Social+Studies+H1-H8


 * This webpage lists all our course calendars for H1-H8 and the associated Regents Review courses. Be aware of the following: **
 * **__Revisions of course calendars__ (those dating to the fall of 2012) have been updated to list Mr. Anderson as principal. No AP is named. Specific course codes are not identified on the curricula since they also changed in the fall of 2012.**
 * **__Curriculum mapping__ seems to have been done for US History 1 and 2 and for Global 4. Only three units in Global 3 seem to have been completed, but ask Elena Karabelas if she has more information about these. All curriculum maps were done in 2010-11.**
 * **__Both our newest and our traditional Regents Prep Skills course calendars are listed just after each sequence__. For example, the Global Regents Prep Skills curricula are listed right after H1-H4. US History Regents Prep Skills curricula are right after H5-H6.**

__**Global History Course Calendars: **__
 * Note that these were previously freshmen classes, but since we are moving US History to ninth grade, these two courses will now be taught in tenth grade instead. **

Global 1 – Fall Term Class:
This annualized course begins a four semester examination of world history. This course reviews human history from the Paleolithic period through the end of the Middle Ages in Europe and the rise of Islam. Students also look at the development of early civilizations in the New World. Skill development focuses on teaching students to interpret graphs, charts, maps, timelines, and other primary source documents. Emphasis is placed on the development of essay writing skills.

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This annualized course focuses on the changes that occurred over a 500 year period from the 14th century to the end of the 19th century. It begins with the Renaissance and Enlightenment in Europe and moves forward to include the growth of European nationalism and imperialism. By the end of freshmen year students are expected to be able to write competent Regents-style thematic essays. All H2 students also prepare a research project for possible inclusion in the annual Freshman History Fair.=====

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It is worth noting that in the 2006-07 school year we experimented with creating academy-themed projects for the 4 Academies we had at that time. A description of the social studies resources purchased for each of these 4 Academies is attached below, as is a "menu" of the different kinds of themed projects created that year for the Freshman History Fair.=====

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While we intend to create more thoroughly mutli-disciplinary projects in the future, the materials purchased for these Academies are in the RHHS school library and can be used in creating academy-themed projects as we move forward with our SLC initiative.=====











__ Global 3 and Global 4 Course Calendars: __
=== **Note that because we are moving US History to ninth grade, these two courses will still be offered to sophomores in 2011-12, but will become junior level courses in 2012-13. ** ===

Global 3 – Fall Term Class:
This annualized course focuses on twentieth century changes in world history. It examines the causes and effects of the Russian and Chinese communist revolutions and World War I and World War II. It also looks at the impact of the Cold War. Skill development continues to focus on document interpretation and essay-writing. Emphasis is placed on teaching students how to write Regents-style DBQ essays. All H3 students also complete a research project for possible inclusion in the annual Global History Fair.
 * Global 3 - Curriculum Maps: (I don't know why we don't have a full sequence of these but I can't find them on the wiki or on my hard drive. I suggest checking with Elena to see if she knows where the rest of these are.) **

Global 4 – H4 – Spring Term Class :
This annualized course provides students with at thematic review of world history to aid them in preparing for the Global History and Geography Regents in June. Contemporary world problems are reviewed as part of this comprehensive thematic review. Skill development continues to focus on interpreting primary source documents and on having students create a personal portfolio of representative Regents-style thematic and DBQ essays. 
 * Global 4 - Curriculum Maps: **

Newest Global Regents Review Course - revised January 2013 so that it can be a credit bearing course:
Note that there is a typo in the first sentence that needs to be corrected:

Our traditional Regents Review Course:
This one-semester course aids students who did not pass the Global History and Geography Regents. It provides students with a broad thematic overview of various topics in Global History. Skill development focuses on the interpretation of graphs, charts, maps, timelines, and other primary source documents. Students create a personal portfolio of representative Regents-style thematic and DBQ essays. Note that there are two different course calendars attached. T. Silecchia and T. Sotiryadis were editing these. Ask them which is truely the revised calendar to follow:

__ US History Course Calendars: __
=== **Note that because we are moving US History to ninth grade, these two courses will still be offered to juniors in 2011-12 and also in 2012-13, but after that US History will be offered only to: ninth graders; incoming students who have not had US History; and repeaters. ** ===

Compressed US 1 Curriculum for the Fall Term created in 2010-11 (this matches the curriculum maps):
In an effort to provide more time for Regents review activities at the end of the school year, a compressed US History curriculum was developed in June 2011 for the 2011-12 school year. Note that curriculum maps for this compressed curriculum were also prepared and are included here.



