Grove City Christian School Subject Consensus Map: Social Studies K-‐12 Draft 2011/2012
Grove City Christian School Mission Statement “It The mission of Grove City Christian School to cultivate quality Christian leaders in a distinctively Christian atmosphere while providing a solid spiritual and academic foundation.”
Grove City Christian School K-‐12 Subject Consensus Map Social Studies
Social Studies Vision Statement Students will apply Biblical principles to examine the past and present, community, state, national, and global events, and the relationships between these events. Students will develop an appreciation for a personal heritage and for cultural differences as they evaluate their role and responsibility in God’s creation.
Philosophy and Guiding Biblical Principles We believe that students learn best through a balanced program of diverse assessments and experiences such as: small groups, research, class or group discussion, hands-‐on experiences, lecture and travel. By using collaborative and interactive teaching styles we plan to instill an appreciation for the world around them. With the use of technology in the classroom from kindergarten through high school, we will assist the students in connecting the past, present and future. We believe in presenting all material so that every student sees how God has moved through history, and we plan to inspire them to change history around them by leading through Christ’s example.
Overarching Essential Questions for GCCS Social Studies/History K-‐12 How did decisions of leaders and/or events that occurred affect the history of the United States of America? How are countries interdependent on one another through commerce, ideas of government, religion and ethnic groups? How do we see America's role throughout her existence in the world? What Biblical truths, events, and/or people can I relate to this historical time period, event, or person?
Kindergarten Standards: What a GCCS Student will know and be able to do in Social Studies
HISTORY Chronology -‐Recite days of the week -‐Use vocabulary to distinguish broad categories of time -‐Demonstrate understandings of one’s personal life history Heritage -‐Listen and discuss art, customs, traditions, family celebrations and talk about why they are important -‐Understand the importance of ideas, peoples, and events that have shaped the world as it is today. -‐Recognize the American flag and other symbols of the U.S. -‐Recite the Pledge of Allegiance and the National Anthem GEOGRAPHY -‐Show a foundational concept for spatial thinking is relative location (Location of a place relative to others) -‐Describe the relative location of familiar places -‐Identify terms related to direction and distance include up/down, over/under, here/there, front/back, behind/in front of. -‐Use, Identify, and Design symbols (letters, numbers, logos, addresses, hospital signs, schools, and fire departments) -‐Create a replica of familiar places by using models and maps. -‐Identify basic human needs such as food, clothing, and shelter -‐Identify natural resources such as water, trees, soil, and sunlight -‐Identify ways that individuals in the family, school, and community are unique and ways that they are the same GOVERNMENT -‐Demonstrate the ability to make choices and take responsibility for personal actions -‐Recognize and show how when individuals share responsibilities, group goals are more easily accomplished -‐Identify authority figures such as parents, principals, teachers and police officers and the use of rules for particular settings to provide order and safety ECONOMICS -‐Recognize that people have wants -‐Explain how people make decisions in order to satisfy their wants -‐Identify goods and services
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Kindergarten Topic Statements for Social Studies: World’s Fair, civil responsibilities, my community, basic needs, wants, symbols of America, personal heritage, customs, traditions, personal me collage/poster. Geography, heritage, customs, religion, traditions and holidays of South America. Famous Americans: George Washington, Abraham Lincoln, Martin Luther King Jr. , Ruby Bridges, Johnny Appleseed, Colonial Americans,/Native Americans –where they came from, holidays (and why) we celebrate them, basic time period from which they were known.
Kindergarten Common Experiences World’s Fair, Compare and contrast American ways with those of South America. Bring in fire fighters, police officers, dental health, or others who provide services. Focus on the American flag, constitution, and the Pledge of Allegiance. Talk about the importance of the pledge to the Bible, why people came to America, Grandparents Day Field Trips: Visit nursing home Informational Texts: Correlated to ELA Literature Lists – under development
Kindergarten Common Assessments Small Projects, hands on activities, map readings, all about me posters, God Made Me book, Small research/report projects Oral and written authentic assessments
Kindergarten Biblical Integration
This portion of map currently under development
Kindergarten Technology Integration ideas: Smartboard, Ipads, Skype classroom in South America
First Grade: Standards: What a GCCS Student will know and be able to do in Social Studies
HISTORY Historical Thinking and Skills -‐Recite the months of the year -‐Place events from one’s life in chronological order -‐Distinguish among past, present, and future -‐Raise questions about families in the past -‐Use photographs, letters, artifacts, and books for the opportunity to interpret primary sources Heritage -‐Recall and explain the way basic human needs are met has changed over time GEOGRAPHY Spatial Thinking and Skills -‐Construct and use simple maps and models that have symbols to represent familiar places Places and Regions -‐Identify and describe physical features and human characteristics of places in the community (P.F.-‐ lakes, hills, forests ~ H.C.-‐ parks, cities, farms, playgrounds, traffic signs) Human Systems -‐Describe how families interact with the physical environment differently in different time and places -‐Describe and Identify similarities and differences among customs, daily life, and traditions in the ways different cultures on each continent meet common human needs and how that might change over time GOVERNMENT Civic Participation and Skills -‐Demonstrate accountability for actions, pride in personal accomplishments, self-‐direction, importance of fair play, and respect for the rights/opinions of others Rules and Laws -‐Recognize the need for rules in different settings and the need for fairness in such rules -‐Recognize that breaking rules leads to consequences for such actions ECONOMICS Scarcity
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-‐Explain that wants are unlimited and resources are scarce, thereby forcing individuals to make choices Production and Consumption -‐Describe the ways people produce, consume, and exchange goods and services in their community. -‐Recall and understand what goods and services are -‐Understand that people can be both producers and consumers Markets -‐Explain ways that people may obtain goods and services that they do not produce Financial Literacy -‐Describe how people use money and the barter system to obtain goods and services they cannot provide for themselves
Topic Statements for Social Studies By close of first grade: Civil responsibilities and rules of community, the National Anthem, Geographic physical features of my community, making choices about using resources God has provided in our world, producers and consumers, how people obtain goods through money or trade, personal heritage, customs, traditions, personal time line. Geography, heritage, customs, religion, traditions and holidays of Africa. Early America through exploration. Famous explorers and Native American individuals or groups they interacted with: Spain, France, England example, Jacque Cartier, Sieur De Lasalle, Christopher Columbus, Amerigo Vespucci, Ferdinand Magellan Why they explored, how they explored, where they are explored, and how this affected the establishment of the Colonial Americas.
