Standards
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.
- Primary and secondary sources and
processes of historical inquiry allow for interpreting the past and
analyzing present day issues.
- Processes and resources of historical
inquiry allow for interpreting the past and analyzing present day
issues.
- Societies are diverse and change over
time.
- Technological developments have impacted
individuals and societies throughout history.
- 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.
- Knowledge of government and its purposes
builds understanding of citizenship.
- Foreign policy influences the
interaction of nations.
- Civic participation involves roles,
rights, and responsibilities.
- Knowledge of government and its purposes
builds understanding of citizenship.
- Decisions must be made concerning the
use of scarce economic resources.
- Trade, specialization, and
interdependence influence relationships among individuals, groups and
societies.
Essential Questions - most important “big picture” questions
students should be able to answer after completing learning activities.
- What economic and political decisions
were made by England based on the resources of the colonies?
- Was England's foreign policy for the
colonies effective? Explain.
- What roles and responsibilities began to
emerge in the colonies as war approached?
- What were the strengths and weaknesses
of the British and Colonists on the eve of the Revolution? What
advantages and disadvantages did each side have?
- Why is the Declaration of Independence a
primary source? What were it key points?
- What battles most affected the outcome
of the war?
- Why have laws? What is the purpose of
government?
- Why is the U.S. Constitution a primary
source?
- Why/how did the U.S. Government change
from confederation to federation?
- How was the plan for government
developed? (Constitution)
- What is the structure of the U.S.
Constitution?
- What is the structure and function of
national government?
- What are the rights, roles, and
responsibilities of citizens?
- How do maps of Native American
settlements and migration increase understanding of history?
- How did the regions change as Native
American tribes migrated further West?
- What were the migration patterns/routes
of U.S. populations across North America?
- What information about this migration is
provided in different sources?
- Which events in the chronological
progression of territorial acquisition for the U.S. were the most
important? Why?
- What can information on a map of
territorial acquisition reveal that information on a chart or time line
cannot?
- How did the US interact with other
nations to acquire territories?
- How did religious and philosophical
ideas affect the interaction of migrants/immigrants and indigenous
populations?
- How did migrating people and indigenous
peoples view western expansion- as a blessing or a threat? Which type of
source provides the best information and why?
- What were the physical and human
characteristics of the North, South and West in the first half of the
19th century?
- How did Northern and Southern states
interpret the purpose of government?
- How did sectional differences in trade,
exchange, and ideas about interdependence influence relationships among
society, groups, and individuals?
- Why were major battles fought in certain
places at certain times? What cause/effect relationships are apparent?
How did places and environments influence the battles of the war?
- Which change in science, technology, or
economic activity had the greatest impact on the war?
- How did cultural elements change from
pre-war to post Civil War?
Standards and Benchmarks
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.
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 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
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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