Compressed US 2 Curriculum for the Spring Term created in 2010-11 (this matches the curriculum maps):
In an effort to provide more time for Regents review activities at the end of the school year, a compressed US History curriculum was developed in June 2011 for the 2011-12 school year. Note that curriculum maps for this compressed curriculum were also prepared and are included here.

Traditional US 2 Curriculum for the Fall Term (begins at a later point).
Some of use find it easier to teach but it does not provide as much time for Regents review and it does not match the following curriculum maps which were created for the compressed curriculum):



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This annualized course begins a two semester examination of American history. The first semester begins with a review of the events leading up to the American Revolution and ends with a review of the effects of the post-Civil War industrialization of the United States. Skill development emphasizes the interpretation of primary source documents and the writing of Regents-style thematic essays. Students are expected to complete a research project to further hone their research and writing skills. =====

** US 1 - H5 - Fall Term - Junior Class - Amsco textbook: **
This syllabus is based on the Amsco textbook, which is easier to read for students who struggle to read longer textbooks. Most aims in this syllabus are the same as those taught in regular H5, but there are fewer aims devoted to early American history since that period is not as well covered in the Amsco textbook. It should be noted that early American history does not figure prominently on the US History and Government Regents, so the curriculum more closely reflects the demands of this exam.

===US 2 – H6 – Spring Term - Junior Class and H2CP - Spring Term - Freshman Class : === This annualized course completes a two semester examination of American history. It begins with important changes dating to the late nineteenth century: the advent of the Progressive movement and the growth of American power on the world stage. It ends with the modern presidents. Skill development continues to focus on interpreting primary source documents and on having students create a personal portfolio of representative Regents-style thematic and DBQ essays in preparation for the United States History and Government Regents in June.

Traditional US History Regents Review course:
This one-semester course aids students who did not pass the US History and Government Regents. It provides students with a broad thematic overview of various topics in US History. Skill development focuses on the interpretation of graphs, charts, maps, timelines, and other primary source documents. Students create a personal portfolio of representative Regents-style thematic and DBQ essays.

Participation in Government – H7 / H7J – Fall Term Senior Class:
This project-based course begins with a brief review of the basic principles of federalism and our system of checks and balances. It then moves on to explore the workings of the three branches of government in greater depth. Students conduct a voter registration drive and participate in election simulations and debates. Students are also expected to research a problem facing their local community and pursue an initiative to address that problem. Each year a significant figure in the community is invited to speak at a senior class assembly. **H7J – Constitutional Law** – This is a modified course which puts greater emphasis on controversial legal issues and the workings of the judicial branch. For students in the Law Academy.

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**Presidential Election Years** - The lesson sequence is adjusted so that key lessons preparing students to participate in mock-presidential debates can be taught prior to the first Tuesday in November=====

[[file:H7 - Government - Fall 2012.doc]]
<span style="display: block; font-family: arial,helvetica,sans-serif;"> **Non- Presidential Election Years** - In non-presidential election years the following course calendar is followed, which does not require teaching lessons about the electoral process before Election day in November.



<span style="color: #0000ff; display: block; font-family: arial,helvetica,sans-serif;">**Economics – H8/H8J – Spring Term Senior Class:** This project-based course reviews a number of topics in micro- and macro-economics. All students complete a “Life Project Portfolio” that requires each student to research projected earnings and expenses related to particular career choices. Students participate in the Stock Market Game to learn more about the workings of equity markets. Students also participate in a Financial Literacy Certification program sponsored by the W!SE foundation that culminates in a required exam. Students conclude the course by preparing resumes and participating in mock job interviews.

**H8J – Public Policy for Law Academy Students:** This is a modified course which puts greater emphasis on public policy issues. Students research how effectively the government allocates economic resources to address the needs of society. For students in the Law Academy.