First Grade Common Experiences
World’s Fair, Grandparent’s Day, children’s theater presentations, time lines , Election process during Presidential election year Field Trips: Lynd’s Fruit Farm-‐ Agriculture Museum, Santa Maria, Columbus Zoo-‐Animal Covering Class/African Study Informational Texts: Correlated to ELA Literature Lists – under development
First Grade Common Assessments
Research project to show an area’s government, history, economics, and geography Projects Oral and Written assessments
First Grade Biblical Integration How were cultures in the Bible different from our cultures today? What are God’s rules? What are man’s rules? Whose rules are we to follow… when and why? Correlate stories of Joseph with St. Patrick and Squanto
First Grade Technology Integration ideas: DVDs, Ipads, Internet, Skype classroom from Africa, working with maps digitally
Second Grade Standards: What a GCCS Student will know and be able to do in Social Studies..
HISTORY: Historical Thinking and Skills -‐Measure calendar time by days, weeks, months and year -‐Place a series of related events in chronological order on a time line -‐Use artifacts, maps, and photographs to describe how daily life has changed over time Heritage -‐ Describe how science and technology have changed daily life -‐Use information from a biography of an American social and/or political leader to describe how the actions of individuals have impacted the world today GEOGRAPHY -‐Spatial Thinking and Skills -‐ Describe the information provided on print and electronic maps using a map and its symbols -‐Construct a map that includes a map title and key -‐Name and Locate continents and oceans
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Places and Regions -‐Explain the connection between the work people do and the human and physical characteristics of the place where they live -‐Describe positive and negative results of human changes to the physical environment. Human Systems -‐ Describe how cultures are influenced by their physical environments to meet basic needs. -‐ Describe examples of cultural sharing with respect to food, language and customs. GOVERNMENT Civic Participation and Skills -‐ Demonstrate personal accountability, including making responsible choices, taking responsibility for personal actions and respecting others. -‐ Work effectively in a group to complete a task or solve a problem for which the group is held accountable. Rules and Laws -‐ Demonstrate an understanding of the different rules in different settings. ECONOMICS Economic Decision Making and Skills -‐ Construct a bar graph to compare quantities. Scarcity -‐ Describe various uses for a resource. Production and Consumption -‐ Explain why most people work in jobs where specific goods and services are produced. Markets -‐ Explain how people buy and sell goods and services using money. Financial Literacy -‐ Explain how people earn income.
Topic Statements for Social Studies By close of Second Grade:
Civil responsibilities – how my choices impact others in different settings, why people work and how jobs affect our community and economy. Geographic locations of continents and oceans, how cultural characteristics of continents cross globally. Locating and naming States. How Science and technology have changed daily life. Geography, heritage, customs, religion, traditions and holidays of Europe. Study of Colonial America through revolutionary war: 13 colonies, Boston Tea Party, Intolerable Acts, Declaration of Independence. Famous individuals or groups of this time period, example, Benjamin Franklin, Paul Revere, George Washington, Jamestown Settlers, Roanoke Settlers, Native Americans groups within the region of the 13 colonies, Son’s of Liberty How this time period affected the establishment of America.
Second Grade Common Experiences
World’s Fair, Pen pals from Europe Times lines depicting spans of months and years Reading a biography of an American social or political figure from Colonial America through Revolutionary War Election process during presidential year Field Trips: Whistle Factory, Post Office – think about changing (this would fit better with first grade) Informational Texts: Correlated to ELA Literature Lists – under development
Second Grade Common Assessments This portion of map currently under development Second Grade Biblical Integration This portion of map currently under development Second Grade Technology Integration ideas: This portion of map currently under development Using 3-‐D museum tours to show art of certain time periods and cultures Use smart board to have students create their own maps with keys Third Grade
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Standards: What a GCCS Student will know and be able to do in Social Studies
HISTORY: Historical Thinking and Skills -‐Place events accurately on a timeline organized by years, decades, and centuries -‐Use artifacts, maps, and photographs to evaluate change in the local community Heritage -‐Research, analyze, organize, and present historical information about a characteristic of the local community that has changed over time GEOGRAPHY -‐Spatial Thinking and Skills -‐Describe characteristics of physical and political maps and identify the purpose for each -‐Use the map title, key, alphanumeric grid, and cardinal directions to locate places in the local community Places and Regions -‐Evaluate the influence of agriculture, industry and natural resources on daily life Human Systems -‐Describe examples of human modification to the environment in the local community -‐Describe systems of transportation used to move people and products from place to place -‐Describe systems of communication used to move ideas from place to place -‐Compare cultural products and practices of different groups who live in the local community GOVERNMENT Civic Participation and Skills -‐Explain the social and political responsibilities of local community members -‐Explain how individuals make the community a better place by solving problems in a way that promotes the common good Rules and Laws -‐Explain how laws affect the behavior of individuals and groups in a community -‐ Explain the benefits of having laws in a local community Roles and Systems of Government -‐Explain why governments have authority to make and enforce laws -‐Explain the structure of the local government ECONOMICS Economic Decision Making and Skills -‐Construct line graphs showing change over time using data related to a specific topic -‐Give examples of positive and negative incentives that affect people’s choices and behaviors Scarcity -‐ Describe the opportunity cost of an individual economic decision Production and Consumption -‐Identify consumers and producers in the local community Markets -‐Describe markets that exist in the local community Financial Literacy -‐Evaluate the costs and benefits of an individual economic decision -‐Explain how a budget helps individuals make responsible economic decisions
Topic Statements for Social Studies By close of Third Civil responsibilities –Individuals responsibilities in the community and how laws benefit the community. Maps. Locating and naming States and capitals. How transportation and communication has led to diversity within our community . Geography, heritage, customs, religion, traditions and holidays of Australia. Time period Post revolutionary war through civil war. Famous individuals or groups or events of this time period, example Thomas Jefferson, Harriet Tubman, Sojourner Truth, Fredrick Douglass, Ulysses S. Grant, Robert E. Lee, John Washington Carver and other generals of Civil War, emancipation proclamation How the values of America changed over this 100 years.
