1 Grades 6-12 Program Overview SYRACUSE CITY SCHOOL DISTRICT ACTIVE CITIZENSHIP 1.0

SYRACUSE CITY SCHOOL DISTRICT ACTIVE CITIZENSHIP 1.0
Grades 6-12 Program Overview
2015-2016
ACADEMIC YEAR
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SYRACUSE CITY SCHOOL DISTRICT ACTIVE CITIZENSHIP 1.0
TABLE OF CONTENTS
Overview ……………………………………………………………………………………………………………………………..3
Tenets of Social Studies Program………………………………………………………………………………………………..4
Program Logistics……………………………………………………………………………………………………………………7
Intellectual Preparation & Indicators of Excellence……………………………………………………………………………9
Course of Study at a Glance………………………………………………………………………………………………………15
Course Descriptions and Prerequisites … …………………………………………………………………………………….19
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SYRACUSE CITY SCHOOL DISTRICT ACTIVE CITIZENSHIP 1.0
Overview
The purpose of the SCSD Grades 6-12 Social Studies Program Overview is to clarify the following:
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Tenets (beliefs and systems of accountability)
Logistics (of planning social studies annually, by unit and daily lesson)
Course Study at a Glance (grade level expectations)
Course Descriptions and Prerequisites
Alignment to our Mission
Public education is historically rooted in civic education. This commitment to the academic and leadership preparation of young citizens is at the
heart of our mission in the Syracuse City School District as it aligns to our Great Expectations Plan of producing Active Citizens! The Social
Studies classroom is a prime place to pursue this mission. A content-rich, intensive literacy environment aligns to our commitment to a college-ready
education, and the nature of and approach to Social Studies content trains students to be college, career and civic ready.
If we are successful in our secondary social studies course of study, students will not only be prepared to excel in college, but they will already enter
college with credits gained from successfully taking at least one Advanced Placement History course. Students will also be prepared for the intensive
literacy demands of college through our partnership with ELA, focus on Common Core Literacy Standards.. Moreover, students will be proficient in
key historical thinking skills, which they can exercise in their college Humanities courses, apply in their insightful analysis of current events, and use
to excel in independent research.
Ultimately, if we are truly successful in our Social Studies program, students will be equipped with the intellectual flexibility, critical thinking skills, and
civic dispositions that will enable them to participate as responsible active citizens in an increasingly integrated, globalized world. As we express to
our Active Citizens, “In order to change the world, we must first understand it.” The Social Studies classroom is a prime place to build this
understanding on the behalf of our future leaders.
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SYRACUSE CITY SCHOOL DISTRICT ACTIVE CITIZENSHIP 1.0
Tenets of the SCSD 6-12 Social Studies Program:
1. Cultivate conceptual understanding and build essential content knowledge. Knowledge about the world is essential for many
reasons: it helps one understand the how the world came to be the way it is today, it helps one connect to and navigate today’s complex
world, it serves as important background knowledge for literacy purposes, and it is the vital knowledge that every active citizen needs to
make an impact. Fragmented knowledge is not as meaningful on its own, though – simply memorizing facts and dates does not comprise a
powerful history curriculum. It is the connection of concrete knowledge to larger, more transferable ideas that makes an effective history
curriculum. This focus on conceptual understanding is in line with recent developments by the College Board, which has been revising
History courses and exams to be more conceptually oriented. For example, in the new AP United States History Course Description, the
Board writes that the “course is designed to encourage students to become apprentice historians who are able to use historical facts and
evidence in the service of creating deeper conceptual understandings of critical developments in U.S. history (page 1).”
2. Support college-ready literacy proficiency and develop historical thinking skills. Daniel Willingham, a cognitive scientist at the
University of Virginia puts it simply: “Teaching content is teaching reading.” Not only does history support literacy through content, but history
classrooms also build key nonfiction reading, discussion, and writing skills. In the high school social studies program, critical literacy skills
are woven into every day of instruction. These skills are aligned to the Common Core State Standards and often pull directly from the
standards themselves. In addition to literacy skills, the social studies Program also incorporates important historical thinking skills, as
articulated by the College Board and the Stanford Education Group’s Reading Like A Historian Method. These skills include chronological
reasoning, comparison and contextualization, crafting arguments from evidence, and historical interpretation and synthesis.
3. Intentionally integrate content and skill instruction. Prioritizing teaching content and teaching skills need not be in tension with one
another. In fact, content and skill instruction are most effective when integrated. Our program is rich in the practice of research, reading,
writing, speaking and listening, and historical thinking skills. In order to ensure that literacy and social science-related skills remain a key
focus in the middle school social studies program, a number of key curricular structures are in place:
 Common Core aligned skills are identified for every content specification and explicitly identified in the curriculum resource documents as
aligned to the C3 Framework for Social Studies.
 Moreover, skills are integrated with content in the very structure of lesson aims, typically in the form of a “by” statement that follows the
content aim.
 Additionally, primary or secondary source texts are identified for the vast majority of instructional days to ensure that rigorous informational
text is at the front and center of instruction.
 Finally, lesson types are clearly delineated in curriculum to suggest primary literacy domains, e.g. Reading to Learn, Close Reading,
Seminar, and Writing days.
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4. Encourage rigorous, evidence-based thinking and oral and written argumentation grounded in varied primary and
secondary source texts. As articulated by the College Board, “Historical thinking involves the ability to define and frame a question about
the past and to address that question by constructing an argument. A plausible and persuasive argument requires a clear, comprehensive
and analytical thesis, supported by relevant historical evidence—not simply evidence that supports a preferred or preconceived position.
