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 Social Studies Booklet
constitutional system, migrations, major conflicts, industrialization, urbanization, civil rights movements. 6-8 BUILDING OUR WORLD (WORLD CULTURES): Students examine selected societies in Asia, Africa, Europe, Americas, and the Pacific using the themes of culture, change, conflict, a...
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constitutional system, migrations, major conflicts, industrialization, urbanization, civil rights movements. 6-8 BUILDING OUR WORLD (WORLD CULTURES): Students examine selected societies in Asia, Africa, Europe, Americas, and the Pacific using the themes of culture, change, conflict, and interdependence. HISTORY OF THE HAWAI‘IAN KINGDOM: • Unification of the Hawai‘ian Kingdom: monarchs. • Contact with Westerners: cultural conflicts (missionaries and native customs), devastating diseases, breaking of kapu system
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1 “Social Studies is the integrated study of the social sciences and humanities to promote civic competence.” … “The primary purpose of social studies is to help young people develop the ability to make informed and reasoned decisions for the public good as citizens of a culturally diverse democratic society <span class="highlight">in</span> an interdependent world.” THIS DEFINITION IS ADAPTED FROM THE DEFINITION RECOMMENDED BY THE NATIONAL COUNCIL FOR THE SOCIAL STUDIES <span class="highlight">IN</span> 1992. The Social Studies Content Standards reflect the
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individuality. Working together we can create developmentally respon- sive environments, resources, and peda- gogy for all students. Our challenge is to fit the learning environment to the child not fit the child to the education <span class="highlight">system</span>. We need to be informed by a sound knowledge of how children grow, change, and learn <span class="highlight">in</span> each of the benchmark cluster years. 2 About the Standards All children must go through school seeing themselves as positive, responsible, contribut- ing people.
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3 Content Standards — At-A-Glance CHANGE, CONTINUITY, CAUSALITY 1. Employ chronology to understand change and/or continuity and cause and/or effect <span class="highlight">in</span> history. HISTORICAL EMPATHY 2. Learn to judge the past on its own terms and use that knowledge to understand present day issues, prob- lems, and decision- making. HISTORICAL INQUIRY 3. Use the tools and methods of histori- ans to transform learning from mem- orizing historical data to “doing his- tory.” HISTORICAL PERSPECTIVES AND INTERPRETATIONS 4. Explain
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4 CHANGE, CONTINUITY, CAUSALITY 1. Students employ chronology to understand change and/or continuity and cause and/or effect <span class="highlight">in</span> history. HISTORICAL EMPATHY 2. Students learn to judge the past on its own terms and use that knowledge to under- stand present day issues, problems, and decision making. HISTORICAL INQUIRY 3. Students use the tools and methods of historians to transform learning from memorizing historical data to “doing history.” HISTORICAL PERSPECTIVES AND INTERPRETATIONS 4. Students
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constitutional <span class="highlight">system</span>, migrations, major conflicts, industrialization, urbanization, civil rights movements. 6-8 BUILDING OUR WORLD (WORLD CULTURES): Students examine selected societies <span class="highlight">in</span> Asia, Africa, Europe, Americas, and the Pacific using the themes of culture, change, conflict, and interdependence. HISTORY OF THE HAWAI‘IAN KINGDOM: • Unification of the Hawai‘ian Kingdom: monarchs. • Contact with Westerners: cultural conflicts (missionaries and native customs), devastating diseases, breaking of kapu <span class="highlight">system</span>
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10 CULTURAL SYSTEMS 1. Students understand culture as a <span class="highlight">system</span> of beliefs, knowledge, and practices shared by a group. CULTURAL DIVERSITY AND UNITY 2. Students understand and respect the myriad of ways that society addresses human needs and wants. CULTURAL DYNAMICS/CHANGE AND CONTINUITY 3. Students understand culture as dynamic, selective, adaptive, and ever changing. CULTURAL INQUIRY 4. Students use the tools and methodology of social scientists to explain and interpret ideas and events
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11 The study of culture is more than holidays and food, costumes and crafts. It prepares students to think about culture as a <span class="highlight">system</span> of beliefs, traditions, etc., and to use that knowledge to celebrate diversity and unity and to develop empathy for people and things different from themselves. CULTURAL SYSTEMS 1. Students understand culture as a <span class="highlight">system</span> of beliefs, knowledge, and practices shared by a group. CULTURAL DIVERSITY AND UNITY 2. Students understand and respect the myriad of ways that
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12 CONTENT STANDARDS K - 3 4 - 5 WORLD <span class="highlight">IN</span> SPATIAL TERMS 1. Students use geographic representations to organize, analyze, and present information on people, places, and environments. PLACES AND REGIONS 2. Students understand how distinct physical and human characteristics shape places and regions. PHYSICAL SYSTEMS 3. Students understand how physical processes shape Earth's surface, and create, sustain, and modify the ecosystems. HUMAN SYSTEMS 4. Students analyze how people organize their
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why trade results <span class="highlight">in</span> higher overall levels of production and consumption. ROLE OF GOVERNMENT 4. Students understand how the government influences the well being of people and institutions. ECONOMIC ANALYSIS 5. Students understand and use the tools of the economist to help them make informed decisions. • Identify and explain a scarcity situation. • Give examples of buyers and sellers from a list of goods and services. • Identify personal exchanges and trades and explain how they (the students