Third Grade Common Experiences: Map Research and oral report of Post Revolutionary War-‐ Civil War Presidents Mock Market-‐ Boo Boo Bunnies Mock government/laws/law breakers/punishment/ government officials
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Mock Budget Skits Field Trip: Grove City Walking Tour, Kelton House, Camp Chase Cemetery Informational Texts: Correlated to ELA Literature Lists – under development
Third Grade Common Assessments This portion of map currently under development Third Grade Biblical Integration: This portion of map currently under development Third Grade Technology Integration ideas: This portion of map currently under development
Fourth Grade Standards: What a GCCS Student will know and be able to do in Social Studies HISTORY: Historical Thinking and Skills -‐Construct a timeline of significant events in Ohio and the United State to demonstrate an understanding of units of time and chronological order -‐ Research, organize, and evaluate information from primary and secondary sources to create an historical narrative Heritage -‐Explain how interaction among prehistoric peoples and between historic American Indians and European settlers resulted in both cooperation and conflict -‐Explain why the American colonists united to fight for independence from Great Britain and form a new nation -‐Explain how Ohio progressed from territory to statehood, including the terms of the Northwest Ordinance -‐Explain how the Northwest Ordinance influences the incorporation of democratic ideals in the states formed from the Northwest Territory -‐Explain how the inability to resolve standing issues with Great Britain and ongoing conflicts with American Indians led to the War of 1812 -‐Explain the significance of the Battle of Lake Erie to American success in the War of 1812 -‐Describe the sectional issues that divided the U.S. after the War of 1812 -‐Explain the role Ohio played with the anti-‐slavery movement and the Underground Railroad Identify important inventions in communication, technology, and transportation that began in Ohio -‐Explain how technological innovations that originated in Ohio benefitted the U.S. GEOGRAPHY -‐Spatial Thinking and Skills -‐ Use a map scale and cardinal and intermediate directions to describe the relative location of physical and human characteristics of Ohio and the United States. Places and Regions -‐ Explain how Ohio’s agriculture, industry and natural resources continue to both influence and be influenced by the economic development of the United States. -‐ Describe physical and economic characteristics of the northern, southern and western regions of the United States in the early 1800s. Human Systems -‐ Describe ways humans have modified the environment and explain the positive and negative consequences resulting from those modifications. -‐ Explain how Ohio’s population is increasingly reflective of the cultural diversity of the United States. -‐ Explain how Ohio’s location and its transportation systems have influenced the movement of people, products and ideas. GOVERNMENT Civic Participation and Skills -‐ Describe the ways citizens participate in and influence their state and national government. -‐Explain the rights and responsibilities of citizens in a democratic government. -‐ Use information effectively to make an informed decision. -‐ Describe a strategy for compromise in a situation where there are differences of opinion on a matter. -‐ Describe ways in which laws protect rights, provide benefits and assign responsibilities to citizens. Rules and Laws
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-‐ Explain how the U.S. Constitution limits the power of government and protects the rights of citizens. Roles and Systems of Government -‐ Describe the purpose of democratic constitutions in Ohio and the United States. -‐Explain major responsibilities of each of the three branches of government in Ohio and the United States. ECONOMICS Economic Decision Making and Skills -‐ Use tables and charts to interpret information. Production and Consumption -‐ Explain characteristics of entrepreneurship, including the risks and benefits. Financial Literacy -‐ Demonstrate how saving a portion of income contributes to an individual’s financial well-‐being. -‐Explain how individuals can save more of their income by reducing spending.
Topic Statements for Social Studies By close of Fourth Grade: Civil responsibilities –Citizens participate in their State and National government. How the constitutions of Ohio and the United States protect citizens and limit power of government. Maps in relationship to Ohio and the United States, Maps showing Ohio’s agriculture and natural resources Locating and naming States and capitals. How is Ohio’s population reflective of cultural diversity. Positive and negatives of how humans have modified the environment. Geography, heritage, customs, religion, traditions and holidays of Asia. Reconstruction, immigration and Ohio History. Famous individuals or groups or events, topics of this time period and important to Ohio history, example important inventions, Carnegie Steel Company, JD Rockefeller, monopolies in general, Ellis Island, Statue of Liberty, diversity of immigrants, Ohio History standards, Native Americans of Ohio Ohio’s role in events that changed America.
Fourth Grade Common Experiences
World’s Fair, Biz Town, small research project on famous Ohioan, Classroom constitution, President song, create branches of government games
Field Trips: Creation Museum, Biz Town Informational Texts: Correlated to ELA Literature Lists – under development
Fourth Grade Common Assessments: This portion of map under development Fourth Grade Biblical Integration: This portion of map under development Fourth Grade Technology Integration ideas: This portion of map under development Fifth Grade -‐ U.S. History: 1900-‐ Present Standards: What a GCCS Student will know and be able to do in Social Studies HISTORY: Historical Thinking -‐ Construct a multiple-‐tier timeline and analyze the relationships among events. Early Civilizations -‐ Compare characteristics of early Indian civilizations (governments, social structures, religions, technologies, and agricultural practices and products). -‐Heritage -‐ Describe lasting effects of European exploration and colonization on the cultural practices and products of the Western Hemisphere. GEOGRAPHY -‐Spatial Thinking and Skills -‐ Use appropriate maps, globes and geographic tools to gather, process and report information about people, places and environments. -‐ Use location to make generalizations about climate.
