, and political factors that influence migration and population distribution throughout the United States.

Students will evaluate how push and pull factors influence the development of cultural enclaves and analyze different sources to evaluate the settlement and resettlement of individuals and groups. Ultimately, students will examine how cultural characteristics of communities in a particular place are sustained and evolve over time.

• How did the movement of people contribute to the social and political developments during this period?
• How did exploration by the Europeans impact Indigenous peoples and Africans?

Interconnected causes and effects shape the migration patterns of Indigenous people and the exploration by Europeans in North America. In this unit, fifth-grade students will think like geographers to show their understanding of why groups migrated, explored, and settled where they did. Students will be able to describe the causes and effects of European exploration and settlement on native lands. Additionally, students will understand that the emergence of the transatlantic slave trade was a direct consequence of European exploration in the Americas. This unit particularly emphasizes how African and indigenous cultures contributed to agricultural and technological knowledge within European settlements.

By studying cultural diffusion's effects, students will understand how different cultures have different gender roles and expectations. Students will engage with primary and secondary sources, consider historical context, and develop analytical skills to draw connections between important topics of pre-colonial history.

• What do good problem solvers do?
• When has a plan helped you accomplish a task?
• What motivates you to accomplish a goal?

Students explore a variety of nonfiction texts, folktales, and poetry to build strong reading, writing, and thinking skills. Through nonfiction reading, students learn how authors share information using facts and clear organization while discovering how people worked together to solve problems during the early history of the United States.

Students also read folktales from different cultures, learning how traditional stories share important lessons and values. By exploring characters’ plans and perseverance, students reflect on how planning and determination can help them overcome challenges in their own lives. The unit also includes poetry, where students read and write poems that express ideas and emotions through rhythm, imagery, and creative language. Together, these texts help students understand how goals, creativity, and perseverance can make a positive difference in individuals and communities.

• How do different tools and elements of maps help us understand and navigate our world?

In this unit of study, 6th graders will begin to investigate how geographic locations influence the development of a civilization. They will consider elements such as access to water, natural boundaries (such as mountains) and the ability to move people and goods. Students will explore cartography, expand on their knowledge of how geography impacts the development of a culture, and gain a deeper understanding of the intersection of the world around us.

This introductory unit familiarizes students with essential map skills and geographic tools, including understanding maps, latitude, longitude, hemispheres, and reading GPS coordinates. Students will learn to locate places on Earth, interpret maps, and apply geographic and historical concepts through interactive activities and practical exercises.

• How did early humans adapt to their environment to survive and thrive?
• What were the key developments that led to the rise of civilizations in Mesopotamia?
• How did geography influence the development of early civilizations in the Middle East?
• How have the political, economic, and cultural practices of ancient civilizations like Mesopotamia inspired and shaped modern society, and what enduring legacies can we see in contemporary issues today?

This unit explores the early development of human societies from the Paleolithic era through the rise of civilizations in Mesopotamia and the Middle East. Students will examine how geography influenced early human life, the transition from hunter-gatherer societies to agricultural communities, and the development of complex societies in ancient Mesopotamia.

The unit will highlight cultural advancements, technological innovations, and the foundations of government and writing. Students will connect ancient innovations to modern technologies and governance systems, considering how early advancements paved the way for today's societies.

Through inquiry-based learning, students will develop skills in questioning, analyzing, and synthesizing information from various sources, preparing them for informed civic participation.

• How did the geography of Northern Africa shape Ancient Egyptian civilization?
• In what ways did Ancient Egyptian culture and governance influence its development and longevity?
• How are modern issues in Northern Africa connected to ancient practices and challenges?
• What can contemporary societies learn from the successes and failures of Ancient Egypt?

This unit explores the ancient civilization of Egypt, its cultural, technological, and political advancements, and its impact on the region. Students will examine key elements of Ancient Egyptian society, including its geography, governance, religion, and contributions to human knowledge.

The unit will also connect ancient practices to contemporary issues in Northern Africa, such as the management of the Nile River, heritage preservation, and social changes. Students will connect ancient innovations to modern technologies and governance systems, considering how early advancements paved the way for today's societies.