Additionally, argumentation involves the capacity to describe, analyze and evaluate the arguments of others in light of available evidence.” In
many ways, historical argumentation is the sum total of learning in history: only when students acquire historical concepts and content, apply
literacy and historical thinking skills in the analysis of multiple sources, and accurately and persuasively cite and analyze evidence from
multiple sources can they make a cohesive historical argument. The history curriculum is intentionally designed to develop and promote
historical argumentation. Every day of instruction has a content focus, and this focus builds over time toward answering a larger compelling
question as specified in the C3 Framework. Lessons of study are organized into standards as aligned in the New York State framework for
Social Studies, which serve as building blocks in larger Explorations (units) of study and are structured around historical questions and
performance assessments that require historical argumentation. The lessons toward the beginning of a lesson loop focus on reading texts to
acquire information in service of the larger compelling question and performance assessment. Once student content understanding has
progressed to a certain level, students engage in rigorous text-based discussion in order to grapple with these higher-order questions.
Finally, Lesson Explorations typically culminate with students composing an evidence-based written argument as a final synthesis of their
learning.
5. Reconcile multiple and diverse perspectives from the past and present to turn students into Active Citizens.
James Baldwin, in his “Talk to Teachers,” poignantly advises that if he was a teacher of a student,
I would try to make him know that just as American history is longer, larger, more various, more beautiful and more terrible than anything
anyone has ever said about it, so is the world larger, more daring, more beautiful and more terrible, but principally larger – and that it
belongs to him. I would teach him that he doesn’t have to be bound by the expediencies of any given administration, any given policy, any
given morality; that he has the right and the necessity to examine everything.
History content provides rich material for grappling with complex and important issues, e.g. the use and abuse of power, inequality and
discrimination, democratic involvement, the relationship between humans and the environment. The history classroom should be a place
where opportunities are leveraged to engage students and equip them with the skills and habits of minds to make informed judgments. This
requires issues to be presented from multiple perspectives and the space for students to draw and support their own conclusions. Historical
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SYRACUSE CITY SCHOOL DISTRICT ACTIVE CITIZENSHIP 1.0
content also provides students with the opportunity to critically analyze the past in service of better understanding the present. This, in turn,
allows students to more deeply understand themselves and their communities, providing fodder for individual identity development and social
activism.
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SYRACUSE CITY SCHOOL DISTRICT ACTIVE CITIZENSHIP 1.0
Program Logistics
Program Logistics
Full-Year History in Grades 6-12
Dedicated Social Studies Teacher
Per Grade
50-60 Minute Class Periods Daily or 4 days/week with rotating
instructional time on Professional
Development Days or 48 Minute
Class Periods 5 days/week.
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Brief Rationale
In order for our Active Citizens to develop the necessary background knowledge, history and literacy skills, and
academic habits to be successful in our rigorous secondary course of study, it is paramount that our students
participate in social studies classes throughout each academic year. The secondary school social studies course
of study builds strategically unit to unit, year to year, and our students need to engage in each and every unit and
day of instruction.
Social Studies teachers are tasked with a significant job: they need to teach conceptual structures so that students
can grasp patterns across time and place; they need to teach the history of the world and the United States; they
need to teach geographic, economic, civic, political, and anthropological content and skills in addition to history;
and they need to teach students to read, write, and speak about complex informational texts, both primary and
secondary. Given the multiple important priorities addressed in the social studies program, Social Studies
teachers need to specialize in a single grade and subject in order to have the necessary time and space to master
their practice, thereby fulfilling their task. The social studies office understands that the SCSD may at times be
under financial constraints that may not be possible, however we encourage and highly recommend that all
secondary schools adhere to such recommendation.
With the aggressive focus on nonfiction literacy in the History program, spending more time in History class
amounts to aligning more class time to the instructional shifts indicated by the Common Core Literacy Standards:
building knowledge through content-rich nonfiction; reading, writing, and speaking grounded in evidence from text;
and regular practice with complex text and academic language. Since SCSD must demonstrate comprehensive
conceptual, content, and skill mastery on the same end of year assessments, if they have unequal class periods,
then they are not on an equal playing field. A student who has 40 minutes of class time compared with a student
who has 60 minutes of class time amounts to the latter student receiving an additional 63 hours/days of
instruction. (This works out to 48 less hours of instruction for 45 minute class periods and 32 less hours of
instruction for 50 minute class periods.) Unequal class periods create a significant problem for shared planning: it
has been very challenging for teachers to share lesson plans and materials when they are dealing with differing
instructional times. This negatively impacts collaboration and sustainability.
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Equity in Content Education for All
Scholars, i.e. no pulling students
from History class for interventions
Academic Dean Ownership of
School-Site History Program and
Coaching
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Although we have made an effort to prevent schools from pulling SCSD students from history and science classes
through communication, scheduling recommendations, and problem-solving, this is still happening at a number of
schools. This amounts to students being pulled from core classes and falling behind their peers. In the short term,
if/when students return to class, they experience huge content and skill gaps that are very difficult to close; this
amounts to frustration for students and teachers. Also, students simply miss out in both the joy and importance of
learning key information about the world. In the long-term, these content and skills gaps widen so that students'
options of successfully taking an AP class are dramatically reduced (noting that the HS History Course of Study
has the most AP offerings of any subject, i.e. AP World, AP US, AP Government), which in turn reduces the
likelihood of getting into - and succeeding in - college. In short, we fall short on our mission, our promise to
scholars and families.