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Places and Regions -‐ Identify and describe regions within the Western Hemisphere using criteria related to landform, climate, population, culture and economics Human Systems -‐ Explain how variations among physical environments in the Western Hemisphere influence human activities. -‐Explain how human activities have altered the physical environments of the Western Hemisphere. -‐ Make generalizations about the cultural ways of life among American Indian cultural groups in North and South America. -‐ Explain political, environmental, social and economic factors that cause the movement of people, products and ideas in the Western Hemisphere. -‐ Describe the cultural diversity of the Western Hemisphere as evidenced by artistic expression, language, religion and food. GOVERNMENT Civic Participation and Skills -‐ Use multiple sources and appropriate communication tools to locate, investigate, organize and communicate information on a public issue. Roles and Systems of Government -‐ Explain the relationship between those in power and individual citizens in a democracy, a dictatorship and a monarchy. ECONOMICS Economic Decision Making and Skills -‐ Construct a circle graph that displays information on part-‐to-‐ whole relationships of data. -‐ Explain the present and future consequences of an economic decision. Scarcity -‐ Explain how the availability of productive resources in a specific region promotes specialization and results in trade. Production and Consumption -‐ Explain how the availability of productive resources and the division of labor influence productive capacity. Markets -‐ Explain how specialization and trade lead to interdependency among countries of the Western Hemisphere. Financial Literacy -‐ Identify a career of personal interest and research the knowledge, skills and experiences required to be successful.
Topic Statements for Social Studies By close of Fifth Grade: How a citizen’s role change when dealing
with public issues if they were to be in a democracy, dictatorship or monarchy. How available resources promote specialization, influence productivity and effect future economic decisions. How specialization promotes interdependency among countries. Explain how physical attributes and human activities within the Western Hemisphere have influenced each other. How world events during the 1900’s affected America’s role. Cover important individuals such as F. Roosevelt, Eisenhower, Truman, Obama, Wright Brothers, MLK, Malcolm X, Rosa Parks, Little Rock 9 and Woodrow Wilson.
Fifth Grade Common Experiences:
Time lines, Newspaper research project, President reports (from time period 20th century-‐current day), war bond posters, reader's theater, interactive bulletin board
Field Trips: Mott's Military Museum Informational Texts: Correlated to ELA Literature Lists – under development Shin's Tricycle, Baseball Saved Us CCSS for Writing experiences ideas: under development
Fifth Grade Common Assessments This portion of map under development
American Indian Project Differences and similarities between different eras-‐ use of interactive bulletin board charts, graphs, comparisons, projects This portion of map under development
Fifth Grade Biblical Integration: This portion of map under development
Holocaust-‐ research versus that focus on how we are to treat one another Stock Market Crash/Great Depression-‐Biblical standards for finances Leadership-‐ Scriptural principles/examples of good leadership qualities (compare and contrast different types of leaders)
Fifth Grade Technology Integration ideas: This portion of map under development Powerpoints, Smartboard, laptops for projects
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Sixth Grade: Cradle of Civilization through the Fall of the Roman Empire Standards: What a GCCS Student will know and be able to do in Social Studies
HISTORY: Historical Thinking and Skills -‐Apply the conventions of B.C.E. and C.E. or B.C. and A.D. to arrange and analyze events in chronological order Early Civilizations -‐ Describe the influence of geography on the development of unique civilizations in India, Egypt, China and Mesopotamia. -Describe the governments, cultures, economic systems, technologies and agricultural practices and products of early civilizations and their enduring influence in the Eastern Hemisphere today. GEOGRAPHY -‐Spatial Thinking and Skills -‐ Use appropriate maps, globes and geographic tools to gather, process and report information about people, places and environments. -Understand that maps are created for specific purposes and represent the context in which they were created. - Use latitude and longitude coordinates to identify absolute location. Places and Regions -‐ Use various criteria to describe, classify and compare regions within the Eastern Hemisphere. Human Systems -‐ Explain how variations among physical environments in the Eastern Hemisphere influence human activities. -Explain how human activities have altered the physical environments of the Eastern Hemisphere. -‐ Explain political, environmental, social and economic factors that cause the movement of people, products and ideas in the Eastern Hemisphere. -Describe the lasting impact of the movement of people, products and ideas in the Eastern Hemisphere. -‐ Explain how tradition and diffusion have influenced modern cultural practices and products in the Eastern Hemisphere. -Describe the influence of religious diffusion in the modern world. GOVERNMENT Civic Participation and Skills -‐ Use a variety of historic and contemporary sources to obtain multiple perspectives on a topic. -Examine a variety of sources for accuracy. Roles and Systems of Government -‐ Describe the relationship between those in power and individual citizens in a democracy, dictatorship, monarchy and theocracy. -Understand that the characteristics of governments often overlap and can misrepresent the actual relationship between those governing and those being governed. ECONOMICS Economic Decision Making and Skills -‐ Compare economic data sets to identify relationships and draw conclusions. -‐ Predict the present and future consequences of an economic decision and explain how individuals and societies may evaluate the choices differently. Scarcity -Explain how individuals and societies answer the fundamental questions of economics. -Explain how specialization leads to global trade. Markets -‐ Explain how supply, demand and competition interact to determine price. -Explain how supply, demand and competition interact to influence quantities of inputs and outputs. Financial Literacy -‐ Explain how individuals compare price and quality when selecting goods and services to buy.