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results <span class="highlight">in</span> higher overall levels of production and consumption. ROLE OF GOVERNMENT 4. Students understand how the government influences the well being of people and institutions. ECONOMIC ANALYSIS 5. Students understand and use the tools of the economist to help them make informed decisions. • Give examples of choice and opportunity cost for individuals, business, and government. • Explain how the price of a good or service can cause a shortage or surplus. • Describe and give examples of the economic
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Benchmarks: Benchmarks indicate developmentally appropriate content knowledge and skills at specific grade levels or at a cluster of grade levels. Content standards: Statements of what students should know and be able to do <span class="highlight">in</span> a specific discipline such as history and geography. <span class="highlight">In</span> Social Studies, content standards are concerned with the knowledge, understanding, skills, and dispositions that students should have to be competent, responsible citizens. 18 Glossary for Social Studies Social Studies methods
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catalog, group and label, and interpret • Learn how to view things from what is called “the native’s point of view” • Observe and record peoples’ actions and with the help of informant seek to understand the meaning of those actions • Be a participant-observer • Participate <span class="highlight">in</span> archaeological fieldwork • Accept inconsistencies <span class="highlight">in</span> reports
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Cultural landscape: Comprises all the features that owe their existence to human activities (settlement, cultivation, structures, landscape etc.). Cultural mosaic: Mixed distribution of human cultures <span class="highlight">in</span> a region. 22 Glossary for Geography Tools and Methods of Geographers TOOLS METHODS/SKILLS • Maps, globes, charts, graphics • Field work • Experience and carefully observe phenomena-land and water forms, flora and fauna, weather, and seasonal changes • Observe, collect evidence, analyze information
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Demand and supply schedules: Based on the sum of individual deci- sions made by all of the individual consumers and producers <span class="highlight">in</span> a supply market. Opportunity cost: The highest valued alternative that must be foregone because another option is chosen; what you give up to get something. Scarcity: The condition of not being able to have all of the goods and services that you want. 23 Glossary for Economics Tools and Methods of Economists TOOLS METHODS/SKILLS • Charts, graphs, models • Tables, ratio
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ability to be involved <span class="highlight">in</span> complex thinking and problem solving. • The ability to recognize and produce quality performance and quality products. The real test of the standards is their applicability and usefulness <span class="highlight">in</span> the classroom to improve student learning. Raising our expectations is but the first step; it’s what we do with the standards - living up to them - that will ultimately make us a performance oriented <span class="highlight">system</span>. We are about to embark on an important journey that will challenge how we think, feel
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Microsoft Word - ssstd3.docssstd3.pdf
president). • Develop a class file of newspaper articles concerning local government. Mid-year, use file to summarize the various activities of local government and identify the leaders involved and the people or groups that would benefit from local government actions. (1, 2) Tea...
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president). • Develop a class file of newspaper articles concerning local government. Mid-year, use file to summarize the various activities of local government and identify the leaders involved and the people or groups that would benefit from local government actions. (1, 2) Teacher Notes: Benefit - something that satisfies one’s wants. Community - any group living in the same area or having interests, work, etc. in common. Government - institutions and procedures through which a territory and its people
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president). • Develop a class <span class="highlight">file</span> of newspaper articles concerning local government. Mid-year, use <span class="highlight">file</span> to summarize the various activities of local government and identify the leaders involved and the people or groups that would benefit from local government actions. (1, 2) Teacher Notes: Benefit - something that satisfies one’s wants. Community - any group living <span class="highlight">in</span> the same area or having interests, work, etc. <span class="highlight">in</span> common. Government - institutions and procedures through which a territory and its people
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(McREL). Arlington, VA: ASCD. McLean, I. (1996). Oxford concise dictionary of politics. New York: Oxford University Press. National Council for the Social Studies. (1994). Expectations of excellence. Curriculum standards for the social studies. Washington, DC: Author. National Council on Economic Ed...
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(McREL). Arlington, VA: ASCD. McLean, I. (1996). Oxford concise dictionary of politics. New York: Oxford University Press. National Council for the Social Studies. (1994). Expectations of excellence. Curriculum standards for the social studies. Washington, DC: Author. National Council on Economic Education. (2000). National content standards in economics. New York: Author. O’Brien, P.K. (Ed.). (2000). Encyclopedia of world history. New York: Facts-on-File. The Commonwealth of Massachusetts, Department of
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(McREL). Arlington, VA: ASCD. McLean, I. (1996). Oxford concise dictionary of politics. New York: Oxford University Press. National Council for the Social Studies. (1994). Expectations of excellence. Curriculum standards for the social studies. Washington, DC: Author. National Council on Economic Education. (2000). National content standards <span class="highlight">in</span> economics. New York: Author. O’Brien, P.K. (Ed.). (2000). Encyclopedia of world history. New York: Facts-on-<span class="highlight">File</span>. The Commonwealth of Massachusetts, Department of
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