| Grade |
Course of Study |
Topics |
Curriculum Status |
Next Steps |
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| JK - K |
Family, School, Neighborhood |
Holidays, traditions, rights/responsibilities, family roles, school rules, patriotism, wants, needs, transportation, recycling & pollution, cultural diversity, technology |
In Process of Updating 2009-2010 |
Begin curriculum update in 2008 - 2009 through curriculum mapping and begin updating curriculum: "Living and Working Together in Families Now and Long Ago", Famous US Leaders, national days of celebration, economics: wants and needs. Develop units and pilot 2011 - 2012. Review materials 2011 - 2012 and purchase materials 2013 - 2014 over a two year period. |
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| Gr. 1 |
Family, School, Neighborhood, Community |
C. Columbus, Pilgrims, current events, cultures, manners, rights/responsibilities, patriotism, conflict resolution, Lincoln, Washington, Martin Luther King, community helpers, money recognition, consumption of goods, recycling and pollution, technology |
In Process of Updating 2009-2010 |
Begin curriculum update in 2008 - 2009 through curriculum mapping and begin updating curriculum: "Living and Working Together in Families and Communities Now and Long Ago", Famous US Leaders, national days of celebration, economics: consumption, money values. Develop units and pilot 2011 - 2012. Review materials 2011 - 2012 and purchase materials 2013 - 2014 over a two year period. |
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| Gr. 2 |
Family, School Neighborhood, Community |
C. Columbus, current events, connections between local community and other places, physical geography of earth's regions, natural resources, map skills, and terms, time line of historical events, cultural diversity, Pilgrims, roles of a responsible citizen, patriotism, democratic process , capitalism, three branches of government, conflict resolution, Lincoln, Washington, Martin Luther King, School community, state, and national leaders, taxes, production, distribution and consumption, inventions transportation recycling and pollution, technology |
In Process of Updating 2009-2010 |
Begin curriculum update in 2008 - 2009 through curriculum mapping and begin updating curriculum: Local history, famous state and regional leaders, democratic principles and functions of government, famous US Leaders, Economics: production and consumption; people from many cultures who contribute to the US heritage. Develop units and pilot 2011 - 2012. Review materials 2011 - 2012 and purchase materials 2013 - 2014 over a two year period. |
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| Gr. 3 |
Bridge to the World |
Unit 1: "Wish You Were Here" Study of immigration to Wisconsin and exploration of the countries of Germany, Ireland, and Scandinavian countries. Complex Task: Diary addressing required questions and choice questions on immigration to Wisconsin. Second part of unit the structure of government, state and national symbols, election process, and simulated election process in the classroom. |
Approved Pilot for 2007-2008, 2008-2009, 2009-2010 |
2nd Year Pilot 2008 - 2009 with updates. Begin review of materials for this course. 2009 - 2010 begin purchase of materials over a two-year period. |
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| Gr. 3 |
Bridge to the World |
Unit 2: "You are Where you Live" Study of lifestyles of different cultures, beliefs, values, imports and exports of the country, climate, introduce equator, tropics, latitude and longitude. Countries of Russia, Saudi Arabia, and Kenya. Complex Task: On-going scrapbook using photos along with a written caption to describe the culture of the above countries. |
Approved Pilot for 2007-2008, 2008-2009, 2009-2010 |
2nd Year Pilot 2008 - 2009 with updates. Begin review of materials for this course. 2009 - 2010 begin purchase of materials over a two-year period. |
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| Gr. 3 |
Bridge to the World |
Unit 3: "From One Extreme To Another" Study of Flora, Fauna, and Ocean Life in various climates. Examine environmental problems and how it affects other areas of the world, the decisions that individuals and governments make that affect peoples of other countries. Regions - Australia, Barrier Reef, Polar Regions. Complex Task: Create poster on an environmental problem, research and present to class |
Approved Pilot for 2007-2008, 2008-2009, 2009-2010 |
2nd Year Pilot 2008 - 2009 with updates. Begin review of materials for this course. 2009 - 2010 begin purchase of materials over a two-year period. |
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| Gr. 4 |
Regions of the United States- |
Unit 1: Northeast (Part A) Study of early explorers, French and British, settlement at Williamsburg. Revolutionary War and reasons, Declaration of Independence, Constitution, Bill of Rights, immigration to the colonies, and key geographical features. Complex Task: Create a journal detailing reasons for leaving homeland their travels, what they hoped to find in the New World, and the reality of life in their new surroundings. Native Americans of the region. Southeast (Part B) Study of economics and the plantation system, slavery, and key geographical features. Nation Americans of the region. Complex Task: Under revision |
Approved Pilot for 2003-2004, 2005-2006, 2006-2007. Pilot Completed. |
Piloted and updated. Review materials 2010-2011. Purchase 2011-2012 over a two year period. |
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| Gr. 4 |
Regions of the United States |
Unit 2: Midwest Study of the large cities, famous landmarks, industry, agriculture, Native Americans, Great Lakes, Mississippi, Ohio, and Missouri Rivers. Complex Task: Brochure or booklet for a Midwest state, and why someone should visit there. |
