Social Studies Curriculum

Grade 10

Course Description

The international seminar series are based on an examination of contemporary social, economic, political, and environmental issues that are examined within a global context. This course provides an opportunity to experience their learning in a cross-curricular fashion, with rigorous and experiential processes, and life changing elements. Through extensive research and fieldwork, students are expected throughout the course of a year to employ technological skills and analytical skills as a catalyst for advocacy, action, and public information dissemination. Topics include: Water Management Crisis, Genetically Engineered Foods, Free Trade, Globalization, and Human Rights for All.

These themes enhance the interdisciplinary approach between Social Studies, Sciences, Language Arts, Instructional Technology, Mathematics, and Applied Technology

Genetically Modified Foods

Social Studies

PACING CHART

Unit Topic Duration

Unit 1 Generational poverty and situational poverty

7-9 Weeks

Unit 2 The Pros and Cons of Gmos 7-9 Weeks

Unit 3 Food Safety and Fast Food Nation

7-9 Weeks

Unit 4 GMOS, The Environment, and Sustainability

7-9 Weeks

Unit 5 7 Steps Research and Project 7-9 Weeks

Educational Technology Standards

8.1.12.A.1, 8.1.12.A.2, 8.1.12.B.2, 8.1.12.C.1, 8.1.12.D.1, 8.1.12.D.2, 8.1.12.D.3, 8.1.12.E.1, 8.1.12.F.1

Technology Operations and Concepts

Create a personal digital portfolio which reflects personal and academic interests, achievements, and career aspirations by using a variety of digital tools and resources

Produce and edit a multi-page digital document for a commercial or professional audience and present it to peers and/or professionals in that related area for review.

Creativity and Innovation

Apply previous content knowledge by creating and piloting a digital learning game or tutorial.

Communication and Collaboration

Develop an innovative solution to a real world problem or issue in collaboration with peers and experts, and present ideas for feedback through social media or in an online community.

Digital Citizenship

Demonstrate appropriate application of copyright, fair use and/or Creative Commons to an original work.

Evaluate consequences of unauthorized electronic access and disclosure, and on dissemination of personal information.

Compare and contrast policies on filtering and censorship both locally and globally.

Research and Information Literacy Produce a position statement about a real world problem by developing a systematic plan of investigation with peers and

experts synthesizing information from multiple sources.

Critical Thinking, Problem Solving, Decision Making

Evaluate the strengths and limitations of emerging technologies and their impact on educational, career, personal and or social needs.

Career Ready Practices

Career Ready Practices describe the career-ready skills that all educators in all content areas should seek to develop in their students.

They are practices that have been linked to increase college, career, and life success. Career Ready Practices should be taught and

reinforced in all career exploration and preparation programs with increasingly higher levels of complexity and expectation as a

student advances through a program of study.

CRP1. Act as a responsible and contributing citizen and employee

Career-ready individuals understand the obligations and responsibilities of being a member of a community,

and they demonstrate this understanding every day through their interactions with others. They are

conscientious of the impacts of their decisions on others and the environment around them. They think about

the near-term and long-term consequences of their actions and seek to act in ways that contribute to the

betterment of their teams, families, community and workplace. They are reliable and consistent in going

beyond the minimum expectation and in participating in activities that serve the greater good.

CRP2. Apply appropriate academic and technical skills.

Career-ready individuals readily access and use the knowledge and skills acquired through experience and

education to be more productive. They make connections between abstract concepts with real-world

applications, and they make correct insights about when it is appropriate to apply the use of an academic skill

in a workplace situation

CRP3. Attend to personal health and financial well-being.

Career-ready individuals understand the relationship between personal health, workplace performance and

personal well-being; they act on that understanding to regularly practice healthy diet, exercise and mental

health activities. Career-ready individuals also take regular action to contribute to their personal financial wellbeing,

understanding that personal financial security provides the peace of mind required to contribute more

fully to their own career success.

Career Ready Practices

CRP4. Communicate clearly and effectively and with reason.