Through inquiry-based learning, students will develop skills in questioning, analyzing, and synthesizing information from various sources, preparing them for informed civic participation.

• How did the geography of China shape the development of its early civilizations?
• In what ways did Ancient Chinese philosophy and governance influence its culture and legacy?
• How are modern issues in China connected to ancient practices and challenges?
• What can contemporary societies learn from the technological and cultural contributions of Ancient
  China?

This unit explores the rich history of Ancient China, focusing on its geography, governance, cultural achievements, and technological advancements. Students will investigate how these aspects influenced the development of Chinese civilization and its enduring impact on modern China.

The unit will also connect ancient practices to contemporary issues in modern China, such as the influence of Confucian philosophy on education, the impact of historical trade routes like the Silk Road on current economic policies, and the legacy of ancient governance on modern political structures. Students will connect ancient innovations to modern technologies and governance systems, considering how early advancements paved the way for today's societies.

Through inquiry-based learning, students will develop skills in questioning, analyzing, and synthesizing information from various sources, preparing them for informed civic participation.

• How did the geography of Southern Europe shape the development of Ancient Greek and Roman civilizations?
• In what ways did Greek and Roman culture and governance influence their development and legacy?
• How do modern issues in Southern Europe reflect the impact of ancient Greek and Roman practices?
• What lessons from Ancient Greece and Rome can inform contemporary governance and societal issues?

This unit examines the foundational aspects of Ancient Greek and Roman civilizations, exploring their cultural, political, and technological contributions. Students will learn about the key elements that defined these societies and how their legacies continue to influence modern Southern Europe and the world.

The unit will also address contemporary issues in the region that have roots in these ancient civilizations, including governance, architecture, philosophy, and regional conflicts. Students will connect ancient innovations to modern technologies and governance systems, considering how early advancements paved the way for today's societies.

Through inquiry-based learning, students will develop skills in questioning, analyzing, and synthesizing information from various sources, preparing them for informed civic participation.

• Movement and Cultural Diffusion - How has movement and cultural diffusion shaped societies?
• Government and Human Rights - How have people and individuals fought for human rights?
• Regional & Global Economics - How do economic decisions made by governments affect the lives of individuals, local communities, regions, and the global community?

This unit delves into Latin America's rich and diverse regions, exploring how geographic, political, and economic factors shape the region's history and contemporary life. Students will analyze the impact of human-environment interactions, the evolution of governance, and the effects of economic policies on a global scale.

Through a historical analysis of current events, students will gain a deeper understanding of Latin America's role in the world.

• Movement and Cultural Diffusion
  • What defines culture?
  • How has movement and cultural diffusion shaped societies?
  • How have global changes in population distribution patterns affected land use in various regions?
• Government and Human Rights
  • How successful were the different types of government in the 20th and 21st centuries?
  • How have people and individuals fought for human rights?
• Regional & Global Economics
  • How do economic decisions made by governments affect the lives of individuals, local communities, regions, and the global community?

• What were the similarities and differences among the colonies in North America?
• Why was there an American Revolution? Was it inevitable?
• Why were people living in the colonies not unified in their view of the American Revolution?

• Why was “limiting power” critical to the writers of the Constitution, and how did they include this in the document?
• How is the Constitution a “living document”--still active and relevant today?
• To what extent did the Constitution protect the rights and promote the powers of “we the people”?

One component of an organized community is a representative democracy in which political power and influence is shared and valued. In this unit, grade eight students will examine the foundations of government in the newly formed United States. Students will carefully evaluate the origins, purpose, and impact of the Declaration of Independence and the Constitution. Students will analyze how and why the Constitution created a sharing of power between the states and the national governments and how and why a sharing of power between different branches of the federal government was instituted. Students will carefully evaluate the powers given to citizens as a result of the Bill of Rights.

Students will also analyze the extent to which “liberty for all” was a guiding principle of our founding documents. Students will evaluate and assess what was stated in the founding documents related to Enslaved People and Indigenous Peoples.