In the past, Instructional Literacy Coaches have historically focused solely on ELA, given the high degree of
prioritization we as a school district have placed on reading. Social Studies teachers have been typically “farmed
out” to multiple coaches (from busy principals to Deans of Discipline to teachers to external consultants). This has
resulted in a lack of collaboration with Social Studies and ELA, a lack of clear school-based ownership of Social
Studies instruction, a lack of clear and focused development of Social Studies teachers, and overreliance on the
school district to provide necessary support for teachers. As our school district scales, we can no longer effectively
support such a system – and it simply makes sense for Instructional Literacy Coaches to work with both Social
Studies and ELA instruction. That way, the vital collaboration around Common Core Literacy Standards occurs,
schools deeply own Social Studies instruction, and Social Studies teachers are effectively developed alongside
ELA teachers.
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Intellectual Preparation & Indicators of Excellence
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Purpose
Course Level Intellectual Preparation and Assessment
Course Level Indicators of Excellence
Purpose – This
section details
the intellectual
preparation
necessary for a
teacher to
prepare to teach
a history course.
An overview of
course level
assessments
and course level
indicators of
excellence are
also provided.
Course Level Intellectual Preparation:
 Review program tenets (see Program Overview: 6-12 Social Studies
Secondary Program Tenets) and ideally discuss these in a small group.
 Locate course within larger K-12 Course of Study and articulate the role
that the particular course serves in the larger Course of Study
 Examine assessments: including both Interim Assessments and
performance assessments (e.g. research papers, presentations, DBQ
Project writing prompts) in order to articulate the college-ready bar at
these grade levels, including conceptual demands, literacy demands,
and historical thinking demands
 Take end of course assessments (both IA and performance) in order to
articulate the college-ready bar at these grade levels, including
conceptual demands, literacy demands, and historical thinking demands
Conceptual Understanding: Through the use of
Exploration (unit-level) case studies and compelling
questions, as well as cross-unit connections and yearlong essential questions, students develop and deepen
conceptual understanding over the course of the year

Examine Curriculum at a Glance in order to articulate year-long Scope
and Sequence, detailing how content progresses over the year, the big
ideas/concepts for the year given year-long and unit level essential
questions, and which Common Core Literacy Standards and historical
thinking skills are prioritized in the course

Unpack grade level Common Core Literacy Skills that are prioritized in
the course in order to articulate the grade level college ready bar for
reading informational texts, writing, and speaking and listening (see
Common Core ELA Standards for Informational Text, Writing, and
Speaking and Listening, as well as standards for History/Social Studies).
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Review lesson types/Fundamentals of Instruction in order to explain the
major purposes and components of each lesson types, as well as the
relationships between lesson types
Social Science Practices/Reading & Thinking Like A
Historian Focus: Curriculum and instructional structures
and practices promote increasingly sophisticated
historical thinking/social science practices (e.g. S&S level,
unit level, discussion and writing structures)
Literacy Integration: Students develop proficiency in
grade-level Common Core Literacy Standards in
History/Social Studies, Reading Informational Text,
Writing, and Speaking & Listening
Independent Content Acquisition: Structures in place to
promote independent content acquisition and cumulative
review
o High School: Repeatedly-do practices (e.g.
weekly HW syllabi, quiz structures) that promote
students independence in acquiring and reviewing
content so that class time can be leveraged to
deepen understanding
o Middle School: 6-8 repeatedly-do practices that
promote student independence and high-school
readiness (e.g. building up to students reading to
acquire baseline content information at home on a
consistent basis in 8th grade
SYRACUSE CITY SCHOOL DISTRICT ACTIVE CITIZENSHIP 1.0
Schedule
All History courses
are full-year,
grades 6-12.
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Assessment: End of Course assessments are district-wide and tend to include
the following elements
- End of Course (traditional timed assessment): Section one includes
multiple choice items that cumulatively assess indispensable content
knowledge; sections two/three assess application of content knowledge
and conceptual understanding and key literacy (reading and writing) and
historical thinking skills through constructed response items (i.e.
stimulus-based constructed response items, argumentative essays
(called Free Response Questions in high school) aligned to key
questions/concepts and historical thinking skills, document-based
questions)
- Final Unit/ Performance Assessment: In addition to on-demand
assessments, most courses also include performance assessments
(e.g. research papers and presentations, cumulative seminar
discussions, cumulative DBQ Project writing prompts). These
performance assessments occur over longer periods of time, often
require student collaboration, and assess content knowledge,
conceptual understanding, literacy skills, and historical thinking skills.
Cumulative Review & Chronological Understanding:
Cumulative review strategies in place to promote the
long-term retention of content knowledge and
chronological understanding
Research: Students develop college-ready research
skills by engaging in shorter and less formal research
tasks, as well as lengthier and more formalized
independent research aligned to the Information Fluency
Continnum
Horizontal Alignment: Opportunities for horizontal
alignment - particularly content and skill alignment with
ELA but also pertinent connections to science and math –
are leveraged to increase cohesion across the school day
and year
Taking Informed Action: Frequent opportunities for
students to apply learning to current events and cultivate
civic understanding and engagement through taking
informed action.