Topic Statements for Social Studies By close of Sixth Grade How supply, demand and competition affect economic decisions. How society pushes economic drive by selecting and evaluating goods and services. How specialization leads to global trade. How to use primary and secondary sources to evaluate an event. Compare and contrast how different forms of government have been used throughout time. How early Eastern Hemisphere civilizations as a whole influence that area today. How physical environments and human activities influence one another. How political, environmental, social, religious and economic factors cause movement of people, products and ideas in the Eastern Hemisphere. Use different maps for specific purposes and finding areas with longitude and latitude.
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Sixth Grade Common Experiences: Design a pyramid, Create a travel brochure, Create a country incorporating map skills, experiencing foods from countries, reader's theater
Field Trips: Cincinnati Museum Informational Texts: Correlated to ELA Literature Lists – under development CCSS for Writing experiences ideas: under development
Sixth Grade Common Assessments: This portion of map under development Sixth Grade Biblical Integration: This portion of map under development
Leadership-‐ Scriptural principles/examples of good leadership qualities (compare and contrast different types of leaders Government-‐ What does the Bible say about government and types of government Humanity-‐ research versus that focus on how we are to treat one another Roman’s Road Compare and contrast ancient religions with scriptural principles
Sixth Grade Technology Integration ideas: This portion of map under development Seventh Grade: After the Fall of the Roman Empire through the Reformation Standards: What a GCCS Student will know and be able to do in Social Studies
HISTORY: Historical Thinking -‐Describe historical events and issues from the perspectives of people living at the time, avoiding evaluating the past in terms of today’s norms and values. Early Civilizations -‐ Cite examples and explain the enduring impact that Ancient Greece and Ancient Rome had on later civilizations. Feudalism and Transitions -‐ Describe how Germanic invasions helped to break up the Roman Empire and set the stage for the development of feudal and manorial systems. -‐Describe how the dominance of Mongols in Asia led to the destruction of the Byzantine Empire by the Turks. -‐ Explain how the Mongol influence led to unified states in China and Korea and how their failure to conquer Japan allowed a feudal system to persist. -‐ Describe achievements by the Islamic civilization and how these achievements were introduced into Western Europe. -‐ Analyze how revolutionary ideas introduced during the Renaissance in Europe led to cultural, scientific and social changes. -‐Analyze how the rise of Protestant faiths during the Reformation resulted in the decline of the political power and social influence of the Roman Catholic Church. First Global Age -‐ Describe how empires in Africa (Ghana, Mali and Songhay) and Asia (Byzantine, Ottoman, Mughal and China) grew as commercial and cultural centers along trade routes. -‐ Describe the trans-‐Saharan slave trade and explain the effects on both West and Central Africa and the receiving societies. -‐ Describe how European economic and cultural influence increased through explorations, conquests and colonization. -‐ Explain how the Columbian Exchange reshaped previously unconnected societies in ways still evident today. GEOGRAPHY -‐Spatial Thinking -‐ Demonstrate how maps and other geographic representations can be used to trace the development of human settlement from past to present. -‐ Describe how geographic factors can promote or impede the movement of people, products and ideas. -‐ Explain how trade routes connecting Africa, Europe and Asia fostered the spread of technology and major world religions. -‐Select examples of improvements in transportation, communication and technology and explain how they have facilitated cultural diffusion among peoples around the world. GOVERNMENT Civic Participation and Skills -‐ Demonstrate how understanding individual and group perspectives is essential to analyzing historic and contemporary
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issues. Roles and Systems of Government -‐ Describe how Greek democracy and the Roman Republic were radical departures from monarchy and theocracy. -‐Explain how they influenced the structure and function of modern democratic governments. -‐ Explain how the decline of feudalism in Western Europe and consolidation of power resulted in the emergence of nation states. -‐ECONOMICS Economic Decision Making and Skills -‐ Explain why individuals, governments and businesses must analyze costs and benefits when making economic decisions. -‐Describe how a cost-‐benefit analysis consists of determining the potential costs and benefits of an action. Scarcity -‐Discuss how the variability in the distribution of productive resources in the various regions of the world contributed to specialization, trade and interdependence. Markets -‐ Explain how the growth of cities and empires fostered the growth of markets. -‐Describe how market exchanges encouraged specialization and the transition from barter to monetary economies.
Topic Statements for Social Studies By close of Seventh Grade: Why we must analyze costs and benefits when discussing economics and how population growth fosters growth in markets. How governments of the past influenced those that came after them. How current issues affect our community. How we trace human migration. How technology has advanced global interdependence. How Asian and African empires grew due to trade routes. How the Renaissance and Reformation changed how people thought forever.
Seventh Grade Common Experiences:
Country research project: including time line of events, report on a famous person, map, foods, product map, posters, and displays from a specific country for report. Maps of continents, government study from major countries in each continent, commerce study of major countries, create flags, Renaissance Festival Informational Texts: Correlated to ELA Literature Lists – under development CCSS for Writing experiences ideas: under development
Seventh Grade Common Assessments: This portion of map under development
Seventh Grade Biblical Integration: This portion of map under development God’s hand in the Renaissance, the Crusades, the Enlightenment Deism VS Theism
Seventh Grade Technology Integration ideas: This portion of map under development Laptops, iPads, Smartboard
Eighth Grade-‐U.S Exploration-‐Civil War Standards: What a GCCS Student will know and be able to do in Social Studies HISTORY: Historical Thinking and Skills -‐ Analyze primary and secondary sources to describe the different perspectives on an issue relating to a historical event in U.S. history and to present and defend a position. -‐Colonization to Independence -‐ Explain the economic and religious reasons for the exploration and colonization of North America by Europeans. -‐ Explain how competition for control of territory and resources in North America led to conflicts among colonizing powers. -‐ Explain how the practice of race-‐based slavery led to the forced migration of Africans to the American colonies. -‐Describe the contributions of enslaved and free Africans to cultural and economic development in different regions of the American colonies. -‐ Connect the ideas of the Enlightenment and dissatisfaction with colonial rule to the writing of the Declaration of Independence and launching of the American Revolution. A New Nation -‐Analyze the new political, social and economic relationships for the American people that resulted from the American Revolution. -‐Explain how the problems arising under the Articles of Confederation led to debate over the adoption of the U.S.