● How were American Indians pushed to the Great Plains and
forced onto reservations?
● Why and how did the federal government adopt a policy of
assimilation of American Indians and what was its impact? 

● How did the birth of the cattle industry lead to the era of
the American cowboy and new patterns of migration and
settlement in the West?
● How and why did the federal government encourage the
growth of the railroad industry and how did its growth
impact the settlement and daily lives of various groups?
● How did the U.S. treat Native Americans in the period after
the Civil War?
● Why did communities in the South and West develop
agrarian political movements?

This U.S. History unit explores major changes and challenges in America during the late 1800s. Students examine how government leaders, the U.S. Army, missionaries, and settlers viewed and treated Native Americans, and how these attitudes shaped national policies and everyday life.

The unit highlights the Dawes Severalty Act of 1887, explaining its intended goals and its lasting effects on tribal identity, land ownership, and efforts to force Native Americans to assimilate into American society. Students consider how these policies impacted Native communities over time.

Students also study two major economic crises—the depressions of 1873–1879 and 1893–1897. They learn what caused these downturns and how different groups, including the government, businesses, workers, and farmers, responded to financial hardship.

Finally, the unit looks at the Populist movement, exploring why it gained support, the reforms it promoted, and why it struggled to achieve all of its goals.

● How did the rise of corporations and heavy industry
transform American people?
● How did the growth of cities change life in America?
● How did the massive immigration after 1870 affect social patterns, conflicts, national unity, and growing cultural
diversity?

● How did changes in the American labor movement affect
workers?

This U.S. History unit explores how the United States changed dramatically during the late 1800s and early 1900s as industrialization reshaped the nation. Students learn how big businesses expanded, factories replaced small workshops, and new consumer goods became more widely available, changing how people worked and lived. The growth of industry also led to the rise of labor unions, as workers organized to improve wages, hours, and working conditions.

The unit also focuses on reform movements that developed in response to these changes. Students study muckrakers who exposed social and economic problems, efforts to reform the civil service, government attempts to regulate business, and the influence of political machines in growing cities.

In addition, students examine major migration and immigration trends, including the Great Migration, nativism, and laws that limited immigration. The unit concludes with a look at urbanization, highlighting tenements, skyscrapers, and the movement of people from rural areas into cities.

This U.S. History unit explores the Progressive Era and how Americans responded to rapid change in the early 1900s. Students begin by learning about the social origins of the Progressives and why many Americans believed government should play a stronger role in fixing social and economic problems.

The unit examines Progressive efforts to regulate big business and protect workers and consumers. Students also study key Progressive Era constitutional amendments and how they expanded democracy and improved public life.

Foreign policy is another focus, with lessons on President Taft’s dollar diplomacy and President Theodore Roosevelt’s big stick diplomacy, showing how the United States increased its influence around the world.

In addition, students explore how modernization and new technologies changed daily life, along with the rise of modern media such as newspapers and film. The unit concludes with the Harlem Renaissance, highlighting the cultural achievements and lasting impact of African American artists, writers, and musicians.

● How did the U.S. develop an expansionist mentality?

● What were the causes and outcomes of the
Spanish-American War?
● What were the causes which led to the United States
intervention in World War I?
● How did the United States mobilize to fight World War I?
● How did American public opinion evolve over the course of
World War I?

This U.S. History unit explores how the United States expanded its influence at home and abroad in the late 1800s and early 1900s. Students begin by learning about American imperialism, including ideas like Manifest Destiny, overseas trade routes, spheres of influence, and the Open Door Policy.

The unit then examines the Spanish-American War, focusing on the role of yellow journalism and how the conflict led the United States to acquire new territories and take on a larger global role.

Students next study World War I, beginning with its causes in Europe and the assassination of Archduke Franz Ferdinand. They compare the Central Powers and the Allies and trace America’s shift from neutrality to involvement due to events like German submarine attacks and the Zimmermann Telegram.

The unit covers life on the war front and the home front, including mobilization, propaganda, and public support. It concludes with the war’s aftermath, highlighting Wilson’s Fourteen Points, the Treaty of Versailles, and its long-term global effects.