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Purpose
Unit Level Intellectual Preparation and Assessment
Unit Level Indicators of Excellence
Purpose – This
section details the
intellectual
preparation
necessary for a
teacher to prepare
to teach a social
studies
Exploration or unit.
An overview of
unit level
assessments and
unit level
indicators of
excellence are
also provided.
Unit Level Intellectual Preparation:
 Acquire/refresh content knowledge by engaging in college-level
readings/multimedia and scanning student textbook selections relevant to the
unit and to the students ethnic and cultural identities.
 Craft/discuss sophisticated responses to unit compelling questions and unit
scaffolded supporting questions by applying content knowledge from the prereading; consider multiple potential responses to these compelling and
supporting questions, as they are crafted to allow for multiple, evidence-based
responses
 Craft exemplary responses to unit assessments, including document-based
questions, free-response questions, and cumulative questions and responses
with a focus on interim assessments and questions as aligned to the DBQ
Project. Utilize SCSD rubrics (e.g. Regents rubrics, DBQ Project rubrics, etc.) in
order to norm against the grade level and unit level expectations. Anticipate
major challenges/misconceptions that students may encounter in order to inform
instructional planning .
 Engage in the Unit Unpacking Protocol, ideally with subject and grade level
colleagues, in order to
o synthesize unit content by responding to unit essential questions
o share strategies to connect unit material to students’ lives and cultivate
identity/character development
o align on a vision of excellence with their peers by developing and
revising exemplar responses to key unit assessment
o articulate the purpose and flow of unit components
o plan instruction to assist students in developing key literacy and
historical thinking skills
 Individualize curriculum maps based on outcomes from unit unpacking
Conceptual Understanding: Through the use of Exploration
(unit-level) case studies, compelling questions, and scaffolded
supporting questions and aligned tasks, students develop and
deepen conceptual understanding over the course of the unit
Assessment: The following assessments are associated with unit curriculum –
- Interim Assessments: IA’s are district-wide and scored based on shared scoring
guidelines in order to promote normed scoring and therefore reliable comparative
data across the district. Section one includes multiple choice items that
cumulatively assess indispensable content knowledge. Sections two/three
assess application of content knowledge, conceptual understanding, and key
reading, writing, and historical thinking skills through constructed response items
(i.e. stimulus-based constructed response items, argumentative essays (called
Free Response Questions in high school) aligned to key questions/concepts and
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Content Knowledge: Students acquire and retain critical
content knowledge and associated Tier 2 and 3 vocabulary
over the course of the Exploration (unit) through mastery of
daily aims and assessments. Aim and standard sequences are
intentionally designed to promote content application and
synthesize over the course of the unit, building towards unit
enduring understandings
Performance Tasks: Students complete substantive and
rigorous performance tasks over the course of the Exploration
(unit) that assess conceptual understanding, content
knowledge, historical thinking skills, and literacy skills (i.e.
reading, writing, and speaking-listening); performance tasks
usually require evidence-based written and/or oral
argumentation as evident within the DBQ Project.
Source-Based Instruction: Students engage in substantial
reading over the course of the Exploration (unit) including
reading at home to acquire content, reading complex
secondary sources in class, engaging in analysis of robust and
varied primary sources, and engaging in close analytic reading
of rich and complex texts aligned to key content/concepts.
Such level of instruction is implemented through the Reading
Like A Historian Method and focuses on a class climate in
which SCSD students are sourcing, contextualizing and
corroborating primary and secondary sources.
Speaking and listening: Students frequently engage in
speaking and listening by listening to peers in class
discussions and building upon their contributions, participating
skillfully in a variety of seminar formats, presenting information
informally or formally to peers, and building stamina in lecture
by skillfully listening short bursts of lecture by 8th grade and
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-
Schedule
Social Studies
Explorations or
units are typically
extended studies
that span the
entirety of an
interim
assessment cycle
(in middle) or
quarter (in high).
At times, there are
two units per
interim
assessment cycle.
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historical thinking skills as highlighted in the scope and sequence titled
“Reading/Thinking Like A Historian focus,” document-based questions).
Final Exploration/Unit Assessment: In addition to on-demand assessments, most
courses also include performance assessments (e.g. research papers and
presentations, cumulative seminar discussions, cumulative DBQ Project writing
prompts). These performance assessments occur over longer periods of time,
often require student collaboration, and assess content knowledge, conceptual
understanding, literacy skills, and historical thinking skills. At times, student
scores on performance assessments are entered into Interim Assessment
scores.
Formative Performance Tasks: Explorations (Units) also include a variety of
formative performance tasks, which help students to synthesize learning across
one or more power standards/loops and the teacher to gather data at key points
in the unit. While these formative performance tasks are highly suggested,
teacher use of these tasks may vary and be supplemented with additional
quizzes and tests.
continuing through lengthier lectures in high school.
Evidence-Based Writing: Students develop critical skills in
evidence-based writing by participating in writing instruction as
well as independent writing in response to a variety of tasks.
Students write lengthier performance tasks and revise their
writing based on teacher and peer feedback. Students also
write in on-demand settings in response to both familiar and
unfamiliar prompts. Such evidence based writing is
implemented through the process of The DBQ Project
SYRACUSE CITY SCHOOL DISTRICT ACTIVE CITIZENSHIP 1.0
Purpose
Purpose – This
section details the
intellectual
preparation
necessary for a
teacher to prepare
to teach a social
studies lesson. An
overview of daily
assessments and
indicators of
excellence for daily
instruction are also
provided.