Career-ready individuals communicate thoughts, ideas, and action plans with clarity, whether using written,

verbal, and/or visual methods. They communicate in the workplace with clarity and purpose to make

maximum use of their own and others’ time. They are excellent writers; they master conventions, word

choice, and organization, and use effective tone and presentation skills to articulate ideas. They are skilled at

interacting with others; they are active listeners and speak clearly and with purpose. Career-ready individuals

think about the audience for their communication and prepare accordingly to ensure the desired outcome.

CRP5. Consider the environmental, social and economic impacts of decisions.

Career-ready individuals understand the interrelated nature of their actions and regularly make decisions that

positively impact and/or mitigate negative impact on other people, organization, and the environment. They

are aware of and utilize new technologies, understandings, procedures, materials, and regulations affecting

the nature of their work as it relates to the impact on the social condition, the environment and the

profitability of the organization.

CRP6. Demonstrate creativity and innovation.

Career-ready individuals regularly think of ideas that solve problems in new and different ways, and they

contribute those ideas in a useful and productive manner to improve their organization. They can consider

unconventional ideas and suggestions as solutions to issues, tasks or problems, and they discern which ideas

and suggestions will add greatest value. They seek new methods, practices, and ideas from a variety of sources

and seek to apply those ideas to their own workplace. They take action on their ideas and understand how to

bring innovation to an organization.

CRP7. Employ valid and reliable research strategies.

Career-ready individuals are discerning in accepting and using new information to make decisions, change

practices or inform strategies. They use reliable research process to search for new information. They evaluate

the validity of sources when considering the use and adoption of external information or practices in their

workplace situation.

Career Ready Practices

CRP8. Utilize critical thinking to make sense of problems and persevere in solving them.

Career-ready individuals readily recognize problems in the workplace, understand the nature of the problem,

and devise effective plans to solve the problem. They are aware of problems when they occur and take action

quickly to address the problem; they thoughtfully investigate the root cause of the problem prior to

introducing solutions. They carefully consider the options to solve the problem. Once a solution is agreed

upon, they follow through to ensure the problem is solved, whether through their own actions or the actions

of others.

CRP9. Model integrity, ethical leadership and effective management.

Career-ready individuals consistently act in ways that align personal and community-held ideals and principles

while employing strategies to positively influence others in the workplace. They have a clear understanding of

integrity and act on this understanding in every decision. They use a variety of means to positively impact the

directions and actions of a team or organization, and they apply insights into human behavior to change

others’ action, attitudes and/or beliefs. They recognize the near-term and long-term effects that

management’s actions and attitudes can have on productivity, morals and organizational culture.

CRP10. Plan education and career paths aligned to personal goals.

Career-ready individuals take personal ownership of their own education and career goals, and they regularly

act on a plan to attain these goals. They understand their own career interests, preferences, goals, and

requirements. They have perspective regarding the pathways available to them and the time, effort,

experience and other requirements to pursue each, including a path of entrepreneurship. They recognize the

value of each step in the education and experiential process, and they recognize that nearly all career paths

require ongoing education and experience. They seek counselors, mentors, and other experts to assist in the

planning and execution of career and personal goals.

CRP11. Use technology to enhance productivity.

Career-ready individuals find and maximize the productive value of existing and new technology to accomplish

workplace tasks and solve workplace problems. They are flexible and adaptive in acquiring new technology.

They are proficient with ubiquitous technology applications. They understand the inherent risks-personal and

organizational-of technology applications, and they take actions to prevent or mitigate these risks.

Career Ready Practices

CRP12. Work productively in teams while using cultural global competence.

Career-ready individuals positively contribute to every team, whether formal or informal. They apply an

awareness of cultural difference to avoid barriers to productive and positive interaction. They find ways to

increase the engagement and contribution of all team members. They plan and facilitate effective team

meetings.