● What were the causes of the Great Depression?
● How did the Great Depression affect individuals,
businesses, banks and the world?
● How did the New Deal attempt to address the problems of
the Great Depression?

● How did presidents Herbert Hoover and Franklin Delano
Roosevelt differ in their beliefs and intervention in regards
to the Great Depression?
● How did the New Deal change the social, economic, and political landscape of the United States for future generations?

Unit 5 explores the causes, impact, and responses to the Great Depression. Students begin by learning about the economic problems that led to the crisis, including overproduction, uneven distribution of wealth, growing consumer debt, tariffs, and risky speculation in the stock market.

The unit then focuses on daily life during the Great Depression. Students study widespread unemployment, bank failures, the Dust Bowl, and the rise of Hoovervilles as many Americans struggled to survive.

Next, students examine President Herbert Hoover’s response to the crisis, including ideas like rugged individualism, trickle-down economics, and indirect relief through programs such as the Reconstruction Finance Corporation.

The unit also explores President Franklin D. Roosevelt’s New Deal, highlighting direct relief programs, deficit spending, and efforts to stimulate the economy. Finally, students analyze criticism of the New Deal and consider its long-term effects on government, national debt, and the development of the welfare state.

In Unit 6 students will explore the events that led to World War II and the major changes the war brought to the United States and the world. Students begin by learning about the rise of fascism and militarism in Europe and Asia and the key causes of World War II.

The unit examines why the United States first chose neutrality and how public opinion influenced that decision. Students then study the attack on Pearl Harbor and how it led the nation to enter the war.

Students explore how the United States mobilized for war, including military preparation, economic production, and the challenge of fighting a multi-front conflict. The unit also looks at wartime diplomacy, goals, and major conferences that helped shape the postwar world.

Finally, students examine the Atomic Age, the creation of the United Nations, and the war’s lasting impact at home, including urban migration, demographic changes, and issues surrounding civil liberties and civil rights during wartime.

This U.S. History unit explores the challenges and changes in U.S. foreign and domestic policy following World War II. Students begin by studying postwar peace plans and the origins of the Cold War, including the emergence of nuclear politics and the U.S. policy of containment.

The unit examines key international conflicts, including the Korean War, the Chinese Revolution, and the Vietnam War. Students learn about the causes, major events, and outcomes of these conflicts, as well as American policies under Presidents Kennedy, Johnson, and Nixon. The Paris Peace Accord of 1973 and changing public opinion are also highlighted.

Students explore the U.S. response to global independence movements in Africa, Asia, the Caribbean, and the Middle East, as well as shifts in policy toward Latin America.

The unit also covers domestic issues, including the rise and fall of McCarthyism and its effects on civil liberties. Finally, students analyze how U.S.-Soviet relations evolved from confrontation to coexistence and the lasting legacy of the Vietnam War.

This U.S. History unit explores the social, economic, and political changes in the United States after World War II. Students begin by examining the postwar economy, including growth in white-collar and professional jobs, suburban expansion, and the effects of the GI Bill on education, housing, and opportunities. They also study economic inequalities, including the gap between the poor and the middle class, and the rise of loyalty programs under Presidents Truman and Eisenhower.

The unit focuses on the civil rights movement, highlighting the leadership and ideas of Martin Luther King, Jr. and Malcolm X, as well as the origins of the movement, resistance to change, and the strategies and impact of various groups seeking equality. Students learn about key legislation and programs under Presidents Truman, Kennedy, and Johnson, and the Warren Court’s landmark decision in Brown v. Board of Education.

Finally, the unit explores the rise of modern feminism and the influence of popular culture and mass media on American life.

This U.S. History unit explores major political, economic, and technological changes in the United States from the 1970s through the 1990s. Students begin by examining the events leading to President Nixon’s resignation and the United States’ response to the Iranian Hostage Crisis.

The unit also looks at changes in U.S.-Soviet relations and how American presidents approached both domestic issues and foreign affairs. Students study U.S. involvement and policies in Nicaragua, as well as the origins of the Persian Gulf War.