Schedule
History instruction
should occur for
50-60 min on a
daily basis.
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Daily Intellectual Preparation and Assessment
Daily Intellectual Preparation:
 Refresh content knowledge associated with the daily objective by reviewing
relevant texts and daily materials (suggested daily materials are included within
unit plans).
 Contextualize the lesson within the larger Exploration by reviewing the purpose
of the lesson with regard to Exploration (unit) goals; considering how the day’s
material will help students to answer Compelling and supporting questions; and
noting how the material students learn can be used as evidence in formative
and summative unit assessments (daily lessons are intentionally grouped within
the standards aligned to the larger Explorations).
 Evaluate quality and alignment of lesson objective(s) and assessment by
ensuring the rigor of the aim, the integration of both content and skills in the
aim, and alignment between the aim and the daily assessment; this may entail
tweaking/revising either or both the aim and the
 Craft exemplary responses to daily assessment, utilizing key evidence from the
day’s content and text(s) and fulfilling stated criteria for success; also note
potential divergent responses and misconceptions.
 Revise/craft the heart of the lesson, utilizing relevant Fundamentals of
Instruction/planning guides/exemplar lesson plans as resources. For lessons
that are archived by the school district, revise for flow and alignment and “cut
the fat,” cater to instructor preference and student needs, edit based on
coaching feedback, communicate any universally applicable feedback by
commenting online through district provided forum.
 Evaluate key compelling and supporting questions to ensure rigor, alignment,
and cohesive progression of questions across the lesson. Craft exemplary
responses for critical questions and potential follow up questions to address
student misconceptions while maintaining rigor.
 Plan for meaningful student engagement by efficiently leveraging content to
connect to students’ lives/current events/previous content.
Indicators of Excellence for Daily Instruction
Dual Focus: Both the objective (aim) and lesson intentionally
integrate key reading/writing/speaking and listening skills in a
way that both promotes skill development and serves content
understanding
Content Knowledge: Students acquire/apply/
synthesize/evaluate and retain critical content knowledge and
associated Tier 2 and 3 vocabulary
Conceptual Understanding: Students are able to link the day’s
material with larger Exploration (unit) compelling questions and
understandings
Aligned Assessment: Student mastery of the objective (aim) is
assessed in a comprehensive and meaningful way; this may
involve a hybrid of discussion and writing or a more traditional
exit ticket
Use of Data: Teacher uses both previously collected and inthe-moment data to make strategic decisions about the pace of
the lesson, lesson adjustments, student groupings, feedback,
and targeted individual/ small group instruction
Source-Based Instruction: The vast majority of lessons
involve appropriately complex and varied primary and
secondary source texts; students analyze texts in order to
acquire content and practice relevant historical thinking skills as
aligned to the Reading Like A Historian Method
Student Discussion: Students frequently engage in speaking
and listening(using Reading Like A Historian Method Prompts),
demonstrating accountable talk and habits of discussion; class
is dominated by student discussion with students speaking to
one another, responding to one another, and building from one
another; the teacher acts as the facilitator of discussion instead
of the disseminator of information
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Daily Assessment: Student mastery of the objective(s) assessed in a comprehensive
and meaningful way; this may involve a hybrid of discussion and writing or a more
traditional exit ticket. Such assessments are clearly aligned to the shifts of the C3
Framework and ask students to evaluate sources, communicate conclusions and or take
informed action.
Student Grappling: Students do the intellectual work in class,
while the teacher acts to maximize student intellectual
engagement through the use of rigorous questioning (both
planned and follow up questions) and instructional groupings
and activities that maximize student grappling with lesson
material; instructional scaffolding is minimal, including the use of
student handouts and direct/guided instruction
Student Engagement: As a result of careful planning and
strategic facilitation on the part of the teacher, all students are
highly engaged in instruction
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6-12 Social Studies Course of Study At A Glance
Grade
Course
6
History of the World:
Ancient and Classicial
Civilizations
7
Early History of New
York State and the
United States
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Content Units
Mesopotamia (IA1)
Egypt(IA2)
China (IA3)
Research Project Greece, Rome,
India
The First Peoples of New York
(IA1)
New York At the Heart of Colonial
America (IA2)
New Yorkers take A Stand On
freedom (IA3)
American Government (Final
Summative Assessment & Project
Task)
Key Social Science Practices /
Historical Thinking Skills
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Appropriate Use of Historical
Evidence
Comparison
Historical Argumentation
Historical Causation
Appropriate Use of Historical
Evidence
Comparison
Historical Argumentation
Historical Causation
Key Common Core Literacy Skills
Reading Informational Text:
 Close Reading, Cite Evidence
(RI.1, RI.4)
 Central Ideas (RI.2)
 Integration of Knowledge (RI.7)
Speaking & Listening
 Comprehension & Collaboration