Differentiated Instruction Accommodate Based on Students Individual Needs: Strategies

Time/General ● Extra time for assigned

tasks ● Adjust length of assignment ● Timeline with due dates for

reports and projects ● Communication system

between home and school ● Provide lecture

notes/outline

Processing ● Extra Response time ● Have students verbalize

steps ● Repeat, clarify or reword

directions ● Mini-breaks between tasks ● Provide a warning for

transitions ● Reading partners

Comprehension ● Precise step-by-step

directions ● Short manageable tasks ● Brief and concrete

directions ● Provide immediate

feedback ● Small group instruction ● Emphasize multi-sensory

learning

Recall ● Teacher-made checklist ● Use visual graphic

organizers ● Reference resources to

promote independence ● Visual and verbal

reminders ● Graphic organizers

Assistive Technology ● Computer/whiteboard ● Tape recorder ● Spell-checker ● Audio-taped books

Tests/Quizzes/Grading ● Extended time ● Study guides ● Shortened tests ● Read directions aloud

Behavior/Attention ● Consistent daily

structured routine ● Simple and clear

classroom rules ● Frequent feedback

Organization ● Individual daily planner ● Display a written agenda ● Note-taking assistance ● Color code materials

Enrichment Accommodate Based on Students Individual Needs: Strategies

● Adaption of Material and Requirements ● Evaluate Vocabulary ● Elevated Text Complexity ● Additional Projects ● Independent Student Options ● Projects completed individual or with Partners ● Self Selection of Research ● Tiered/Multilevel Activities ● Learning Centers ● Individual Response Board ● Independent Book Studies ● Open-ended activities ● Community/Subject expert mentorships

Assessments Suggested Formative/Summative Classroom Assessments

● Timelines, Maps, Charts, Graphic Organizers

● Unit Assessments, Chapter Assessments, Quizzes

● DBQ, Essays, Short Answer

● Accountable Talk, Debate, Oral Report, Role Playing, Think Pair, and Share

● Projects, Portfolio, Presentations, Prezi, Gallery Walks

● Homework

● Concept Mapping

● Primary and Secondary Source analysis

● Photo, Video, Political Cartoon, Radio, Song Analysis

● Create an Original Song, Film, or Poem

● Glogster to make Electronic Posters

● Tumblr to create a Blog

Social Studies Grades 9-12 New Jersey Core Curriculum Content Standards A. Civics, Government, and Human Rights 6.1.12.A.5.a Assess the impact of governmental efforts to regulate industrial and financial systems in order to provide economic stability. 6.1.12.A.14.c Assess the merit and effectiveness of recent legislation in addressing the health, welfare, and citizenship status of individuals and groups. 6.1.12.A.16.a Examine the impact of media and technology on political and social issues in a global society. 6.1.12.A.14.f Determine the extent to which nongovernmental organizations, special interest groups, third party political groups, and the media affect public policy. B. Geography, People, and the Environment 6.1.12.B.16.a Explain why natural resources (i.e., fossil fuels, food, and water) continue to be a source of conflict, and analyze how the United States and other nations have addressed issues concerning the distribution and sustainability of natural resources. C. Economics, Innovation, and Technology 6.1.12.C.5.a Analyze the economic practices of corporations and monopolies regarding the production and marketing of goods, and determine the positive or negative impact of these practices on individuals and the nation and the need for government regulations 6.1.12.C.12.d Assess the role of the public and private sectors in promoting economic growth and ensuring economic stability. 6.1.12.C.14.b Judge to what extent government should intervene at the local, state, and national levels on issues related to the economy English Language Arts & History/Social Studies Grades 10-11 Common Core Standards

Key Ideas and Details:

RH.9-10.1 Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.

RH.9-10.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.

RH.9-10.3 Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.

Craft and Structure:

RH.9-10.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.

RH.9-10.5 Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.

RH.9-10.6 Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.

Integration of Knowledge and Ideas:

RH.9-10.7 Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text. RH.9-10.10 By the end of grade 10 read and comprehend history/social studies texts in the grades 9-10 text complexity band independently and proficiently. Text Types and Purposes: WHST.9-10.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. Production and Distribution of Writing: WHST.9-10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

WHST.9-10.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.