In addition, the unit examines domestic politics, including the legacy of President Clinton’s impeachment and its impact on public trust in government.

Finally, students explore the expansion of the global economy and the technological revolution, considering how innovations in computers, communication, and other technology transformed daily life, work, and culture in the United States. The unit highlights how political events, economic changes, and technology shaped modern American society.

This U.S. History unit explores how science, technology, and globalization have shaped the United States in recent decades. Students begin by studying scientific advances and technological changes, including robotics and the computer revolution, and how these innovations transformed the economy and the nature of work.

The unit examines the impact of international trade, transnational businesses, and overseas competition on American industries, highlighting how global connections have influenced economic opportunities and challenges.

Students also explore immigration, learning about policies and push-pull factors that brought a new wave of immigrants to the United States and how these communities contributed to American society.

The unit emphasizes the role of media in shaping contemporary American culture, including television, film, and digital platforms, as well as how international ideas, trends, and cultural exchanges have influenced lifestyles, entertainment, and social norms. Overall, students gain insight into how technology, globalization, and cultural exchange continue to shape modern America.

This World History unit explores how major belief systems and political ideas shaped societies and nations. Students begin by studying absolutism and the concept of divine right, focusing on how rulers like Louis XIV used these ideas to justify their power.

The unit examines key aspects of French society, including the Estates General, class hierarchies of the 1st, 2nd, and 3rd Estates, and economic policies like mercantilism, with France often serving as a model for understanding European politics. Students also learn about the grandeur of Versailles and how it reflected the authority and lifestyle of the monarchy.

Students have the opportunity to explore other influential leaders and empires, such as James I and Charles I of England, Peter the Great and Catherine the Great of Russia, Akbar the Great of India, the Qing Dynasty under Kangxi or Qianlong, Tokugawa Ieyasu of Japan, Suleyman the Magnificent of the Ottoman Empire, and Philip II of Spain.

Overall, the unit highlights how leadership, belief systems, and social structures shaped nations across the globe.

This World History unit explores how ideas and individuals have shaped society, government, and science throughout history. Students begin by studying key thinkers of the Enlightenment, including Locke, Montesquieu, Voltaire, Beccaria, and Wollstonecraft. They examine how these philosophers influenced efforts to expand or limit citizens’ rights in the United States and other nations, including ideas about government, justice, and equality.

The unit also explores the Scientific Revolution, highlighting the contributions of scientists such as Galileo, Kepler, Newton, Bacon, Vesalius, and Jenner. Students learn how their discoveries challenged traditional beliefs, advanced knowledge, and transformed the way people understood the natural world.

By studying both political thought and scientific innovation, students see how individuals and groups can influence society in lasting ways. The unit emphasizes connections between ideas, discoveries, and social change, helping students understand how debates over rights, knowledge, and progress have shaped the modern world.

● How have new ideas led to revolutions?
● In what ways do authority figures express power over
others? 

● Compare and contrast various forms of governments.
Why have different forms of government emerged over
time?
● How does competition for power lead to violent conflict
or compromise?

This World History unit explores the causes, events, and consequences of political and social revolutions, focusing on the French Revolution. Students begin by examining the structure of French society, including the three Estates, the growing power of the bourgeoisie, and the struggles of the sans-culottes. They also study economic pressures, such as bread shortages and riots, and the influence of Enlightenment thinkers on revolutionary ideas.

The unit highlights key documents, including the “Declaration of the Rights of Man and Citizen,” and the development of collective government through groups like the Jacobins, the Committee of Public Safety, and The Directory. Students learn about the Reign of Terror and its impact on society.

Significant individuals are emphasized, including Louis XVI and Marie Antoinette, revolutionaries like Jean-Paul Marat and Maximilien Robespierre, activists such as Olympe de Gouges, and thinkers like Abbe Sieyes. The unit concludes with the rise of Napoleon Bonaparte, showing how leadership and ideas shaped the course of history.

Unit 4 explores how economic systems, technological change, and social movements have shaped societies across time. Students begin by studying major economic systems, including mercantilism, capitalism, socialism, and communism. They examine key texts, such as Adam Smith’s The Wealth of Nations and The Communist Manifesto, to understand the ideas behind these systems.