(SL.1, SL.2, SL.3)
 Presentation of Ideas (SL.4)
Writing
 Argumentative (DBQ) (W1)
Reading Informational Text:
 Close Reading, Cite Evidence
(RI.1, RI.4)
 Primary Source Structure (RI.5)
 Integration of Knowledge (RI.7)
Speaking & Listening
 Comprehension & Collaboration
(SL.1, SL.2, SL.3)
 Presentation of Ideas (SL.4)
Writing
 Argumentative (DBQ)
SYRACUSE CITY SCHOOL DISTRICT ACTIVE CITIZENSHIP 1.0
Grade
Course
8
History of New York
State and the United
States
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9
Pre-AP World History:
Big Geography - 1450
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Key Social Science Practices /
Historical Thinking Skills
Content Units
Early United States, Manifest
Destiny, Slavery, Civil War [IA1]
Industrialization & Progressivism
[IA2]
Expansion and Imperialism [IA3]
1920 -1980 (Decades Research
Paper Project Assessment)
Big Geography [Q1]
Early Civilizations [Q1]
Comparative Religions [Q2]
Classical Empire Building [Q1]
Classical-Postclassical
Transregional Exchange [Q3]
Postclassical State-Building,
Cultural Interaction, & Economic
Productivity [Q4]
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Key Common Core Literacy Skills
Reading Informational Text:
Historical Argumentation
 Close Reading, Cite Evidence
Historical Causation
(RI.1, RI.4)
Patterns of Change and Continuity  Delineate & Evaluate Primary
Gathering, Using, Interpreting,
Source Arguments (RI.8)
and Evaluating Evidence
 Integration of Knowledge (RI.7)
Speaking & Listening
 Comprehension & Collaboration
(SL.1, SL.2, SL.3)
 Presentation of Ideas (SL.4)
Writing and Research
 Argumentative (DBQ)
 Research (W2, W7, W8, W9)
Reading Informational Text:
Geographic Reasoning
 Close Reading, Cite Evidence
Comparison
(RI.1, RI.4)
Contexualization
 Secondary Source Synthesis
Appropriate Use of Historical
(RI.2, RI.3)
Evidence
 Primary Source Point of View
Historical Argumentation
(RI.6)
 Integration of Knowledge (RI.7)
Speaking & Listening
 Comprehension & Collaboration
(SL.1, SL.2, SL.3)
 Presentation of Ideas (SL.4)
Writing
 Argumentative (DBQ)
SYRACUSE CITY SCHOOL DISTRICT ACTIVE CITIZENSHIP 1.0
Grade
Course
10
AP World History /
World History II:
1450 - Contempary
Global Issues
Content Units
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Early Modern Global Interactions
(1450-1750) [Q1]
Atlantic Revolutions,
Industrialization, & Imperialism
(1750-1900) [Q2]
Global War, Communism, and
Global Integration (1900+) [Q3]
Contemporary Global Issues
Research [Q4]
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11
AP US History / US
History
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17
European Encounters in the
Americas (AP Summer)
Colonial Developments (16071754) [Q1]
Constitutional Foundations (17541800) [Q1]
Expansion and Shifiting National
Identity (1800-1848) [Q2]
The Civl War and Reconstruction
(1844-1877) [Q2]
Industrialization, Urbanization,
and Immigration (1865-1898) [Q2]
Reform, Depression, and World
Wars (1890-1945) [Q3]
The Cold War, Liberal Reform,
and Conservative Backlash
(1945-1980) [Q3]
1980-Present, AP Review [Q4]
Historical Research [Q4]
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Key Social Science Practices /
Historical Thinking Skills
Patterns of Change and
Continuity over Time
Historical Causation
Comparison and
Contextualization
Appropriate Use of Historical
Evidence
Historical Argumentation
Developing Questions and
Planning Research
Gathering, Using, Interpreting,
and Evaluating Evidence
Communicating Conclusions and
Taking Informed Action
Historical Causation
Patterns of Change and
Continuity over Time
Periodization
Comparison and
Contextualization
Historical Argumentation
Appropriate Use of Releveant
Historical Evidence
Historical Interpretation
Synthesis
Key Common Core Literacy Skills
Reading Informational Text:
 Close Reading, Cite Evidence
(RI.1, RI.4)
 Secondary Source Synthesis
(RI.2, RI.3)
 Primary Source Point of View
(RI.6)
 Integration of Knowledge (RI.7)
Speaking & Listening
 Comprehension & Collaboration
(SL.1, SL.2, SL.3)
 Presentation of Ideas (SL.4)
Writing and Research
 Argumentative (FRQ, PBA, DBQ)
 Research (W2, W7, W8, W9)
Reading Informational Text:
 Close Reading, Cite Evidence
(RI.1, RI.4, RI.9)
 Secondary Source Synthesis
(RI.2, RI.3)
 Primary Source Point of View,
Rheotric, and Reasoning (RI.6,
RI.8, RI.9)
 Integration of Knowledge (RI.7)
Speaking & Listening
 Comprehension & Collaboration
(SL.1, SL.2, SL.3)
 Presentation of Ideas (SL.4)
Writing and Research
 Argumentative (FRQ, PBA, DBQ)
 Research (W2, W7, W8, W9)
SYRACUSE CITY SCHOOL DISTRICT ACTIVE CITIZENSHIP 1.0
Grade
Course
Content Units

12
U.S. Government
and Civics
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Constitutional Underpinnings
Branches of Federal Government
Federalism
Public Policy
Political Participation
Civil Liberties
Civil Rights
Research Project
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Economics
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Individual Responsibility and the
Economy
Individuals and Businesses in the
Product and Factor Markets
The Impacts of Capitalism
The Tools of Economics in a
Global Economy
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18
Key Social Science Practices /
Historical Thinking Skills
Identify and Evaluate Critical Public
Issues
Analyze and Interpret Arguments
and Perspectives on Critical Public
Issues
Construct and Defend Connections
between Arguments, Concepts, and
Ideas
Synthesize Multiple Arguments and
Perspectives
Civic Reasoning and
Argumentation
Developing Questions and Planning
Research
Gathering, Using, Interpreting, and
Evaluating Evidence
Communicating Conclusions and
Taking Informed Action
Use marginal benefits and marginal
costs to construct an argument for
or against an approach or solution
to an economic issue.