Grade: 10

Unit: III Food Safety and Fast Food Nation

NJCCCS 6.1.12.A.5.a, 6.1.12.C.5.a, 6.1.12.A.14.c, 6.1.12.A.16.a, 6.1.12.B.16.a, 6.1.12.A.14.f, 6.2.12.C.5.d, 6.1.12.C.14.b

CCSS RH.9-10.1, RH.9-10.2, RH.9-10.3, RH.9-10.4, RH.9-10.5, RH.9-10.6, RH.9-10.7, RH.9-10.10, WHST.9-10.2, WHST.9-10.5 ,WHST.9-10.6

NJDOE Student

Learning Objectives Essential Question Sample Activities Resources Interdisciplinary

Connections Research and analyze the role and purpose of FDA in protecting food consumers. Standard: RH.9-10.1 6.1.12.A.14.c

What is the role of the FDA? How does the FDA ensure food safety in the United States? What types of safeguards are put into place to protect consumers?

Role Play: In groups of 3-4 students will review the current safety guidelines and then create their own list of safety and inspection guidelines. Each guideline must have a detailed justification. The group will be given a scenario and then use their guidelines to inspect for food safety issues. Investigative Reporter: In groups of 2 students will be given the task of investigating the role of the FDA, its efficacy as and organization, and the overall wellness of the organization. Students will write a newspaper article and create a news broadcast to share their

Food and Drug Administration:http://www.fda.gov/Safety/ Food Safety Modernization Act (FSMA): http://www.fda.gov/Food/GuidanceRegulation/FSMA/ucm247546.htm

ELA Letter to the Editor: Write a 5 paragraph persuasive essay for or against the current FDA Food Safety Guidelines.

findings with the class.

Track and trace the use of technology relevant to Providing safe and healthy food to countries throughout the world. Standard: WHST.9-10.2 RH.9-10.2 6.1.12.A.16.a

What are the most common threats to the world food supply? How have technological advances provided food safety throughout the world?

Shark Tank Activity: In groups of 4 students will design new technology to ensure food safety in the US. They must present their proposals to a class panel and the group with the best plan of action will submit to the TV Shark Tank for the chance to present their idea. Socratic Discussion: Using the Harkness Method discuss how technology plays a role in keeping consumers safe.

Food Safety and Inspection Service New Technology Information Table: http://www.fsis.usda.gov/wps/portal/fsis/topics/regulatory-compliance/new-technologies/new-technology-information-table FDA food safety challenge to spur new technologies for fighting food borne illness: http://www.fda.gov/NewsEvents/Newsroom/PressAnnouncements/ucm415831.htm

Visual Arts: Make a short food safety public safety announcement. This video should be a maximum of 10 minutes in length.

Compare and contrast the food safety issues in The Jungle and Fast Food Nation. Standard: RH.9-10.6 WHST.9-10.5 6.1.12.C.5.a

What are the food safety issues in The Jungle? How has E. Coli impacted food safety in the 21st century? What are the risks associated with the meat packing industry?

Venn Diagram: Compare and contrast the food safety issues in slaughterhouses in 1906 and in the early 21st century. Journal: In your opinion, what is the most pressing food risk in the 21st

Centers for Disease Control E. Coli: http://www.cdc.gov/ecoli/ Teaching Tolerance: http://www.tolerance.org/lesson/paying-their-health Comparing The Jungle with Fast Food Nation:

Art: Propaganda Posters: Create propaganda posters for the food safety issues outlined in the The Jungle or Fast Food Nation. Keep in mind colors and images that will make the most impact and convey your point of view.

century? (i.e. E. Coli) http://www.learnnc.org/lp/pages/6530?ref=search

Evaluate the impact of political, economic, social changes to food safety from 1906 to 2014. Standard: RH.9-10.4 6.1.12.B.16.a

How did the Clean Food and Drug Act change food safety and food production in the 20th century? How does the large corporate slaughterhouses impact food safety? What is the role of government subsidized corn and E. Coli outbreaks in the United States?