The unit also looks at technological and scientific advances, including the Agricultural Revolution, the division of labor, the steam engine, railroads, and the factory system. Students learn how these innovations transformed production, trade, and daily life.

Students then explore the social and political effects of economic and technological change. Urbanization increased as people moved to cities, and child labor became a widespread concern. Workers organized into unions and used strikes to demand better wages and working conditions.

Overall, the unit shows how economic ideas, innovation, and social movements are interconnected, shaping the growth of civilizations and improving life for many people over time.

This World History unit explores globalization, imperialism, and nationalism, and how these forces shaped the modern world. Students begin by examining industrialization and the demand for raw materials and foreign markets. They learn about cash crops, subsistence farming, and how nations competed in the “Scramble for Africa,” influenced by ideas like the White Man’s Burden and Social Darwinism.

The unit also looks at the impacts of imperialism. Students study colonies and spheres of influence, exploring both the positive effects, such as improved sanitation, hospitals, schools, infrastructure, and increased literacy, and the negative effects, including disease, famine, families separated, and artificial boundaries that combined enemies or divided allies.

Nationalism is another focus, showing how it led to unification in Germany and Italy, separation in empires like Russia, Austria, and the Ottoman Empire, and resistance to imperialism in events such as the Boxer Rebellion, the Opium Wars, the Sepoy Mutiny, and Menelik II’s Ethiopia. Students also explore Japan’s Meiji Restoration and modernization.

● How does race, nationality/ethnic background, gender identity, or religion influence identity?
● How do advances in technology and science affect political, social, and economic developments?
● In what ways do authority figures express power over
others? Compare and contrast various forms of governments.
● Why have different forms of government emerged over
time?

● How does competition for power lead to violent conflict
or compromise?

This World History unit explores conflict and cooperation in global affairs from World War I through World War II and the interwar years. Students begin by studying World War I, including the Allied Powers versus the Central Powers, the contributions of colonies, and the causes of the war, such as nationalism and the assassination of Archduke Franz Ferdinand. They also examine the Paris Peace Conference, the League of Nations, and President Wilson’s 14 Points.

The unit then focuses on the interwar period, exploring the rise of totalitarian governments in Germany, Italy, Japan, Russia, and Spain. Students learn about revolutions and nationalist movements, including the Russian Revolution, the Chinese Revolution, India’s independence movement, and the Mexican Revolution.

World War II is studied through the conflicts between the Allied and Axis Powers, key events like the attack on Pearl Harbor, the use of the atomic bomb, and resistance movements. Students also examine postwar diplomacy, including the United Nations, Yalta and Potsdam conferences, and international conventions, as well as the impact of nationalism on world events.

This World History unit explores conflict and cooperation in world affairs during the Cold War and beyond. Students begin by studying the creation of international organizations, including the United Nations, NATO, SEATO, and the Warsaw Pact, and how these alliances shaped global politics. Key events such as the Berlin Airlift, the Cuban Missile Crisis, the building of the Berlin Wall, and proxy wars around the world demonstrate the tension between nations.

The unit also examines the Soviet invasion of Afghanistan, conflicts in Kosovo and Yugoslavia, and the role of the International Criminal Tribunal Court for the Former Yugoslavia (ICTY). Students learn about the Velvet Revolution and the formation of the European Union as examples of cooperation and change in Europe.

Significant leaders are highlighted, including Joseph Stalin, Nikita Khrushchev, Mikhail Gorbachev, Harry Truman, George Kennan, and Slobodan Milošević, showing how individuals influenced historical events. Overall, the unit emphasizes the balance of conflict, diplomacy, and international cooperation in shaping the modern world.

This World History unit explores conflict, cooperation, and cultural diversity in modern world affairs. Students begin by studying international organizations and movements, including the Palestine Liberation Organization, the Khmer Rouge, and OPEC, and how they influenced global politics and economics.

The unit examines major political and social revolutions, including the Partition of India, the Iranian Revolution, China’s Four Modernizations, and the Arab Spring. Students analyze the causes of these events and their short- and long-term results, including changes in government, society, and daily life.