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Constitution -‐Explain how the actions of early presidential administrations established a strong federal government, provided peaceful transitions of power and repelled a foreign invasion. -‐Expansion -‐ Describe how the United States added to its territory through treaties and purchases. -‐ Explain how westward expansion contributed to economic and industrial development, debates over sectional issues, war with Mexico and the displacement of American Indians. -‐Civil War and Reconstruction -‐ Distinguish between the positions of the sections of the United States on sectional issues of the 1820s through the 1850s. -‐ Illustrate how disputes over the nature of federalism fed into sectional issues and helped lead to the American Civil War. -‐ Describe how the Reconstruction period resulted in changes to the U.S. Constitution, an affirmation of federal authority, and lingering social and political differences. GEOGRAPHY -‐Spatial Thinking and Skills -‐ Analyze the ways in which historical events are shaped by geography using modern and historical maps and other geographic tools. Human Systems -‐ Analyze how the availability of natural resources contributed to the geographic and economic expansion of the United States. Explain how this sometimes resulted in unintended environmental consequences. -‐ Describe the movement of people, products and ideas that resulted in new patterns of settlement and land use and analyze its impact on the political and economic development of the United States. -‐ Explain how cultural biases, stereotypes and prejudices had social, political and economic consequences for minority groups and the population as a whole. -‐ Identify the developments that helped bring about a common national identity for Americans and describe the democratic ideals around which that identity is based. GOVERNMENT Civic Participation and Skills -‐Explain how participation in social and civic groups can lead to the attainment of individual and public goals. -‐ Explain how media and communication technology influence public opinion. Roles and Systems of the Government -‐Describe and give examples of how the U.S. Constitution created a federal system, representative democracy, separation of powers, and checks and balances. -‐Describe and evaluate how the U.S. Constitution protects citizens’ rights by limiting the powers of government. ECONOMICS Economic Decision Making and Skills -‐Analyze how choices made by individuals, businesses and governments have both present and future consequences. -‐Analyze how the Industrial Revolution in the late 18th and early 19th centuries changed the means of production. Markets -‐Explain the impact government can have on markets by spending, regulating, taxing and creating trade barriers. Financial Literacy -‐Demonstrate how effective management of one’s personal finances includes using basic banking services (e.g., savings accounts, checking accounts) and credit.
Topic Statements for Social Studies By close of Eighth Grade:
How the Industrial Revolution changed the means of production. How the government impacts global, domestic, and personal finances through different means. Benefits and disadvantages to the Constitution limiting our government and us. How we can make a difference in the community through media. How people’s social, economic, and political differences make us the nation we are today. How ideas and events from Colonization through the Civil War has effected America. (Cover topics such as: Salem Witch Trials, Great Awakening, First Arrival, Revolutionary War, Intolerable Acts, Slavery, Expansion, Relationship with Native Americans, and Civil War)
Eighth Grade Common Experiences
Time lines, note taking, mapping, constitution notebook, amendment posters, create newspaper, Trip to Gettysburg and Washington DC Informational Texts: Correlated to ELA Literature Lists – under development CCSS for Writing experiences ideas: under development
Eighth Grade Common Assessments: This portion of map under development Projects, Rubrics
Eighth Grade Biblical Integration: This portion of map under development
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Romans 13. What does God/Bible say about government, taxes, etc.. Closely look at Biblical foundation of our country. Daily look at how God worked in our History.
Eighth Grade Technology Integration ideas: This portion of map under development Laptops, Ipads, Smartboard, Powerpoints
9th Grade Modern World History –Exploration Around the World-‐Today Standards: What a GCCS Student will know and be able to do in Modern World History HISTORY Historical Thinking and Skills -‐Analyze a historical decision and predict the possible consequences of alternative courses of action. -‐Analyze the credibility of primary and secondary sources. -‐Develop a thesis and use evidence to support or refute a position. -‐Identify examples of multiple causation and long-‐ and short-‐term causal relationships with respect to historical events. -‐Analyze the relationship between historical events taking into consideration cause, effect, sequence and correlation. Age of Enlightenment -‐Describe how the Scientific Revolution’s impact on religious, political and cultural institutions challenged how people viewed the world. -‐Recognize that Enlightenment thinkers applied reason to discover natural laws guiding human nature in social, political and economic systems and institutions. -‐Analyze how Enlightenment ideas challenged practices related to religious authority, absolute rule and mercantilism. Age of Revolutions -‐Explain how Enlightenment ideas influenced the American Revolution, French Revolution and Latin American wars for independence. -‐Analyze the social, political and economic effects of industrialization on Western Europe and the world. Imperialism -‐Describe the political, economic and social roots of imperial expansion. -‐Describe how imperialism involved land acquisition, extraction of raw materials, the spread of Western values and maintenance of political control. -‐Describe how the consequences of imperialism were viewed differently by the colonizers and the colonized. Achievements and Crises (1900-‐1945) -‐Select examples of advancements in technology, communication and transportation and explain how some have improved lives and others have had negative consequences. -‐Explain how militarism, imperialism, nationalism and alliances were causes of World War I. -‐Explain how the consequences of World War I and the worldwide depression set the stage for the Russian Revolution, the rise of totalitarianism, aggressive Axis expansion and the policy of appeasement, which, in turn, led to World War II. -‐Explain how and why oppression and discrimination resulted in the Armenian Genocide during World War I and the Holocaust, the state-‐sponsored mass murder of Jews and other groups, during World War II. -‐Describe how World War II devastated most of Europe and Asia, led to the occupation of Eastern Europe and Japan, and started the atomic age. Cold War (1945-‐1991) -‐Analyze how the United States and the Soviet Union became superpowers and competed for global influence. -‐Describe how treaties and agreements at the end of World War II changed national boundaries and created multinational organizations. -‐Explain how religious diversity, the end of colonial rule and rising nationalism have led to regional conflicts in the Middle East. -‐Explain how postwar global politics led to the rise of nationalist movements in Africa and Southeast Asia. -‐Explain examples of how political and social struggles have resulted in expanded rights and freedoms for women and indigenous peoples. Globalization Describe how the breakup of the Soviet Union ended the Cold War and analyze the challenges it created for its former allies, the former Soviet republics, Europe, the United States and the non-‐aligned world. -‐Describe how regional and ethnic conflicts in the post-‐Cold War era have resulted in acts of terrorism, genocide and ethnic
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cleansing. -‐Select an example of a political or cultural group and explain how they struggled to achieve self-‐governance and self-‐ determination. -‐Analyze the factors that have created a more interdependent global economy since 1991. -‐Describe how proliferation of nuclear weapons since the end of the Cold War has created a challenge to world peace. -‐Describe societal and governmental challenges resulting from the rapid increase of global population, increased life expectancy and mass migrations. -‐Describe the reasons for the new environmental consciousness and movement for sustainability.