Photo Essay: In groups of 4 students will create a annotated photo timeline outlining the meatpacking and food production industries 1880-present. Commercial/Short Film: As a class, create a commercial or short film informing Americans on the connections between corn subsidies and E. Coli. Be sure to include the dangers of E. Coli.

Pure Food and Drug Act: A Muckraking Triumph http://www.u-s-history.com/pages/h917.html Frontline Meat: http://www.pbs.org/wgbh/pages/frontline/shows/meat/interviews/pollan.html Pure Food and Drug Act: Princeton University https://www.princeton.edu/~achaney/tmve/wiki100k/docs/Pure_Food_and_Drug_Act.html Federal Food and Drugs Act of 1906: http://www.fda.gov/RegulatoryInformation/Legislation/ucm148690.htm

ELA Essay: Write a 5-paragraph essay outlining the reasons behind the modern vegetarian movement.

Examine the impact of The Jungle and Fast Food Nation on American consumers.

How do investigative reporters enact changes in food safety? How have large food companies impacted the way

Modern Day Muckraker: In cooperative learning groups students will read excerpts form Fast Food

Constitutional Rights Foundation: http://www.crf-usa.org/bill-of-rights-in-action/bria-24-1-b-upton-

ELA Essay: Write a 3-5 essay using the title Upton Sinclair’s The Jungle: The Legal and Social Impacts.

Standard: RH.9-10.5 6.1.12.A.14.f

animals are raised and slaughtered? Why was the American public shocked by The Jungle? Why is Eric Schlosser considered a modern day muckraker?

Nation and The Jungle. Following the exercise students will research and identify a pressing food safety issue in the 21st century. Using a modern medium that will allow them to reach the masses, they must write, film, or photograph their issue and attempt to enact change. Interview: Attempt to contact Eric Schlosser or any other food safety pioneer and write an article in the school newspaper.

sinclairs-the-jungle-muckraking-the-meat-packing-industry.html UPENN After Reading Fast Food Nation, You May Want to Hold the Fries: http://knowledge.wharton.upenn.edu/article/after-reading-fast-food-nation-you-may-want-to-hold-the-fries/

Assess the global impact of fast food. Standard: WHST.9-10.6 6.2.12.C.5.d

What is fast food? How does fast food impact public health? Why is fast food so popular? Why are human beings hardwired to become addicted to salt, fat, and sugar?

Fast Food Franchise: Using the Nation’s good health guidelines create a fast food chain. Write a business plan, contact vendors, and design a marketing campaign. Journal: Why are large urban centers sometimes called food deserts? Why are there so many fast food restaurants in low-income Urban areas?

CNN Heart Attack Proof: http://www.cnn.com/2011/HEALTH/08/19/heart.attack.proof.diet/ Centers for Disease Control Obesity: http://www.cdc.gov/obesity/data/adult.html HBO Poverty and Obesity: https://www.youtube.com/watch?v=7MJnm5X9NN0

ELA: Write a 5 paragraph persuasive essay arguing for or against the treatment of fast food as a controlled substance or as injurious as cigarettes.

Evaluate the impact of farm subsidies on the food supply. Standard: RH.9-10.7 6.1.12.C.14.b

What are farm subsidies? What crops are subsidized in the US? How does corn impact livestock and ultimately food safety?

Taste Test: Students will compare and contrast the taste, ingredients, and reasons behind the switch from can sugar to corn syrup in Coca Cola. (Taste Mexican Coke vs. Coca Cola Classic) Journal: Should the government-subsidized crops such as corn? Is there an economic benefit to this?

King Corn Documentary: http://vimeo.com/58736941 Farm Subsidy Database: http://farm.ewg.org

Economics: Create a chart of all the farm subsidies in the US and calculate the impact on the farmer, US consumer, and economy. Who benefits from these subsidies? Are there economic consequences?

