Current Issues Des Moines Public Schools



centercenterThe Des Moines Public Schools Curriculum guide contains the prioritized standards, required pacing, materials and resources, and assessment correlates for the school year. This document is intended to be used in conjunction with the District Assessments and classroom assessments to scaffold our students in mastery of the Iowa Core State Standards. Current Issues Des Moines Public Schools 2015-2016 CURRICULUM GUIDE 8820090900The Des Moines Public Schools Curriculum guide contains the prioritized standards, required pacing, materials and resources, and assessment correlates for the school year. This document is intended to be used in conjunction with the District Assessments and classroom assessments to scaffold our students in mastery of the Iowa Core State Standards. Current Issues Des Moines Public Schools 2015-2016 CURRICULUM GUIDE Current IssuesSchools: East, Hoover, Lincoln, North and Roosevelt1 semester – .5 creditCurrent Issues is a one-semester social studies elective course designed for students who have a strong interest in exploring domestic events. Students examine political, social, and economic issues. Various topics are explored in-depth in order to gain an understanding of the historical context of the issue, as well as attempts made to resolve such issues.Link to Course Page: and Skill StandardsContent TopicsUnit 1Current Issue 16 weeksIowa Core Standards: 9-12.BS.1, 9-12.BS.3, 9-12.BS.4, RH.9-10.4Common Core English/Language Arts Standards in History and Social Sciences: RH.9-10.7, W.9-10.2Issues in SocietyUsing information from different sourcesWriting informative text Unit 2Current Issue 26 weeksIowa Core Standards: 9-12.BS.1, 9-12.BS.3, 9-12.BS.4, RH.9-10.4Common Core English/Language Arts Standards in History and Social Sciences: RH.9-10.7, W.9-10.2Issues in SocietyUsing information from different sourcesWriting informative text Unit 3 Current Issue 36 weeksIowa Core Standards: 9-12.BS.1, 9-12.BS.3, 9-12.BS.4, RH.9-10.4Common Core English/Language Arts Standards in History and Social Sciences: RH.9-10.7, W.9-10.2Issues in SocietyUsing information from different sourcesWriting informative text Unit 1: Current Issue 1Essential Question and Pacing*varies depending on the issue 6 weeks Enduring UnderstandingsSuggested Texts and ResourcesExploring a case study of a current issueInvestigating options for a solutionPresentation of options for a solutionEvaluating options and defending a positionChoices Curriculum Units – Brown University (select one) choices.eduChoices: U.S. Immigration Policy in an Unsettled WorldChoices: Caught Between Two Worlds: Mexico at a CrossroadsChoices: Climate Change and Questions of JusticeChoices: Global Environmental Problems: Implications for U.S. PolicyChoices: Dilemmas of Foreign Aid – Debating U.S. PoliciesChoices: Responding to Terrorism: Challenges for DemocracyChoices: The United States in AfghanistanChoices: Russia’s Transformation: Challenges for U.S. PolicyChoices: U.S. Role in a Changing WorldScalesTopic234Issues in SocietyIdentify and describe a current issue. List different perspectives on the issue. Identify and describe a potential solution to the issue. Explain, with examples, different perspectives on the issue. Analyze potential solutions to the issue. Propose a recommendation to solve the issue. Support your recommendation with evidence. Using Information from Different SourcesBegins to create a product by integrating visual information with other information in print/digital text, but needs to do more to show connections between sources. Creates a product by integrating visual information (i.e. charts, graphs, photographs, maps, etc.) with other information in print/digital text by clearly showing connections and making meaning between sources.In addition to meeting the level 3 expectation, the product includes the use of extended, content-specific vocabulary and makes connections to history or modern-day concepts.Writing Informative TextWrites informative/explanatory text.A level 2 writing sample fails to meet the level 3 standard in one or more areas: -Introduction -Organization -Use of evidence -Conclusion*A level 1.5 writing sample fails to meet the level 3 standard in two areas. *A level 1 writing sample fails to meet the level 3 standard in all areas, but a valid attempt was made by the studentWrites informative/explanatory text. -Introduce a topic (sentence or a full paragraph);-Organize ideas and concepts (chronologically or thematically);--Develop the topic with relevant facts, evidence and accurate examples that are appropriate to the topic; uses extended definitions;--Provide a concluding statement that supports the information or explanation presented.Writes informative/explanatory text that demonstrates a depth of knowledge by going above and beyond the grade level expectation. The student digs deeper into the content by connecting the writing to previous learning or to contemporary issues. Unit 2: Current Issue 2Essential Question and Pacing*varies depending on the issue 6 weeks Enduring UnderstandingsSuggested Texts and ResourcesExploring a case study of a current issueInvestigating options for a solutionPresentation of options for a solutionEvaluating options and defending a positionChoices Curriculum Units – Brown