Topic Statements:
Analyze how Enlightenment ideas challenged practices related to religious authority, absolute rule and mercantilism and influenced the American Revolution, French Revolution and Latin American wars for independence. How imperialism changed the world and how cultural groups were affected. How powers rose and fell during WWI and WWII. How the world came together to fight for human rights during these time periods and after. How the Cold War impeded and fostered technology, economics, and political relations between Communist and Capitalist nations. How the Cold War affected Africa, Asia, and Europe. How the satellite nations of the USSR fell in the 1980’s and 1990’s. How environmentally and physically humans are affecting the planet.
Course Experiences: This portion of map under development Informational Texts: Correlated to ELA Literature Lists – under development CCSS for Writing experiences ideas: under development
Course Assessments: Research Project Research Paper Research Presentation Group Work Newspaper
Biblical Integration: This portion of map under development
How we treat people when we are in leadership positions. How Christ served and how we can serve others.
Technology Integration ideas: This portion of map under development Power point, laptops, webquest
10th Grade U.S. History-‐ Reconstruction-‐Today Standards: What a GCCS Student will know and be able to do
HISTORY Historical Thinking and Skills -‐Analyze a historical decision and predict the possible consequences of alternative courses of action. -‐Analyze and evaluate the credibility of primary and secondary sources. -‐ Develop a thesis and use evidence to support or refute a position. -‐ Identify examples of multiple causation and long-‐ and short-‐ term causal relationships with respect to historical events. -‐Analyze the relationship between historical events taking into consideration cause, effect, sequence and correlation. INDUSTRIALIZATION AND PROGRESSIVISM (1877-‐1920) -‐ Analyze how the rise of corporations, heavy industry, mechanized farming and technological innovations transformed the American economy from an agrarian to an increasingly urban industrial society. -‐ Explain the major social and economic effects of industrialization and the influence of the growth of organized labor following Reconstruction in the United States. -‐ Analyze and evaluate how immigration, internal migration and urbanization transformed American life. -‐ Analyze the post-‐Reconstruction political and social developments that led to institutionalized racism in the United States.
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-‐Describe institutionalized racist practices in post-‐ Reconstruction America. -‐ Analyze and evaluate the success of progressive reforms during the late 19th and early 20th centuries in addressing problems associated with industrial capitalism, urbanization and political corruption. FOREIGN AFFAIRS FROM IMPERIALISM TO POST-‐WWI (1898-‐1930) -‐ Analyze the circumstances which enabled the United States to emerge as a world power in the early 1900s. -‐ Explain why and how the United States moved to a policy of isolationism following World War I. -‐ Describe how racial intolerance, anti-‐immigrant attitudes and the Red Scare contributed to social unrest after World War I PROSPERITY, DEPRESSION AND THE NEW DEAL (1919-‐1941) -‐Describe how an improved standard of living for many, combined with technological innovations in communication, transportation and industry, resulted in social and cultural changes and tensions. -‐ Describe social changes that came from the Harlem Renaissance, African-‐American migration, women’s suffrage and Prohibition. -‐Describe how the federal government’s monetary policies, stock market speculation and increasing consumer debt led to the Great Depression. -‐Explain how the efforts to combat the Great Depression led to an expanded role for the federal government. FROM ISOLATION TO WORLD WAR -‐Analyze the reasons for American isolationist sentiment in the interwar period. -‐ Identify and explain changes American society experienced with the mobilization of its economic and military resources during World War II. -‐ Summarize how atomic weapons have changed the nature of war, altered the balance of power and started the nuclear age. The Cold War (1945-‐1991) -‐Analyze the policy of containment the United States followed during the Cold War in response to the spread of communism. -‐ Explain how the Second Red Scare and McCarthyism reflected Cold War fears in American society. -‐ Analyze how the Cold War and conflicts in Korea and Vietnam influenced domestic and international politics between the end of World War II and 1992. -‐ Explain how the collapse of communist governments in Eastern Europe and the USSR brought an end to the Cold War era. Social Transformations in the United States (1945-‐1994) -‐ Summarize the struggle for racial and gender equality and the extension of civil rights that occurred in the United States in the postwar period. -‐ Describe how American life in the postwar period was impacted by the postwar economic boom and by advances in science. -‐ Analyze the social and political effects of the continuing population flow from cities to suburbs, the internal migrations from the Rust Belt to the Sun Belt, and the increase in immigration resulting from passage of the 1965 Immigration Act. -‐ Explain why the government’s role in the economy, environmental protection, social welfare and national security became the topic of political debates between 1945 and 1994. United States and the Post-‐Cold War World (1991-‐Present) -‐Analyze how the American economy has been impacted by improved global communications, international trade, transnational business organizations, overseas competition and the shift from manufacturing to service industries. -‐ Describe political, national security and economic challenges the United States faced in the post-‐Cold War period and following the attacks on September 11, 2001.
