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District
11 Diamond Units/Lessons Overview - includes information about the
purpose, goals and structure of these sample instructional units:
Enduring Understandings - important ideas that students should carry
with them years beyond the instruction received this year.
- People and events are organized chronologically to increase
understanding of historical relationships.
- Processes and resources of historical inquiry allow for
interpreting the past and analyzing present day issues
- Societies are diverse and change over time.
- Different forms of government have been developed,
practiced, and changed throughout history.
- Religious beliefs and philosophical ideas change societies.
- Maps, globes and other geographic tools are used to acquire
process and report information about the past and present.
- Physical and human characteristics of places define regions.
- Migration and immigration affect the location and
distribution of human activity.
- Resources impact interactions between humans and their
environment.
- What were the structure and functions of government? How did it change
over time?
- Decisions must be made about the use of scarce resources.
- Resources impact the production and distribution of goods
and services.
- Trade, specialization, and interdependence influence
relationships among individuals, groups and societies.
- Decisions must be made about the use of scarce resources.
Essential Questions
- most important “big picture” questions students should be able to answer
after completing learning activities.
- How can we use geographic tools, to gather and interpret
information about the Western Hemisphere?
- How do physical and human characteristics define and
identify region and place?
- Which physical process has had the greatest impact on
shaping and continuing to shape the earth's surface?
- How do migration and immigration affect the location and
distribution of human activity?
- How have humans modified the environment?
- What essential information from a map/globe is needed to
acquire, process and report information?
- What are the significant physical and political features of
Canada?
- Which physical and human characteristics (populations,
political divisions, and language) most impacts peoples' lives?
- How are goods and services produced in Canada distributed?
- How can people and events in early history of Canada be
organized chronologically?
- How can two or more Canadian cultures be compared using one
or more elements of culture?
- What type of government does Canada have?
- Why did the government of Canada change over time?
- What are the resources of Canada?
- How does trade and interdependence influence the
relationship of Canada with its neighbors?
- What are the physical characteristics that impact peoples'
lives?
- How can people and events in Mexico's history be organized
chronologically?
- What impact did the explorers have on Mexico and the native
inhabitants?
- What sources can be used to learn about the people and
events?
- How did the societies of Mexico change over time?
- How does Mexico's government compare to other governments in
the Western hemisphere? How has the government changed from
early history to the present?
- What are the most important resources of Mexico?
- What is the effect of Mexico's economy on its neighbors and
vice versa?
- Why do the people migrate from place to place?
- What are the social, economic, and environmental issues
associated with immigration and migration?
- What are the resources of Central America?
- How, and for whom, are the resources distributed.
- How can the culture of the people of Central America be
compared to that of other cultures?
- How were the different islands formed?
- What are the physical and human features of the different
islands?
- What types of governments were developed on each island?
- What are the main resources found on the various islands?
- How can the culture of the people of Caribbean be compared
to that of other cultures?
- What are the physical and human characteristics of South
America?
- How can people and events in South America's history be
organized chronologically?
- How have the governments changed from early history to the
present?
- What, how and for whom are goods and services produced and
distributed?
- Using basic cultural elements, how can the South American
cultures be compared?
Standards
History 1: Students understand the chronological organization of
history and know how to organize events and people into major eras to
identify and explain historical relationships.
Benchmark B: Students use chronology to organize historical events
and people.
History 2: Students know how to use the processes and resources of
historical inquiry.
Benchmark A: Students know how to formulate questions and
hypotheses regarding what happened in the past and how to obtain and analyze
historical data to answer questions and test hypotheses.
Benchmark B: Students know how to interpret and evaluate primary
and secondary sources of historical information (e.g., letters, diaries,
literature, text, newspaper, art, music, technology, oral history,
interviews).
History S3: Students understand that societies are diverse and
change over time.
Benchmark B: Students understand the history of social organization
in various societies.
History 5: Students understand political institutions and theories
that developed and changed over time.
Benchmark A: Students understand political institutions and
theories that developed and changed over time.
History 6: Students know that religious and philosophical ideas
have been powerful forces throughout history.
Benchmark A: Students know the historical development of religions and
philosophies.
Benchmark B: Students know how societies have been affected
by religions and philosophies.
Geography Geography1: Students know how to use and construct maps, globes, and
other geographic tools to locate and derive information about people,
places, and environments.
Benchmark A: Students know how to use maps, globes, and other
geographic tools to acquire, process, and report information from a spatial
perspective.