Analyze the ways in which
incentives influence what is
produced and distributed in a
market system.
Evaluate the extent to which
competition among sellers and
among buyers exists in specific
markets.
Analyze government economic
policies and the impact on the
national and global economy.
Key Common Core Literacy Skills
Reading Informational Text:
 Close Reading, Cite Evidence
(RI.1, RI.4, RI.9)
 Secondary Source Synthesis
(RI.2, RI.3)
 Primary Source Point of View,
Rheotric, and Reasoning (RI.6,
RI.8, RI.9)
 Integration of Knowledge (RI.7)
Speaking & Listening
 Comprehension & Collaboration
(SL.1, SL.2, SL.3)
 Presentation of Ideas (SL.4)
Writing and Research
 Argumentative (DBQ/Essay)
 Research (W2, W7, W8, W9)
SYRACUSE CITY SCHOOL DISTRICT ACTIVE CITIZENSHIP 1.0
High School Course Descriptions and Course Prerequisites
WORLD HISTORY & GEOGRAPHY I
(1 Credit required)
This is the first year of a two-year course. The focus is world history from the Ice Age to Post-Renaissance. Students study the history, geography, culture, economic
and political systems and social issues during this time period. A city-wide exam is given at the end of this course.
WORLD HISTORY & GEOGRAPHY II
(1 Credit required)
This is the second year of the two-year course. The 10th grade focus of the Global Studies begins with the course Enlightenment Period and extends to current times.
Students study global inter-dependence. NYS Regents Exam at the end of this course. *Student must have passed World History I in order to take this course.
ADVANCED PLACEMENT WORLD HISTORY
(1 Credit elective)
This course covers the six general themes in World History: Interaction among major societies, the relationship of change and continuity across the world time periods, the
impact of technology and demography on people and the environment, systems of social and gender structures, and changes in functions and structures of political
cultures and organizations. Students are expected to think critically and read and write extensively. *Students who take this course and the Global 10 Regents, (passing
it) meet the NYS Regents graduation credit. Students may earn 6 college credit hours.
UNITED STATES HISTORY AND GOVERNMENT
(1 Credit required)
This course is an in depth overview of the history and government of the United States from Exploration to current history. It explores the shaping of America’s political,
social, economic, military and cultural development. A major focus of this course is a study of the government under the U.S. Constitution.
ADVANCED PLACEMENT AMERICAN HISTORY
(1 Credit elective)
This is a college-level survey course in American History with intensive study that includes extensive reading and writing using critical and analytical skills. Students may
earn 6 college credit hours. A student who takes this course, the AP Exam and the 11 th Grade US History Regents, (passing it) can receive NYS graduation credit.
PARTICIPATION IN GOVERNMENT
(1/2 Credit required)
The main focus of this course will be the individual's role in a democratic society. Students will be expected to become actively involved in the political process as they
explore contemporary federal, state and local issues, survey voter behavior, review the workings of political parties, gauge the impact of public opinion and assess the role
of pressure groups. A District-Wide Digital Portfolio Assessment is given at the end of this course. Students must successfully pass this course for graduation.*Only
students who are in grade 12 status can take this course
ECONOMICS
(1/2 Credit required)
This semester course is designed to provide students with the economic knowledge and skills that will enable them to function as informed and economically literate
citizens in our society and in the world. Students will study our economic system, their role within that system and how our system fits into and affects other economic
systems in the world today A District-Wide Portfolio Assessment is given at the end of this course. Students must successfully pass this course for graduation. .*Only
students who are in grade 12 status can take this course
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SYRACUSE CITY SCHOOL DISTRICT ACTIVE CITIZENSHIP 1.0
ANTHROPOLOGY
(1/2 Credit elective)
This course surveys and explains the cultural, linguistic, and biological legacy of humankind, from antiquity to the present, using the research tools of anthropology.
Anthropology is both a scientific and humanistic endeavor that attempts to explain the differences and similarities between and among human groups. Anthropology
studies where people come from, who they are, what they do, and why they do it. *Students who have passed both the Global History Regents Exam and the U.S.
History regents Exam are only allowed to take this course.
BLACK HISTORY
(1/2 Credit elective)
This course is a study of African American life from Reconstruction to the present. It focuses on the challenges of achieving racial justice and equality in the face of
adversity. This course looks at protest movements leading to institutional reform. African American contributions to the creation of a modern urban culture, overall
American economic prosperity, and global power and leadership. *Students who have passed both the Global History Regents Exam and the U.S. History regents
Exam are only allowed to take this course.
INTERNATIONAL BACCALAUREATE COURSES AT CORCORAN HIGH SCHOOL
IB THEORY OF KNOWLEDGE I
(1 Credit weighted)
IB THEORY OF KNOWLEDGE II
(1 Credit weighted)
Prerequisite: Enrollment in at least one IB Course
Theory of Knowledge is a unique course offered to IB students beginning second semester of their junior year. The course is an important component providing a holistic
education to students in the IB Program. The purpose of Theory of Knowledge is to explore ways in which different disciplines search for truth. Students will be asked to
reflect critically on the subjects they have already encountered in their school experience with an eye to understanding the fundamental concepts of the various disciplines
and their validity. This approach helps students analyze and integrate knowledge that they have already gained. Theory of Knowledge, one of the three core requirements
for obtaining the International Baccalaureate Diploma, provides coherence to the IB Program
IB HISTORY OF THE AMERICAS HL-I
(1 Credit weighted)
Prerequisite: Social Studies 10
2 Semesters
Built upon the foundations begun in European history, students will be pushed to seek an understanding of their own historical heritage in relation to the American
community as a whole. The course will demonstrate the value of cultural diversity as exemplified by the American civic mandate, E pluribus, Unum – out of many, one.