Approved Pilot for 2003-2004, 2005-2006, 2006-2007. Pilot Completed. |
Piloted and updated. Review materials 2010-2011. Purchase 2011-2012 over a two year period. |
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| Gr. 4 |
Regions of the United States |
Unit 3: Northwest/West (Including Hawaii & Alaska) Study of the extreme climates, flora, fauna. The Gold Rush and the impact of population explosion on the west. Native Americans of the region, and key geographical features. Complex Task: Research a climate (temperature, seasons, precipitation), flora and fauna of one part of the Northwest and West and compare to one state in the Midwest using Venn Diagram. |
Approved Pilot for 2003-2004, 2005-2006, 2006-2007. Pilot Completed. |
Piloted and updated. Review materials 2010-2011. Purchase 2011-2012 over a two year period. |
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| Gr. 4 |
Regions of the United States |
Unit 4: Southwest Study of the Spanish explorers to this region, conflict at the Alamo, annexation to the US, cultural studies of the Pueblo and Hopi cultures, and key geographical features. Complex Task: Southwest Culture Expo- Research a game, food, literature, or art from the Southwest region. Prepare a demonstration to be shared with the class. |
Approved Pilot for 2003-2004, 2005-2006, 2006-2007. Pilot Completed. |
Piloted and updated. Review materials 2010-2011. Purchase 2011-2012 over a two year period. |
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| Gr. 5 |
US History: Pre - Independence through Reconstruction |
Unit I: Early American Colonial Life through the French and Indian War 1600 - 1760 Study of influence of migrating groups, competition for resources, adaptation to the New World, and European power struggle for domination in the New World. Study of key events, steps toward Independence, and colonial economic development with Europe and Native Americans. Complex Task: Examine why individuals or groups of people left their homelands, where they chose to settle, and how they adapted to a new way of life. Students develop a friendly letter, and design a picture postcard that is designed to convince a family member or friend living in Europe to join them in the New World. |
Approved Pilot for 2003-2004, 2005-2006, 2006-2007. Pilot Completed. |
Review curriculum materials 2010-2011. |
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| Gr. 5 |
US History: Pre - Independence through Reconstruction |
Unit 2: Revolution and Independence 1760 - 1800. Study of the interactions that occurred during this period, and the establish of a new government. Study of key events, key leaders, Declaration of Independence, Bill of Rights, and economic development within the Northern, Middle and Southern colonies. Complex Task: Investigate how the colonies gained independence and ho that changes life for individuals in the colonies. Students develop a chapter summary with an illustrated title page to be submitted for the development of a grade 4 resources on the Revolution War. |
Approved Pilot for 2003 - 2004, 2005-2006, 2006-2007. Pilot Completed. |
Review curriculum materials 2010-2011. |
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| Gr. 5 |
US History: Pre - Independence through Reconstruction |
Unit 3: Post Independence, Expansion, and Reform 1801- 1861. Study of how the United States established itself as a new and independent country. Examines how exploration led to expansion and the challenges of moving West. Students analyze the impact of migrating groups on social, political, and economic change through the expansion and the interactions and conflicts between different groups/cultures. Complex Task: Students investigate how the westward expansion created conflict and reshaped the boundaries of the Western United States. Students research an individual from this period and develop a written, dramatic monologue from the perspective of that individual. Students present their historical production to the class. |
Approved Pilot for 2003-2004, 2005-2006, 2006-2007. Pilot Completed. |
Review curriculum materials 2010-2011. |
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| Gr. 5 |
US History: Pre - Independence through Reconstruction |
Unit 4: Civil War and Reconstruction 1860 - 1876. Students examine the economic, political and cultural upheavals through the eyes of the people of the time. Analyze how the North and South differed and how politics and ideologies led to the Civil War. As a result of the war, students examine system collapse and how the rebuilding of the South involved many conflicting ideas. Complex Task: Students investigate the diverse perspectives of people in the Civil War and Reconstruction Era. Students assume an identify of an individual and prepare a character sketch addressing a relevant issue of the time from the perspective of this person. Presentation to the class. |
Approved Pilot for 2003-2004, 2005-2006, 2006-2007. Pilot Completed. |
Review curriculum materials 2010-2011. |
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| Gr. 6 |
Ancient Cultures and the Historical Development of Europe |
Unit I: Mesopotamia: The Cradle of Civilization. Students study the earliest cultures of the Sumerian, Old Babylonian, and New Babylonian Empires. These early cultures developed in the region of the Middle East. Students examine how civilizations change over time and how the geographical location drives cultural development. Complex Task: Students investigate how the success of an ancient civilization is dependant on its location and laws that govern it. Students create a map and a set of rules for an ancient civilization and try to persuade a group of nomads to join your civilization. |
Approved Pilot for 2004-2005, 2005-2006, 2006-2007 |
Review curriculum materials 2010-2011. Purchase 2011-2012 over a two year period. |
