Harwich High School US History
Curriculum DRAFT Mr. Houston
Summer 2005
The US
History curriculum was produced as an Excel spreadsheet which
allows a
template format that is common to all the departmental curricula. Included in the plan are the following
components: learning standard from the Massachusetts
Framework, lesson plan number, student
outcomes, instructional strategies, text/materials, assessment, and
links to
mission statement. The plan includes 140
lessons because that approximates the number of class meetings that
occur
before the MCAS exams are given in May minus days with full period
tests or
missed classes because of assemblies, field trips, and other causes. Some lessons can be adapted to a single 85
minute block or two regular length class periods. The
day-to-day working of a class may
necessitate some lessons taking more than one or two class periods.
Harwich
Public Schools has chosen the Board of Education curriculum option that
allows
juniors to take the history MCAS after completing the US History
survey:
Pathway 3 Mass DOE
Grade
9: World History I, 500-1800
Grade
10: World History II, 1800-2001
Grade
11: U.S. History II, 1877-2001
Grade
12 electives: U.S. Government and Economics
Our curriculum includes units
in both World History I and World History II that are designed to cover
portions
of the US framework, especially the Classical/European/African roots of
American history and the 20th century context of world wars,
depression and Cold War. Students are required to pass World History II
before
taking the US survey; this plan will maximize the readiness of each
student to pass
the MCAS exam. The 2-3 weeks following the MCAS exam in the junior year
will be
used for local history/government, research, current
events/contemporary
history, and final exam review.
The Mission Statement/Portfolio
column indicates that
the curriculum is permeated with the goals set for the school. For example, the teaching of democracy
throughout the course guarantees that contributing to the “welfare of
the
community” is included directly or indirectly in almost every class. Almost every lesson also includes the option
of group projects that promote “Active learners, creative thinkers,
problem
solvers, and skilled collaborators.” All the assessments by oral
presentation
or written essays promote “effective communicators.” The major paper
produced
in conjunction with the English Department is the most important factor
in
building “critical researchers.” One of
the major themes in the class is the evolution of civil rights; this
obviously
lends itself to promotion of “respect for self and others.” The “Cape Cod” component is woven
through the course,
especially in the colonial/revolutionary period but also through
connections to
the wider history of the country by describing changes on the Cape connected to wider events. For
example, the following topics are covered in class: Cape Cod abolitionists, New Deal
projects on the Cape, and impact of wars on Cape residents.
“Healthy Choices” is only occasionally the focus of class. The
individual
choices in the curriculum will dictate which items will be the focus of
each
class. The numbers on the spreadsheet represent the following code:
“Committed to Success”
As Harwich High School students we are:
Academic
1.
Active
learners
2.
Effective
Communicators
3.
Critical
Researchers
4.
Creative
Thinkers
5.
Problem
Solvers
6.
Skilled
Collaborators
Social
7.
Respectful
of Self and Others and Responsible for Making Healthy Choices.
Civic
8. Appreciative of the
Uniqueness of Cape Cod and Contributors to the Welfare of the
Community.
Return to
Main Menu