University (select one) choices.eduChoices: U.S. Immigration Policy in an Unsettled WorldChoices: Caught Between Two Worlds: Mexico at a CrossroadsChoices: Climate Change and Questions of JusticeChoices: Global Environmental Problems: Implications for U.S. PolicyChoices: Dilemmas of Foreign Aid – Debating U.S. PoliciesChoices: Responding to Terrorism: Challenges for DemocracyChoices: The United States in AfghanistanChoices: Russia’s Transformation: Challenges for U.S. PolicyChoices: U.S. Role in a Changing WorldScalesTopic234Issues in SocietyIdentify and describe a current issue. List different perspectives on the issue. Identify and describe a potential solution to the issue. Explain, with examples, different perspectives on the issue. Analyze potential solutions to the issue. Propose a recommendation to solve the issue. Support your recommendation with evidence.Using Information from Different SourcesBegins to create a product by integrating visual information with other information in print/digital text, but needs to do more to show connections between sources. Creates a product by integrating visual information (i.e. charts, graphs, photographs, maps, etc.) with other information in print/digital text by clearly showing connections and making meaning between sources.In addition to meeting the level 3 expectation, the product includes the use of extended, content-specific vocabulary and makes connections to history or modern-day concepts.Writing Informative TextWrites informative/explanatory text.A level 2 writing sample fails to meet the level 3 standard in one or more areas: -Introduction -Organization -Use of evidence -Conclusion*A level 1.5 writing sample fails to meet the level 3 standard in two areas. *A level 1 writing sample fails to meet the level 3 standard in all areas, but a valid attempt was made by the studentWrites informative/explanatory text. -Introduce a topic (sentence or a full paragraph);-Organize ideas and concepts (chronologically or thematically);--Develop the topic with relevant facts, evidence and accurate examples that are appropriate to the topic; uses extended definitions;--Provide a concluding statement that supports the information or explanation presented.Writes informative/explanatory text that demonstrates a depth of knowledge by going above and beyond the grade level expectation. The student digs deeper into the content by connecting the writing to previous learning or to contemporary issues. Unit 3: Current Issue 1 Essential Question and Pacing*varies depending on the issue 6 weeks Enduring UnderstandingsSuggested Texts and ResourcesExploring a case study of a current issueInvestigating options for a solutionPresentation of options for a solutionEvaluating options and defending a positionChoices Curriculum Units – Brown University (select one) choices.eduChoices: U.S. Immigration Policy in an Unsettled WorldChoices: Caught Between Two Worlds: Mexico at a CrossroadsChoices: Climate Change and Questions of JusticeChoices: Global Environmental Problems: Implications for U.S. PolicyChoices: Dilemmas of Foreign Aid – Debating U.S. PoliciesChoices: Responding to Terrorism: Challenges for DemocracyChoices: The United States in AfghanistanChoices: Russia’s Transformation: Challenges for U.S. PolicyChoices: U.S. Role in a Changing WorldScalesTopic234Issues in SocietyIdentify and describe a current issue. List different perspectives on the issue. Identify and describe a potential solution to the issue. Explain, with examples, different perspectives on the issue. Analyze potential solutions to the issue. Propose a recommendation to solve the issue. Support your recommendation with evidence.Using Information from Different SourcesBegins to create a product by integrating visual information with other information in print/digital text, but needs to do more to show connections between sources. Creates a product by integrating visual information (i.e. charts, graphs, photographs, maps, etc.) with other information in print/digital text by clearly showing connections and making meaning between sources.In addition to meeting the level 3 expectation, the product includes the use of extended, content-specific vocabulary and makes connections to history or modern-day concepts.Writing Informative TextWrites informative/explanatory text.A level 2 writing sample fails to meet the level 3 standard in one or more areas: -Introduction -Organization -Use of evidence -Conclusion*A level 1.5 writing sample fails to meet the level 3 standard in two areas. *A level 1 writing sample fails to meet the level 3 standard in all areas, but a valid attempt was made by the studentWrites informative/explanatory text. -Introduce a topic (sentence or a full paragraph);-Organize ideas and concepts (chronologically or thematically);--Develop the topic with relevant facts, evidence and accurate examples that are appropriate to the topic; uses extended definitions;--Provide a concluding statement that supports the information or explanation presented.Writes informative/explanatory text that demonstrates a depth of knowledge by going above and beyond the grade level expectation. The student digs deeper into the content by connecting the writing to previous learning or to contemporary issues. ................
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