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| Gr. 6 |
Ancient Cultures and the Historical Development of Europe |
Unit 2: Ancient Egypt. Students explore the world of the Ancient Civilization of the Nile Valley, researching this culture's beliefs and lifestyle. Students explore how the status of an individual within a society may be determined by birth, education, or social class structure. Complex Task: Students investigate an architectural ruin or remnant from the ancient Egypt to understand how beliefs, values, and natural resources shaped a culture. Students design a model of an architectural structure from this civilization and discuss its importance. |
Approved Pilot for 2004-2005, 2005-2006, 2006-2007 |
Review curriculum materials 2010-2011. Purchase 2011-2012 over a two year period. |
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| Gr. 6 |
Ancient Cultures and the Historical Development of Europe |
Unit 3: Ancient Greece. Students explore the world of ancient Greece and contributions to the world - epic poems, democratic principles, advances in science, and the Olympics. Students study the beliefs and values of this culture and the connection to the cultural development of ancient Greece. Complex Task: Students investigate the contribution of the Greek civilization in order to understand that civilizations contribute ideas principles, art, literature, language, and architecture that last over time. Students research a contribution from the Greek culture and share it through a model or essay. |
Approved Pilot for 2004-2005, 2005-2006, 2006-2007 |
Review curriculum materials 2010-2011. Purchase 2011-2012 over a two year period. |
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| Gr. 6 |
Ancient Cultures and the Historical Development of Europe |
Unit 4: Ancient Rome. Students study the development of Rome as a conquering empire, life as a Roman citizen and soldier. Students understand that some leaders leave lasting impressions on civilizations and influence the course of history. Students examine the conflicts related to world domination as well as the development of new artistic designs and cultural developments via contact with other parts of the world. Complex Task: Students investigate the political and cultural aspects of Roman life in order to understand cultural and political contributions that last over time. Students prepare a travel brochure to guide a visitor to ancient Rome. |
Approved Pilot for 2004-2005, 2005-2006, 2006-2007 |
Review curriculum materials 2010-2011. Purchase 2011-2012 over a two year period. |
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| Gr. 6 |
Ancient Cultures and the Historical Development of Europe |
Unit 5: The Middle Ages. Students study the time period sandwiched between the sophisticated Roman society and the great rebirth of the culture during the Renaissance. Students examine conflict as different cultures with different religious backgrounds come into contact. During this time an individuals power and status determined their quality of life. Individuals in the lower classes served the upper class, and were often trapped by their lower class status in a life of poverty and servanthood. Complex Task: Students investigate a day in the life of a person in the Middle Ages in order to understand that culture shapes an individual's identity and position by birth rights, education, wealth and power. Students there research through the eyes of an archeologist who has just uncovered an artifact from the Middle Ages. |
Approved Pilot for 2004 - 2005, 2005-2006, 2006-2007 |
Review curriculum materials 2010-2011. Purchase 2011-2012 over a two year period. |
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| Gr. 6 |
Ancient Cultures and the Historical Developments Through Reformation |
Unit 6: The Renaissance and Reformation. The Renaissance was a time of grade advances in Math And Science. Students study the inventions that changes the course of human history, and the advances in the arts that represent some of the world's most enduring art, literature, and music. The Reformation brought shifts in the balance of power and new religious movements. Complex Task: Students investigate a science, technology, political, economic, arts, or religious achievement or event that occurred during this period in order to understand that this time of great change influenced how people though then and continues to influence in today's world. Students prepare a persuasive speech on an influential person of this time and why they should be recognized. |
Approved Pilot for 2004-2005, 2005-2006, 2006-2007 |
Review curriculum materials 2010-2011. Purchase 2011-2012 over a two year period. |
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| Gr. 7 |
Around the Cultural World |
Course development in progress. Each unit is organized around the History, Government, Economics, Geography and Culture of the Country. |
Approved Piloted 2007-2008, 2008-2009, 2009-2010 |
Four units are planned. Four units were piloted in 2007 - 2008 at Fontana and one unit at Walworth. Pilot extends to all four elementary districts in 2009 - 2010. Material review is ongoing and purchase of materials begin in 2009 - 2010 over a two year period. |
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Unit 1: Russia, Great Land of Turmoil and Changes |
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Unit 2: Africa, Land of Mystery and Diversity |
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Unit 3: China and Japan, Land of Traditions and New Ways |
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Unit 4: India and the Middle East, Lands of Many People and Cultures. |
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| Gr. 8 |
US History: 1870 - 1902 |