Geography 2: Students know the physical and human characteristics of
places, and use this knowledge to define and study regions and their
patterns of change.
Benchmark A: Students know the physical and human characteristics of
places.
Benchmark B: Students know how and why people define regions.
Benchmark C: Students know how culture and experience influence
people's perceptions of places and regions.
Geography 4: Students understand how economic, political, cultural
and social processes interact to shape patterns of human populations,
interdependence, cooperation and conflict.
Benchmark A: Students know the characteristics, location, distribution, and
migration of human populations.
Geography 5: Students understand the effects of interactions
between human and physical systems and changes in meaning, use, distribution
and importance of resources.
Benchmark B: Students know how physical systems affect
human systems.
Geography 6: Students apply knowledge of people, places, and
environments to understand the past and present, and to plan for the future.
Benchmark A: Students know how to apply geography to understand
the past.
Civics 1: Students understand the purposes of government, and
the basic constitutional principles of the United States republican form of
government.
Benchmark C: Students understand the principles of the United States
Constitutional Government.
Civics 2: Students know the structure and function of local, state, and
national government and how citizen involvement shapes public policy.
Benchmark A: Students know the organization and functions of local, state,
and national governments.
Civics 3: Students know the political relationship of the
United States and its citizens to other nations and to world affairs.
Civics 4: Students understand how citizens exercise the
roles, rights, and responsibilities of participation in civic life at all
levels.
Benchmark A: Students know what citizenship is.
Benchmark D: Students know how citizens can participate in civic
life.
Economics
2:
Students understand how different economic systems employ different means to
produce, distribute, and exchange goods and services.
Benchmark B: Students understand how a country's monetary system facilitates
the exchange of resources.
Economics 3: Students understand the results of trade, exchange, and
interdependence among individuals, households, businesses, governments, and
societies.
Benchmark A: Students understand that the exchange of goods and services
creates economic interdependence and change.
Middle School D-11 Social
Studies Indicators - Colorado Standards are very general. To more
clearly define learning expectations for all students, District 11 has added
these indicators of success to the required curriculum.
History
1. Chronological
Organization: Organize events and people in
chronological order and use this data to determine cause/effect
relationships.
2. Historical
Inquiry: Identify, interpret, compare, and
evaluate primary and secondary sources, including documents, eyewitness
accounts, letters and diaries, literature, and newspapers.
3. Diverse
and Changing Societies: Describe basic cultural
elements (traditions, customs, religion, language, government), compare and
contrast societies, and explain how they changed over time.
4. Science,
Technology, and Economic Activity: Identify and
explain changes in technology and evaluate their impact on historical
events.
5. Political
Institutions and Theories: Describe forms of
government, then give examples of societies that practiced and changed them
over time (democracy, monarchy, oligarchy, clan/tribal, and autocracy).
6. Religious
and Philosophical Ideas: Describe religious
beliefs and philosophical ideas, and how they changed societies.
Geography
1. Use and Construction of
Geographic Tools: Interpret maps, globes, charts,
and geographic databases.
2. Characteristics
of Place and Region: Define and identify regions
by describing physical and human characteristics of places.
3. Physical
Processes Shape the Earth’s Surface: Describe
physical processes that shape the earth’s surface.
4. Patterns
of Human Population and Interaction: Explain how
migration and immigration affect the location and distribution of human
activity.
5. Human
and Physical Systems: Explain how humans modify
the environment and how the environment influences human activity.
6. Apply
Knowledge of Geography: Describe how
characteristics of places and environments influence events in the
past and present.
Civics
1. Purpose of Government and US
Constitutional Principles: Explain the purposes of government and identify the principles stated in the
Constitution.
2. Structure
and Function of Government: Describe the
structures and functions of national, state, and local governments.
3. Political
Relationships: Define foreign policy and describe
ways nations interact (ed) diplomatically in the past and present.
4. Citizenship
Participation: Explain roles, rights, and
responsibilities of citizens (including students as citizens).
Economics
1. Scarcity and Decision
Making: Identify and give examples of economic
resources and make decisions involving opportunity costs.
2. Resources
and Production of Goods and Services: Describe the
roles of supply, demand, and price in the production and distribution of goods and services.
3.
Trade,
Exchange, and Economic Interdependence: Describe
how trade, specialization, and interdependence influence relationships
among individuals, groups, and societies.
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