The course uses a chronological study of American history (Canada, United States and Latin American) that creates a broad outline for course study that enables the
freedom for detailed analysis of persistent, topical themes. Using collegiate methodology students will be monitored, measured and assessed to increase their ability to
make analytical, reasoned judgments about specific, reoccurring human issues. This course will study political, social, economic, racial and other thematic issues,
movements and events that tell the American story. A heavy emphasis on reading and writing will be employed using historical evidence found in both primary and
secondary sources. Students will be taught to clearly and coherently explain and apply their ideas and theories as they reconstruct the past in striving to understand the
present. Students will satisfy state requirements by passing the NYS Regents examination in US History and Geography.
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SYRACUSE CITY SCHOOL DISTRICT ACTIVE CITIZENSHIP 1.0
IB HISTORY OF THE AMERICAS HL-II
(1 Credit weighted)
2 Semesters
This course requires students to study a selection of twentieth century world topics. Topics include the Cold War; the rise of single party states; international organizations;
and causes, practices and effects of war. Examination of topics includes a holistic approach with political, social economic, cultural, and gender issues integrated into the
course work where and when appropriate. Students will learn to evaluate, interpret, and use source material critically as historical evidence.
Students who take this course will be required to sit for the higher level IB History examination in May of their senior year. The exams consist of materials from topics
covered in the Twentieth Century Course as well as topics from the Americas and the prescribed subject – The Cold War. Students successfully completing this course
will receive independent study credit for the New York State requirements for Economics and Participation in Government
IB PSYCHOLOGY HL-I
(1 Credit)
IB PSYCHOLOGY HL-II
(1 Credit)
IB Psychology (HL2)The IB syllabus in psychology contains four main parts. The first part is concerned with the perspectives, the second part with the options, the third
part with research methodology and finally all students have to carry out their own experimental study. There are three main perspectives, the biological, the cognitive and
the learning. In addition to that higher level students also study the humanistic perspective. The options include comparative psychology, cultural psychology, psychology
of dysfunctional behavior, health psychology, lifespan psychology, psychodynamic psychology and social psychology. Students at higher level study two options whereas
standard level students study only one.
Each of the perspectives should be explored using the following four compulsory topics:




development and cultural contexts
framework
methodologies
application
The aims of the IB psychology course are to:







21
interpret and/or conduct psychological research to apply the resulting knowledge for the benefit of human beings
ensure that ethical practices and responsibilities are implemented in psychological inquiry
develop an understanding of the biological, social and cultural influences on human behavior
develop an understanding of different theoretical processes that are used to interpret behavior, and to be aware of how these processes lead to the construction and
evaluation of psychological theories
develop an awareness of how applications of psychology in everyday life are derived from psychological theories
develop an appreciation of the eclectic nature of psychology
understand and/or use diverse methods of psychological inquiry.
SYRACUSE CITY SCHOOL DISTRICT ACTIVE CITIZENSHIP 1.0
SYRACUSE UNIVERSITY PROJECT ADVANCED COURSES
(Note: Only High School Seniors who have successfully completed their required regents courses in Global History and Geography and United States History
and Government are allowed to take SUPA courses in social studies, unless permission is given by the Supervisor of Social Studies)
SYRACUSE UNIVERSITY PROJECT ADVANCED SOCIOLOGY
(1/2 Credit elective)
This college level course is designed as an analytical, skills and research-based course in sociology. Taking Intro to Sociology (1760) is a helpful pre-requisite for this
course. The approach views empirical social science based articles and case studies. In addition, students are required to do a limited field observation and literature
review around a focused sociological question. Students may earn 3 college credit hours.
SYRACUSE UNIVERSITY PROJECT ADVANCE - PSYCHOLOGY
(1/2 Credit elective)
This course focuses on psychological development from early childhood through old age. Several psychological theorists and studies are reviewed. Brain patterns and
biological impact on brain development is also studied. Students are requested to use extensive research skills. Students may earn 3 college credit hours.
.
ADVANCED PLACEMENT COURSES AT NOTTINGHAM HIGH SCHOOL
ADVANCED PLACEMENT HUMAN GEOGRAPHY
(1 Credit elective )
The AP Human Geography course is equivalent to an introductory college-level course in human geography. The course introduces students to the systematic study of
patterns and processes that have shaped human understanding, use, and alteration of Earth’s surface. Students employ spatial concepts and landscape analysis to
examine socioeconomic organization and its environmental consequences. They also learn about the methods and tools geographers use in their research and
applications. The curriculum reflects the goals of the National Geography Standards (2012). Students may earn 3 college credit hours.
ADVANCED PLACEMENT GOVERNMENT AND THE AMERICAN LEGAL SYSTEM
(1/2 Credit elective)
This course focuses on the study of the fundamental principles of the American legal system and government. This course may substitute for the 12 th grade participation in
Government requirement. Students may earn 3 college credit hours.
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