Unit 1: The Development of the Industrial US (1870 - 1902) Students examine a time of change and contrasts in the daily life of people. Students understand how the rise of corporations heavy industry, and mechanized farming transformed this nation. Students analyze how the great migration after 1870 influenced new social patterns, conflicts, and ideas of national unity amid growing cultural diversity. Complex Task: Students investigate how individuals survived in this time of change in order to understand how immigration created new social paths, conflicts and change for all people. Students research a group or individual and the perspective of that group or individual in the form of a diary, PowerPoint or persuasive document to honor an individual or group. |
Pilot approved 2004-2005, 2005-2006, 2006-2007 |
Review curriculum materials 2010-2011. Purchase 2011-2012 over a two year period. |
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| Gr. 8 |
US History: 1890 -1929 |
Unit 2: The Emergence of Modern America (1890- October 29, 1929) Students study how progressives and others addressed problems of industrial capitalism, urbanization and political corruption. Students also examine the changing role of the US in worlds affairs through WWI and the US changes from the end of the WW to the beginnings of the Great Depression. Complex Task: Students investigate the economic, political, and social issue affecting Americans as the US enters WWI and life on the front lines of WW I through letters from home and to other family members. |
Pilot approved 2004-2005, 2005-2006, 2006-2007 |
Review curriculum materials 2010-2011. Purchase 2011-2012 over a two year period. |
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| Gr. 8 |
US History: 1929 - 1940 |
Unit 3: Depression and the New Deal (1929 - 1940) In this unit, students explore the most devastating financial collapse in the country and around the world, and the program plans of the New Deal to begin recovery. Students understand the causes of the Great Depression and how the New Deal transformed American federalism, and initiated the welfare state. Complex Task: Students investigate the life of a family during the Great Depression in order to understand that the interaction of complex forces alters the current system and forces change. Students create a museum exhibit reflecting the life of a family during the Great Depression. |
Pilot approved 2004-2005, 2005-2006, 2006-2007 |
Review curriculum materials 2010-2011. Purchase 2011-2012 over a two year period. |
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| Gr. 8 |
US History: 1930 - 1945 |
Unit 4: World War II (1930 - 1945) In this unit, students study the causes and course of WWII, the character of the war at home and abroad, and its reshaping of the US role in world affairs. Students understand that groups within a system may drive changes politically, socially, and economically to improve the system or gain power/control. Complex Task: Students investigate an individual, group, event or political idea of this era in order to understand the conflict creates political, social, and/or economic change. Students construct a commemorative piece recognizing and individual, group, event or idea and prepare a brief description of why they chose the subject and what the commemorative piece represents. Students also present an in-depth research report on their subject to the class. |
Pilot approved 2004-2005, 2005-2006, 2006-2007 |
Review curriculum materials 2010-2011. Purchase 2011-2012 over a two year period. |
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| Gr. 9 |
US History: 1945 to 1970 |
Unit 1: Postwar United States (195 to early 1970's) In this unit, students explore the many changes that occurred after WW II in American society. Students understand the economic boom and social transformation of postwar US, and how the Cold Ward and conflicts in Korea and Vietnam influenced domestic and international politics. Complex Task: Under revision |
Pilot approved 2005-2006, 2006-2007, 2007-2008 |
Materials Purchased. |
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| Gr. 9 |
US History: 1970 to 2011 |
Unit 2: Contemporary United States 1970 - 2000) In this unit, students study US foreign policy, the shift from supply industry to a service industry, and the ongoing cultural and ethnological changes that affect the US and other countries. Students understand foreign and domestic politics, and that economic growth depends on consumer demands, resources, and opportunities. Complex Task: Students investigate people's perceptions of issues in contemporary US society in order to understand the diversity in the US. |
Pilot approved 2005-2006, 2006-2007, 2007-2008 |
Materials Purchased. |
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| Gr. 9 |
Post September 11, 2001 |
Unit 3: Post 9/11 Era. Students investigate the major events of the period and how they have impacted the US and other countries. Using this information, students project the long-term affects on the future. Complex Task: Under Revision. |
Pilot approved 2005-2006, 2006-2007, 2007-2008 |
Materials Purchased. |
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| Gr. 10 |
World History 1400 - Today |
Current course approved in the 2001 curriculum guide. Slated for revision to align with the Cultural Studies strand covered in Grades 3 and 7. |
2001 |
Slated for revision. Review materials and implement pilot 2011-2012. |
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High School Electives |
High School Electives aligned with the JK-12 US History Strand: American Citizen (Required at Gr. 11), Vietnam War, AP US History. High School Electives aligned with the new JK-12 Cultural Strand: Cultural Studies Gr. 10, Global Awareness. Other electives: Senior Seminar, Psychology, Abnormal Psychology, AP Econ, and Social Problems. |
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