Analyze a food safety bill or law and its impact on consumers. Standard: RH.9-10.1 6.1.12.A.14.c

What are the food safety provisions in the 2008 Farm Bill? Why does the meat industry oppose legislation to test meat for E. Coli? How does the FDA Food Safety Modernization Act (FSMA) of 2011 aim to prevent food contamination?

Oxford Style Debate: Should all meat be tested for E. Coli? Socratic Discussion: Read the NY Times article for homework, http://www.nytimes.com/2009/10/04/health/04meat.html?pagewanted=all&_r=0 Using the Harkness Method (desks should be in a oval shape) discuss the consequences of recalls and contamination of the food supply.

FDA Food Safety Modernization Act (FSMA): http://www.fda.gov/Food/GuidanceRegulation/FSMA/ Farm Bill: http://agriculture.house.gov/farmbill FDA Foodborne Illness & Contaminants: http://www.fda.gov/Food/FoodborneIllnessContaminants/ Microbiological Testing

ELA Essay: How do large grocery store chains like Trader Joes impact food safety issues such as recalls? Write a one-page essay detailing the impact of chain grocery stores on mass production of food and ultimately the consumer. Include a works cited.

Journal: Do you think that the government has done enough to protect consumers against food contamination?

Program for Escherichia coli O157:H7 and non-O157 Shiga toxin-producing Escherichia coli (STEC): http://www.fsis.usda.gov/wps/portal/fsis/topics/data-collection-and-reports/microbiology/ec/testing-program-for-e-coli-o157h7-and-non-o157-stec

Assess the economic, social, and nutritional impact of the introduction of organic products to the global market. Standard: RH.9-10.10 6.1.12.C.5.a

How does the USDA classify a product as organic? What percentage of crops in the US is organic? What are the benefits to organic products? What is the economic impact of organic products?

Oxford style Debate: Are organic foods worth the money or just a fraud perpetrated on the American Public? Split the class in two and assign students to either side of this argument. Organic Foods Webquest: Students in groups of two will use class IPads or computer lab to complete the webquest (link in resources) Journal: What are the government regulations on

Mayo Clinic Organic Food: http://www.mayoclinic.org/healthy-living/nutrition-and-healthy-eating/in-depth/organic-food/art-20043880 FSU Why Do We Buy Organic Foods: http://www.wctv.tv/home/headlines/Why-do-we-Buy-Organic-Food-FSU-Study-Examines-Consumer-Motivations-285597521.html

Art/Technology: Create a poster, blog, Instagram, or short film selling a new organic product to the American consumer public.

the labeling of foods as organic and all natural?

Identify government agencies or private groups that oversee food safety in the United States. Standard: RH.9-10.3 6.1.12.A.5.a

What is the role of the USDA in food safety and regulation? How does the government impact food safety?

Oxford Style Debate: Do you think that members of the USDA that determine legislation such as what students are eating at school, should be able to accept work and money from food companies such as Kraft Foods Inc.? New Food Guidelines: Using the current My Plate guideline design a new template that will be used to ensure that all Americans are eating healthfully. Present to the class.

Food Safety and Inspection Service USDA: http://www.fsis.usda.gov/wps/portal/fsis/home Serving Up My Plate: A Yummy Curriculum: http://www.fns.usda.gov/tn/serving-myplate-yummy-curriculum USDA My Plate: http://www.choosemyplate.gov

Economics: Design a New School Lunch: Create an action plan to implement your new health guidelines and create a school lunch plan and menu. In addition, create a budget.

Unit 1 Vocabulary

Slaughterhouse Subsidy Muckraker Organic Vegetarian Vegan Plant based United States Department of Agriculture Food Safety Modernization Act Center for Disease Control

Choose 1

Unit Project (Suggested) Unit Project (Suggested) Students will create a timeline of food safety in the United States. Be sure to include major legislation and events such as the 1906 Food and Drugs Act, Food Modernization Act, etc.

Create a presentation using new media and present to class: Choose on regulatory agency dealing with food and health in the United States or at the state level. Explain its purpose, history, and effectiveness.