Topic Statements: How primary and secondary sources are important when analyzing a time period. How cause and effect of different events have formed the U.S. How industrialization caused the need for immigration. How immigration changed our laws and changed the people that lived in the United States. How the United States moved from imperialism to isolation to getting involved in WWI. How racial intolerance contributed to problems in the 1900’s. How social changes came about through the Harlem Renaissance, Civil Right’s Movement and women’s suffrage. How the Great Depression changed our economy and led to the government taking on a new role under FDR. How the United States entering WWII changed our economics as well as our standing in the world. How the United States’ role in Asia in regards to Communism affected our relationship with those nations, with other nations and our stability at home. How the government’s role in the economy, environmental protection, social welfare and national security became the topic of political debates between 1945 and 1994. How improved global communications, international trade, and transnational business organizations have impacted the American economy. How national security and our government has changed since the attacks on September 11, 2001.
Course Experiences: This portion of map under development Informational Texts: Correlated to ELA Literature Lists – under development CCSS for Writing experiences ideas: under development
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Course Assessments: This portion of map under development Research Paper Research Project/ Presentation Group Work Analysis of debates and documents Newspaper
Biblical Integration: This portion of map under development Songs from civil rights movement/Biblical correlation
Technology Integration ideas: This portion of map under development U.S. Government –American Government Structure Standards: What a GCCS Student will know and be able to do in GOVERNMENT Civil Involvement -‐Devise and implement a plan to address a societal problem by engaging either the political process or the public policy process. -‐Political party or interest group to address a civic issue, identify a type of media as a means of communication, then defend the viability of the choices made in an effort to achieve a successful result in resolving the civic issue. Civic participation and skills -‐Prepare a collection of documents pertaining to a civic issue that contains examples from at least two distinct information types (e.g., public records, surveys, research data, policy positions of advocacy groups), explain how each source is relevant, describe the perspective or position of each source and evaluate the credibility of each source. -‐Identify a civic issue and explain how persuasion, compromise, consensus building and/or negotiation were used to resolve the opposing positions on the issue. Basic Principles of the U.S. Constitution -‐ Explain in context one of the basic principles which help define the government of the United States. -‐ Select an example of how constitutional government in the United States has changed the meaning and application of any one of the basic principles which help define the government of the United States and summarize the nature of the change. Structure and Functions of the Federal Government -‐Compare the powers and responsibilities of each branch of government as they pertain to law and public policy. -‐ Use historical or contemporary examples of interactions among two or three branches of the Federal government to analyze the political dynamics involved. Role of the People -‐ Explain how the fulfillment of civic responsibilities is related to the exercise of rights in the United States. -‐ Identify an issue related to the denial of civil rights to a particular minority group and explain how at least one branch of the federal government helped to extend civil rights or opportunities for participation to that group of people. Ohio’s State and Local Governments -‐ Determine how the Ohio Constitution complements the federal structure of government in the United States and compare the structures, powers and relationships between both levels of government as defined in the Constitution of Ohio and the Constitution of the United States. -‐ Identify and explain roles that Ohio’s citizens can play in helping state and local government address problems facing their communities. Public Policy -‐ Analyze a public policy issue in terms of collaboration or conflict among the levels of government involved and the branches of government involved. -‐ Take different positions on public policy issues and determine an approach for providing effective input to the appropriate level and branch (agency) of the government. Government and the Economy -‐ Explain how the Federal government uses spending and tax (fiscal) policy to effect changes in the nation’s economic conditions. -‐Examine applications of government regulation and determine a cost and benefit of each application. -‐ Explain how the Federal Reserve System uses monetary tools to regulate the nation’s money supply and moderate the effects of expansion and contraction in the economy.
Topic Statements: How a civic issue can be addressed through the political process or public policy process through different sources of media. How a civic issue should be investigated through multiple documents and references and how through compromise, discussion and persuasion the issue was resolved. How basic principles that help define our government can be changed because of being a Constitutional government. How the system of checks and balances has worked and does work today within the three branches of government. How civic responsibilities and rights has helped people to obtain freedoms that
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have not always been allowed. How the Ohio Constitution complements the state’s role in the Federal government and how Ohioans can make the government aware of issues in the community. How the government works through many issues between the three branches of government to come to a conclusion. How the government uses taxes, controls the money supply, and determines the cost/benefit of each application within the government.
Course Experiences:
Current events, Research projects, Mocks trials, Role plays, Grove City Government Day, Mock elections, Stock market project, Budget/life project, Charts and graphs, Monopoly tournament Informational Texts: Correlated to ELA Literature Lists – under development Second Treatise of Government – Jon Locke, The Federalist Papers CCSS for Writing experiences ideas: under development
Course Assessments: under development
Current events articles, Budget project, Writing constitutions Tests, Projects, Rubrics
Biblical Integration: under development Romans 13-‐ Biblical stewardship of finances, Deism VS Theism
Technology Integration ideas: under development Internet for research, powerponts, laptops,
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Mapping Goals 2012/13 Summer suggestion: study ODE model curriculum for Social Studies Finish: Common assessments Biblical integration Technology integration Some areas need to finish up common experiences Informational Texts correlated to ELA literature lists CCSS writing experiences List resources (text books supplemental materials etc..) Discuss ideas of essential questions and how they will be used We will begin thinking about designing grade level and course level maps Study ODE model curriculum for Social Studies Above are some suggested goals based on your work completed so far. Please review (if you think of anything not listed feel free to add it) and list, in your idea of suggested order of importance, your mapping goals for next year here. Update 6/8/12
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