Cultural diversity is a key focus, as students explore the interactions and tensions among different religious and ethnic groups. Examples include Muslims, Hindus, and Sikhs in India; Shi’ite and Sunni Muslims and Kurds in Iraq; and Jews and Palestinians in Israel.

Finally, the unit looks at the impact of the digital age and the internet on society, communication, and global movements. Overall, students learn how political change, cultural diversity, and technology shape the modern world.

This World History unit explores conflict, cooperation, and social change in Africa and the Americas. Students begin by studying major conflicts, including the Congo War, the Somali Civil War, and the War on Drugs, as well as international responses such as the International Criminal Tribunal Courts in Rwanda. The unit highlights the end of apartheid in South Africa, focusing on the roles of Nelson Mandela, the African National Congress, and Bantu Stephen Biko in bringing political and social change.

Students also examine political and social revolutions in Central and South America. This includes the Sandinistas and Contras in Nicaragua, the civil war in El Salvador, Costa Rica’s Banana Republic, and leaders like Argentina’s Perons and Chile’s Pinochet, as well as the influence of Liberation Theology.

Cultural diversity and its effects on conflict are emphasized, including the Tutsi and Hutu in Rwanda and the Arab and non-Arab Black populations in Sudan. Overall, the unit shows how leadership, cultural identity, and international cooperation shape modern nations.

• What does it mean to be an American?
• How do high school athletics reflect American society?

Students begin with a focused investigation into the essential question: What does it mean to be an American? Students will analyze foundational American texts, including documents, speeches, and essays, to build a shared understanding of national identity. Then, in research teams, students will investigate different aspects of American society to deepen their exploration and understanding of America’s roots and individuality. Students will then present their pathways to their classes and share how Americans identify themselves while also sharing with their classmates what they’ve learned about what it means to be an American.

Within the unit’s novel study, students will explore how high school athletics reflect American society by reading Friday Night Lights and related texts. Students will analyze informational texts to understand authors’ perspectives and arguments. To demonstrate their learning, students will write an expository essay that examines the author’s ideas and techniques and compare them to those in other texts.

• How viable is the American dream of homeownership?

Students will explore how the concept of home - one’s own home - has held a significant place in American culture and notions of the American Dream. Students will investigate the American dream of homeownership, considering first why homeownership has been a part of the American Dream, and then analyzing why homeownership has been a “dream deferred” for many Americans. 

Students will develop their knowledge and reading skills by analyzing data-based reports and other informational texts, unraveling narrative examples, examining videos, and evaluating arguments that relate to the American ideal of “home, sweet home.” As students’ knowledge of the topic deepens, they will determine their individual perspective on the unit’s central question: How viable is the American dream of homeownership? 

Students will express their knowledge and perspective with a culminating argumentative essay addressing an aspect of a specific issue surrounding homeownership.

• How do perceptions, illusions, and dreams influence our lives? 

Students will grapple with the idea that how we understand experiences or ideas, and the stories we read, depends on the way we view them. Students will also think about how our perceptions, and the perceptions of the author or narrator who presents a story to us, strongly shape our sense of meaning. Students will ask themselves: to what extent do we trust our own view, or the view of someone telling us a story? Are things we believe to be true merely illusions? 

Students will read F. Scott Fitzgerald’s novel The Great Gatsby and a series of related critical essays to explore the central question: How do perceptions, illusions, and dreams influence our lives? In considering this questions, students will examine what the novel seems to say thematically about perceptions and dreams—including the American Dream and the desire to recapture the past. Students will also examine Fitzgerald’s use of a first-person narrator to tell the story, and whether his perceptions of Gatsby’s world are reliable or unreliable. 

To demonstrate their understanding of the novel and of Fitzgeralds’s craft, students will write a literary analysis that takes a critical position and defends it, using evidence from the novel and other texts from the unit.

Students will explore the question, "In what ways does a person’s
past have power over their present?" through reading Beloved by Toni Morrison. The unit will culminate in a narrative writing assignment.